Are we there Yet! Inclusion of Higher Order Thinking Skills (HOTs) in Assessment

Mishra, Richa; Kotecha, Ketan

doi:10.16920/jeet/2016/v0i0/85686

Cited by 10 publications

(14 citation statements)

References 1 publication

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“…According to the further investigation, they were still fixated on the use of Lower Order Thinking Skills (LOTS) in developing questions for their students. It is in accordance with the fact that most of the question papers in EFL context were structured only to assess LOTS (Mishra & Kotecha, 2016). It means that even though the teachers claim that they had understanding about how to develop HOTS, the teachers tended to develop LOTSbased questions instead of HOTSbased questions.…”

Section: Resultsmentioning

confidence: 52%

“…This misconception led the EFL teachers to develop difficult questions instead of HOTSbased questions. They tended to assume that HOTSbased question is the question which categorized as complex or difficult questions, whereas based on some experts, HOTSbased question is not always the difficult one, and vice versa (Brookhart (2010), Conklin (2012), Mishra & Kotecha (2016)). Related to this finding, it is crucial to understand that the knowledge of HOTS is the EFL teachers' basic weapon in order to be able to integrate HOTS in the process of teaching and learning, whether in planning stage, implementation stage, and evaluation stage.…”

Section: Resultsmentioning

confidence: 99%

“…The statement from the teachers is in accordance with Dwyer et al (2014) who identifies that before capable in the critical thinking; students need to comprehend the information given to them first. Further, as the explanation of the stages in Bloom's Taxonomy from Anderson & Krathwohl (2001) and Mishra & Kotecha (2016), before entering the stage of HOTS which include analyzing, evaluating, and creating, the students need to master the previous cognitive competence in remembering, understanding, and applying which are categorized as LOTS. In other word, in English subject, students need to understand and comprehend the language first before they can develop their HOTS.…”

Section: Students' Real Life Context and Environmentmentioning

confidence: 99%

“…The latest version Bloom's taxonomy includes remembering, understanding, applying, analyzing, evaluating, and creating (Anderson & Krathwohl 2001). Mishra & Kotecha (2016) claim the Bloom's revised taxonomy as reference point to HOTS. They believe that HOTS is represented in the level of analyzing, evaluating, and creating which can be visualized by Figure 1 below: Figure 1:Bloom's revised taxonomy and HOTS (Mishra & Kotecha, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…By realizing the problem of lack of HOTS in classroom and HOTSbased questions in test paper, Mishra & Kotecha (2016) observe that the most of the question papers were structured only to assess Lower Order Thinking Skills (LOTS). The fact shows that EFL teachers still find difficulties in making HOTSbased questions and it will directly affect the assessment stage of teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

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Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Tyas

Nurkamto

Marmanto

et al. 2019

International Conference on Future of Education

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The significance of critical thinking as one of the 21 st century skills makes the Indonesian Ministry of Education and Culture integrate Higher Order Thinking Skill (HOTS) in the latest national curriculum. It requires teachers, as the curriculum implementers, facilitate students to be critical thinkers through the teaching and learning activities. Besides, the teachers need to have competence in developing HOTS -based questions in order to assess the students' HOTS. However, teachers' ability in this field is still disappointing. The aim of this study was to investigate the challenges faced by Indonesia English as Foreign Language (EFL) teachers in developing HOTSbased questions. The study employed qualitative method and made use of questionnaire to collect the data. The research participants were EFL teachers of secondary school level in some different regions in Indonesia. The findings showed that, despite the importance of HOTS, some factors were claimed as challenges for the teachers in developing HOTSbased questions, among others was the teachers' varied-perceptions towards HOTS. The challenges were classified into three aspects, namely teachers' aspect, teaching and learning aspects, and students' aspect. Hence, the conclusion was drawn to improve educational practice and as insights for educational stakeholders and policy makers.

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Section: Resultsmentioning

confidence: 52%

Section: Resultsmentioning

confidence: 99%

Section: Students' Real Life Context and Environmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Tyas

Nurkamto

Marmanto

et al. 2019

International Conference on Future of Education

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The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

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EFL Teachers’ Attitudes and Competence in Developing HOTS-Based Formative Assessment

Rachmawati

Purwati

2021

jees

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Nowadays, Higher Order Thinking Skills have been a current trend and focus among teachers and researchers. However, there are still a few researchers who investigate HOTS and connect it with language assessment. This case study aimed to examine Indonesian English teachers' attitudes concerning the use of the HOTS-based assessment. This research has been qualitatively conducted with the aim to analyze the attitudes towards the utilization of the paradigm of HOTS in the creation of good language assessment. The data of this study were collected by using an interview and questionnaire. There are 20 teachers taking part in the study were purposely selected based on their experience and comprehension of the study's issue. The data of this study were analyzed by using descriptive qualitative. This study revealed that despite several situational constraints, all respondents shared their positive attitude to the principles of HOTS owing to several aspects. Despite the teachers' positive attitude towards the implementation of HOTS-based assessment, there was still a lack of knowledge about HOTS. This study suggested that more researchers portrayed teachers' competence in developing based assessment in English subject since HOTS is essential in the implementation of the 2013 curriculum.

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Are we there Yet! Inclusion of Higher Order Thinking Skills (HOTs) in Assessment

Cited by 10 publications

References 1 publication

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

The cognitive alignment of mathematics teachers’ assessments and its curriculum

EFL Teachers’ Attitudes and Competence in Developing HOTS-Based Formative Assessment

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