Beyond translation: adapting a performance-task-based assessment of critical thinking ability for use in Rwanda

摘要: Critical thinking is frequently proposed as one of the most important learning outcomes a university education. However, to date, it has been difficult ascertain whether students in low-income contexts are improving their critical skills, because limited studies this domain have relied on instruments developed Western contexts, despite clear dangers such an approach. Cultural bias assessment can best be overcome by explicitly developing tests for use specific contexts. resource constraints often prevent possibility. An alternative strategy adapt existing instrument particular context. Although adaptation norm high-stakes cross-cultural assessments, not attempted single country research studies. This may due assumption that excessively technical or will add significantly study timeline. In article, which relies data from recent Rwanda, we present ...