Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment

Wiyaka Wiyaka*  -  Universitas PGRI Semarang, Indonesia
Entika Fani Prastikawati  -  Universitas PGRI Semarang, Indonesia
AB Prabowo Kusumo Adi  -  Universitas PGRI Semarang, Indonesia

(*) Corresponding Author

The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.

 

Keywords : English learning; formative assessment; HOTS

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Vision: Journal of Language and Foreign Language Learning is indexed by

       

Vision: Journal of Language and Foreign Language Learning

To improve the quality of the journal, since 25 July 2020, this journal officially had made cooperation with ELITE Association Indonesia (The Association of Teachers of English Linguistics, Literature & Education). See The MoU Manuscript.

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