SUMMARY
Spatial ability, an essential skill in modern education, is on par with language and computing abilities. However, the definition and categorization of spatial ability are still unclear, requiring further development in assessment practices and research. The factors influencing spatial ability are still being explored, and assessments across different cultures and backgrounds need refinement. Results show a significant correlation between spatial visualization ability, gender, and major, with males and STEM majors scoring higher. Other factors, like students' prior spatial experience, did not show a significant correlation. These findings help identify and evaluate students' spatial visualization ability levels, guiding the design of spatial thinking courses and supporting differentiated teaching. The assessment also serves as a measure to track changes in students' spatial visualization ability before and after the course.