This research sought to develop a framework of creative thinking skills to be integrated into the assessment questions of the Islamic Education curriculum for the second year of secondary school in Yemen during the 2024–2025 academic year, and to analyze the extent to which these skills were reflected in the existing questions. Using a descriptive-analytical method and a sample of 449 questions, the study employed content analysis to evaluate the presence of fluency, flexibility, and originality. The findings revealed that the overall representation of creative thinking skills was weak, with fluency and flexibility appearing most frequently at 18%, while originality was limited to 7%. Based on these results, the study recommended revising assessment questions at both primary and secondary levels to move beyond rote review and memorization, aiming instead to foster students’ creative thinking across all dimensions.