Introducing rationality and content validity of slat-thinking

The students' learning approaches theory investigates a significant topic which is the interaction between subject and object of knowledge and its impact on learning. Nevertheless, the exclusive use of self-report instruments for its measures has become a fundamental limitation in that field. In this article, rationality and content validity of SLAT-Thinking (Students' Learning Approach Test) are introduced as the first test to measure learning approaches by means of performance. We also present its conceptual basis, building strategies and structure. The assessment of four construct experts, one expert in Portuguese and 10 people from the target-audience regarding the content validity, is shown. A new category was created to classify the items, the answer key of two items was changed and the statement of one item was reformulated. The experts certified the content validity of the test, and the target-audience stated the test was easy to understand and to perform.