This article presents an assessment design that embraces creativity, criticality, and translanguaging as guiding principles. The design was implemented in the language and content learning classrooms of three Bangladeshi universities. Although the design indicates considerable pedagogical and social benefits, the participants demonstrated conflicting attitudes from the individual, institutional, and ideological dimensions towards implementing such an assessment design in mainstream classrooms. The article recommends teacher education, training programmes, and prestige planning of translanguaging practices for successful implementations of translanguaging oriented assessments in Bangladeshi higher education and related contexts.

中文翻译：

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评估设计中的创造力、批判性和跨语言：来自孟加拉国高等教育的观点

本文介绍了一种以创造力、批判性和语言转换为指导原则的评估设计。该设计在三所孟加拉国大学的语言和内容学习教室中实施。尽管该设计表明了可观的教学和社会效益，但参与者从个人、机构和意识形态层面对在主流课堂中实施这种评估设计表现出了相互矛盾的态度。本文建议教师教育、培训计划和跨语言实践的声望规划，以便在孟加拉国高等教育和相关背景下成功实施面向跨语言的评估。