Pilot Testing the Chinese Version of the ETS ® Proficiency Profile Critical Thinking Test

Abstract

Chinese higher education is experiencing rapid development and growth. With tremendous resources invested in higher education, policy makers have requested more direct evidence of student learning. However, assessment tools that can be used to measure college‐level learning are scarce in China. To mitigate this situation, we translated the critical thinking test from the ETS ® Proficiency Profile ( EPP ) into Chinese. EPP has been widely used in the United States to assess general college learning outcomes. We pilot tested the EPP –Chinese test with students from a university in China. Results suggest that (a) the test is unidimensional and therefore is sufficient to report a total score from a practical standpoint; (b) the total score reliability is satisfactory; (c) most items showed moderate correlations with the total score, but the translation of one item needs additional revision; (d) the test is correlated with related constructs (e.g., the Chinese college entrance examination and a national English test); and (e) no item showed differential item functioning or was found to be biased toward any subgroup. In summary, the Chinese version of the critical thinking test showed potential as a suitable assessment tool for Chinese college students. Report Number: ETS RR‐16–37