Presenting slat-thinking second version and its content validity

Students’ Approaches to Learning is an important theory in Educational Psychology that investigates the interaction of students with objects of knowledge and how this interaction affects learning outcomes. Recently, the Students’ Learning Approach Test (SLAT-Thinking) was proposed as a pioneer methodology to investigate approaches to learning through performance in a given task. Nevertheless, this test has presented some issues regarding the high probably of answering correctly by chance. This paper presents a new version of this performance test, SLAT-Thinking 2. This new version solves the aforementioned issues, adds a theoretical framework to explain the incorrect answers given by respondents, and presents two test forms. This study presents the content validity of SLAT-Thinking 2, which is the first step to investigate the test validity. The analysis was performed by nine judges, four of which with an Educational Psychology background. It led to changes in the wording of the test instructions, wording of the two texts given in the test task, wording of three items, wording of the response options of four items, and to the change of one answer key. This analysis certified the content validity of the new version of the test, which it is expected to become a useful tool for researchers and practitioners.