Integrating the development and usage of higher order thinking skills in the communication classroom: perceptions and impact

Balfaqeeh, Muna; Hassan, Asli

doi:10.1504/ijceell.2017.084837

Cited by 2 publications

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“…Academics worldwide have discussed using LOTS and HOTS to improve language learning, course design and assessment (Alfarisy et al , 2023; Astrid et al , 2022; Balfaqeeh and Hassan, 2017; Erdiana and Panjaitan, 2023; Han, 2022; Hubers, 2022; Jin, 2020; Johansson, 2020; Kholifiatin et al , 2019; Kosasih et al , 2022; Muhayimana et al , 2022; Nair et al , 2019; Obenchain and Ives, 2006; Othman et al , 2016; Prakash and Litoriya, 2022; Shalaby and Mitry, 2017; Tsaparlis, 2020; Valentová et al , 2021; Yamat et al , 2019). Over and above the facts that HOTS help learners develop critical thinking, logical and analytical skills, it is to be understood that these thinking functions work independently rather than based on previous knowledge.…”

Section: Introductionmentioning

confidence: 99%

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Chavda,

Patel,

Bhatt

2023

QAE

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Purpose This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

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Section: Introductionmentioning

confidence: 99%

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Chavda,

Patel,

Bhatt

2023

QAE

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“…A paradigm shift from traditional educational practices including curriculum design, teaching, and assessment has been witnessed since the introduction of outcome-based education (OBE) in engineering programs. A focus has been shifted from teacher-centric approach to learner-centric approach with major emphasis on higher order learning (Balfaqeeh & Hassan, 2017). The active involvement of students is also expected for their respective learning.…”

Section: Introductionmentioning

confidence: 99%

Designing Performance Metrics and Rubrics to Assess Student Outcome Attainment in Engineering Project Design Course

Mahajan

Bansal

2021

Journal of Education

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The identification and development of efficient assessment and evaluation procedures (Performance Metrics) is crucial for analyzing Student Outcome attainment in Engineering Programs. The present paradigm shift in the education system has diverted the focus from teacher-centric approach to learner-centric approach. It involves the active involvement of students for their respective learning. Students are intended to perform better when they get opportunity to develop skills through experiential learning. In an engineering curriculum, Project-based courses are embedded to incorporate “learning by doing” approach and provide additional orientation to the theoretical courses studied. With this vision, the objective of this article is to present a process for continuous assessment and evaluation of graduates learning in their respective Project Design course. A sequenced procedure from defining Performance Metrics/Indicators (as per Bloom’s learning levels) for Project course to evaluate results for assessing subsequent student outcome attainment level is presented. This includes development of Rubrics for selected student outcome (ABET-EAC2) related to Project design course, collating the data using direct and indirect assessment tools and their result analysis. Engineering Accreditation Commission (EAC) as defined by ABET (Accreditation Board for Engineering and Technology) has listed seven student outcomes. EAC2 defines capability of student to produce problem-specific potential design solutions to address functional requirement of societal and environmental needs. The methodology is described and implemented by taking sample data of one pass out batch of one of the Engineering Program at our Institute. The results are evaluated and analyzed according to the expected attainment level. A comprehensive analysis leads to designing and incorporation of subsequent improvement measures to establish accountability for Outcome-Based Education in terms of student’s employability.

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Integrating the development and usage of higher order thinking skills in the communication classroom: perceptions and impact

Cited by 2 publications

References 0 publications

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Designing Performance Metrics and Rubrics to Assess Student Outcome Attainment in Engineering Project Design Course

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