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Article summary:
1. Higher education is undergoing rapid change, necessitating more up-to-date assessment tools to measure student learning outcomes.
2. The HEIghten suite of assessments was developed to identify and assess skills and competencies deemed critical for both higher education and the workforce.
3. This paper reports on a validation study of the Chinese version of the HEIghten Critical Thinking (CT) assessment, examining validity evidence based on the test’s internal structure and its relation to other variables, as well as any potential effects of test delivery mode on test performance.
Article analysis:
The article provides an overview of the development and use of the HEIghten suite of assessments for measuring student learning outcomes in higher education institutions. The article is generally well written and provides a comprehensive overview of the development process, theoretical framework, research undergirding the five assessments, translation process, data collection methods, and research questions related to this validation study.
The article does not provide any information about potential biases or sources of bias in the development or implementation process that could affect the trustworthiness and reliability of the results from this validation study. It is possible that there may be cultural biases in terms of language used in translations or assumptions made about what constitutes “critical thinking” in different cultures that could affect how students respond to items on the assessment. Additionally, it is unclear if there were any differences between students who took the assessment online versus those who took it on paper that could have affected their responses or scores on the assessment.
The article also does not provide any information about potential risks associated with using these assessments for making decisions about student learning outcomes or other educational decisions. It is important to consider potential risks such as misinterpreting results due to cultural differences or relying too heavily on these assessments when making decisions about student learning outcomes or other educational decisions.
In conclusion, while this article provides a comprehensive overview of the development and use of HEIghten suite of assessments for measuring student learning outcomes in higher education institutions, it does not provide sufficient information regarding potential biases or sources of bias that could affect trustworthiness and reliability of results from this validation study nor does it address potential risks associated with using these assessments for making decisions about student learning outcomes or other educational decisions.