ABSTRACT
Many assessments at the postsecondary level focus on the knowledge and skills required in particular content domains considered essential for the awarding of class credit, licensure, certification, credentialing, or graduation from a degree program. Evidence-centered design (ECD) is a test design and development methodology that is well suited to guiding the development of content-valid, rigorous assessments for difficult-to-assess constructs and populations. This chapter identifies several challenges to postsecondary assessment. Liu, Frankel, and Roohr (2014) identified numerous challenges associated with the design, development, and use of postsecondary assessments of critical thinking. The chapter describes several types of assessment that provide valuable information for the postsecondary community. The College Board's Advanced Placement (AP) exams are a commonly used indicator of domain knowledge and skills before students' university matriculation. Curriculum frameworks and assessments used at the postsecondary level often include critical thinking as a generic skill.
