Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding

Jensen, Jamie L.; McDaniel, Mark A.; Woodard, Steven M.; Kummer, Tyler A.

doi:10.1007/s10648-013-9248-9

Cited by 245 publications

(221 citation statements)

References 31 publications

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“…Several studies, carried out in authentic classroom settings, have shown that retrieval practice improves student learning of the materials studied in school, using educationally relevant retrieval activities and assessments (e.g., Agarwal et al 2012;Butler et al 2014;Dobson and Linderholm (2015); Jensen et al 2014;Lyle and Crawford, 2011;McDaniel et al 2007aMcDaniel et al , b, 2013McDermott et al 2014;Roediger et al 2011). In one striking example, Larsen et al (2013) had medical students practice retrieval of clinical knowledge (e.g., the symptoms that would be diagnostic of particular disorders).…”

Section: Existing Research Has Shown Retrieval Practice Effects Withmentioning

confidence: 99%

The Testing Effect Is Alive and Well with Complex Materials

2015

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Van Gog and Sweller (2015) claim that there is no testing effect-no benefit of practicing retrieval-for complex materials. We show that this claim is incorrect on several grounds. First, Van Gog and Sweller's idea of "element interactivity" is not defined in a quantitative, measurable way. As a consequence, the idea is applied inconsistently in their literature review. Second, none of the experiments on retrieval practice with worked-example materials manipulated element interactivity. Third, Van Gog and Sweller's literature review omitted several studies that have shown retrieval practice effects with complex materials, including studies that directly manipulated the complexity of the materials. Fourth, the experiments that did not show retrieval practice effects, which were emphasized by Van Gog and Sweller, either involved retrieval of isolated words in individual sentences or required immediate, massed retrieval practice. The experiments failed to observe retrieval practice effects because of the retrieval tasks, not because of the complexity of the materials. Finally, even though the worked-example experiments emphasized by Van Gog and Sweller have methodological problems, they do not show strong evidence favoring the null. Instead, the data provide evidence that there is indeed a small positive effect of retrieval practice with worked examples. Retrieval practice remains an effective way to improve meaningful learning of complex materials.Over the past decade, there has been robust interest in the effects of retrieval practice on learning, with a special emphasis on how best to apply the benefits of retrieval (or testing) to the complex tasks, materials, and assessments found in educational settings. The consistent Educ Psychol Rev

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Section: Existing Research Has Shown Retrieval Practice Effects Withmentioning

confidence: 99%

The Testing Effect Is Alive and Well with Complex Materials

2015

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“…The poor ability of teachers in measuring the high-level thinking ability of students is a definite reason to develop a test to measure HOTS. This statement is supported by the results of [1] suggesting that many teachers fail to provide questions of the knowledge content of student's thinking skills. Teachers can only ask questions on the aspect of student's memories that are the part of lower order thinking skills (LOTS).…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 69%

“…A study by [1] stated that assessment informs the student's expectation in a lesson. Assessment can be interpreted as the result of interpreting data of a measurement based on criteria, standards, or certain rules [2].…”

Section: Introductionmentioning

confidence: 99%

Application of Bloomian and Marzanoian Higher Order Thinking Skills in the Physics Learning Assessment: an Inevitability

Istiyono¹,

Dwandaru²,

Megawati³

et al. 2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

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Abstract-Assessment in learning is perceived to be effective when it can measure the abilitis of students. Assessment in the 21 st century emphasizes more on the realm of high-level abilitis. The objectives of this study were i) comparing Bloomian and Marizanoian higher order thinking skills (HOTS) in terms of construction and characteristics, and also ii) knowing the feasibility of applying the aforementioned two types of HOTS upon physics learning assessment. The Bloomian and Marzanoian HOTS instruments were developed by modifying the Wilson and Oriondo-Antonio models. The development models uutilized were 1) design test, 2) trial test, and 3) assembling test. The respondents for the trial were 737 public senior high school students in Yogyakarta Special Region. The results showed that 1) Bloomian HOTS consisting of 3 aspects, 8 sub-aspects, and 62 items with the most difficult aspect was create, while Marzanoian HOTS consisting of 5 aspects, 13 sub-aspects, and 63 items with the most difficult aspect was knowledge utilization. All items with subject material of Hooke's law, static fluids, temperature and heat, and optical devices were valid and fit with PCM, and also reliable; and 2) Bloomian and Marzanoian HOTS were feasibly applied in physics learning based on physics learning characteristics. Bloomian HOTS is better applied based on compliance with national curriculum demands, practicality, and efficiency.

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“…And then, Jensen et al (2014), argues that many educators are failed because they only give the question about the content to know the students thinking skills. That's why the questions should be really measure high-level thinking skills.…”

Section: Figure 1 Countenance Stake Modelmentioning

confidence: 99%

The Evaluation of Higher Order Thinking Skills Assessment of Special Needs Education Students with Guided Inquiry Method

Yuwono

Pasani

2018

ICSAR

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Abstract:The competencies that have to be achieved by the Special Needs Education students of FKIP Lambung Mangkurat UniversityBanjarmasin with the enactment of curriculum based on KKNI are to develop science and technology, skills, attitude and behavior as professional education teachers. Guided inquiry study method gives the opportunity to Special Needs Education students to be actively involved in solving the problem. The aims of the research are (1) to understand about guided inquiry learning method, lecturers' needs for HOTS level assessment instrument (antecedent phase). (2) to analyze learning implementation and students'learning difficulties (transaction phase), and (3) to know about students' ability on HOTS level assessment (outcome phase). This research used descriptive method with Stake's evaluation model. The research was conducted in the special needs education program of FKIP Lambung Mangkurat University Banjarmasin, with the subject of 50 students and 2 lecturers. Questionnaires were used as data collection. The results: (1) the lecturers have understood the guided inquiry method, but the learning implementation is still concentrated to the lecturers, the students are passive (2) in arranging assessment, the lecturers have not fully used the case study model to reach HOTS level, and (3) the students' ability in completing assessment in high level (27%), moderate (42%) and low (31%). The conclusions are the lecturers have not been able to implement the real learning inquiry. It is required to review the questions together and train the students to be active so that they are able to accomplish the assessment with HOTS level.

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Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding

Cited by 245 publications

References 31 publications

The Testing Effect Is Alive and Well with Complex Materials

The Testing Effect Is Alive and Well with Complex Materials

Application of Bloomian and Marzanoian Higher Order Thinking Skills in the Physics Learning Assessment: an Inevitability

The Evaluation of Higher Order Thinking Skills Assessment of Special Needs Education Students with Guided Inquiry Method

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