From higher order thinking to higher order behavior: Exploring the relationship between early cognitive skills and social competence in Black boys.

Abstract

This study examines the relations of higher order (i.e., abstract) thinking (HOT) skills to specific domains of social competence in Black boys (n = 108) attending publicly sponsored prekindergarten (pre-K) programs. Data for the study were collected as part of the National Center for Early Development and Learning (NCEDL) Multi-State Study, a national, longitudinal study examining the quality and outcomes in a representative sample of publicly sponsored pre-K programs in six states (N = 240). Pre-K and kindergarten teachers rated randomly selected children on measures of abstract thinking, self-regulation, and social functioning at the beginning and end of each school year. Applying structural equation modeling, compared with earlier time points, HOT measured in the fall of kindergarten significantly predicted each of the domains of social competence in the spring of kindergarten, with the exception of peer social skills, while controlling for general cognitive ability. Results suggest that early intervention to improve HOT may be an effective and more focused approach to address concerns about Black boys' early social competencies in specific domains and potentially reduce the risk of later social difficulties.

The Need Analysis of Cognitive Competencies Assessment Instruments for 11th Grade English Classes of Senior High School during Covid-19 Pandemic

“…The data were in the form of words, sentences, or phrases which can be found in the existing assessment instruments commonly used to test the students. Therefore, the instruments that researchers used to formulate the findings are Assessments Instruments Types, HOTS indicators, Revised Bloom's Taxonomies Domain, and the Cognitive Competencies indicators [4], [22], [26].…”

“…To contrast the types of instruments that planned to be designed and aimed for assessing the cognitive competences, especially HOT, information regarding what else are the assessment instruments that are available, and which instruments that are suitable for assessing HOT is required. There are two kinds of assessments called Formative and Summative assessment [26]. In Formative assessment, it is aimed to diagnose students' ability.…”

Profesionalisme Guru dalam Membuat Soal Higher Order Thinking Skills

“…Samo, Darhim, & Kartasasmita (2017) melakukan penelitian dengan mengembangkan model pembelajaran contextual yang valid, praktis, dan efektif untuk meningkatkan kemampuan HOTS siswa. Scott, Barbarin & Brown (2013) Mengkaji pengaruh lingkungan sosial dengan HOTS siswa. Berdasarkan hasil penelitian Karimah, Kusmayadi, & Pramudya (2018) diperoleh kesimpulan bahwa kesulitan siswa dalam mengerjakan soal HOTS geometri adalah berkaitan dengan aritmatika.…”

Development of Higher Order Thinking Skills Assessment Refer the Theory of Bloom in Laboratory Work

“…HOTS is needed to solve problems efficiently, communicate and collaborate with others effectively, and understand creative ideas (Kosturko, McQuiggan, & Sabourin, 2015). HOTS involves making conclusions from concrete facts and arrive at logical conclusions by making clear connections (Scott, Barbarin, & Brown, 2013). Learning that trains HOTS will lead students to think logically by using reasoning and associating with the knowledge they have to solve problems.…”