International assessments often serve to inform education policy making and transfer and to index student learning. Cross-national assessment development and adaptation are essential for validity. This chapter presents a culturally sensitive and collaborative approach to designing international performance assessments of global learning outcomes in higher education (e.g., critical thinking). Reflecting on past challenges and successes, the authors recommend that international assessment teams, across sites: (1) address and document construct equivalence; (2) embark on collaborative test design, including student input; and (3) acknowledge challenges and propose solutions to enhance future assessments.