Comparability and Validity in International Performance Assessment of Critical Thinking (iPAL)

The project explores the feasibility of international comparisons of critical thinking, using performance assessments.

Critical thinking (CT) is amongst the most prominent learning outcomes in higher education. However, to date, there is little international comparative data on higher education students’ CT. Such data could be used in summative and formative ways at the system and institutional levels. To evaluate CT performance assessments are the most suited approach. However, both the construct and item format pose serious challenges in their translation and adaptation for international comparison. The objective of the project is to explore the feasibility of valid international comparisons of CT through performance assessments.