Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment
DOI:
https://doi.org/10.21580/vjv9i25859Keywords:
English learning, formative assessment, HOTSAbstract
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.
Downloads
References
Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. Sociocultural Theory and the Teaching of Second Languages, 57–86.
Allen, S. H. L., & Lee, E. W. (2017). Involvement Of Higher Order Thinking Skills Within A Preparatory Course For The Malaysia University English Test. The English Teacher, XL, 95–112.
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108–121.
Asghar, M. (2013). Exploring Formative Assessment Using Cultural Historical Activity Theory. Turkish Online Journal of Qualitative Inquiry, 4(2), 18–32. https://doi.org/10.17569/tojqi.66727
Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory into Practice, 55(2), 153–159. https://doi.org/10.1080/00405841.2016.1148989
Djami, C. B. N., & Kuswandono, P. (2020). Teachers’ Strategies to Implement Higher-Order Thinking Skills in English Instruction. Metathesis: Journal of English Language, Literature, and Teaching, 4(1), 25. https://doi.org/10.31002/metathesis.v4i1.2048
Gall, G., & Gall, J. P. B. (2003). Educational research: An introduction, 7.
Ganapathy, M. G., Singh, M. K. M., Kaur, S., & Kit, L. W. (2017). Promoting higher order thinking skills via teaching practices. 3L: Language, Linguistics, Literature, 23(1), 75–85. https://doi.org/10.17576/3L-2017-2301-06
Hasim, Z., Di, S., & Barnard, R. (2018). Eliciting teachers’ understanding and their reported practices on school-based formative assessment:
Methodological challenges. Indonesian Journal of Applied Linguistics, 8(1), 158–166. https://doi.org/10.17509/ijal.v8i1.11476
Heong, Y. M., Yunos, J. M., Othman, W., Hassan, R., Kiong, T. T., & Mohamad, M. M. (2012). The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas. Procedia - Social and Behavioral Sciences, 59, 197–203. https://doi.org/10.1016/j.sbspro.2012.09.265
Hussain, S., Tadesse, T., & Sajid, S. (2015). Norm-Referenced and Criterion-Referenced Test in EFL Classroom. International Journal of Humanities and Social Science Invention ISSN (Online, 4(10), 24–30.
Jerome, C., Lee, J., & Cheng, A. (2019). Undergraduate Students ’ and Lecturers ’ Perceptions on Teaching Strategies That Could Enhance Higher Order Thinking Skills ( Hots ). International Journal of Education, 40(30), 60–70.
Karimi, M. N., & Shafiee, Z. (2014). Iranian EFL teachers’ perceptions of dynamic assessment: Exploring the role of education and length of service. Australian Journal of Teacher Education, 39(8), 143–162. https://doi.org/10.14221/ajte.2014v39n8.10
Kincal, R. Y., & Ozan, C. (2018). Effects of Formative Assessment on Prospective Teachers’ Achievement, Attitude and Self-Regulation Skills. International Journal of Progressive Education, 14(2), 77–92. https://doi.org/10.29329/ijpe.2018.139.6
Kivunja, C. (2015). Why Students Don’t Like Assessment and How to Change Their Perceptions in 21st Century Pedagogies. Creative Education, 6(20), 2117–2126. https://doi.org/10.4236/ce.2015.620215
Lindstrom, G., Taylor, L., & Weleschuk, A. (2017). Guiding Principles for Assessment of Students’ Learning. Calgary: Taylor Institute for Teaching and Learning at the University of Calgary.
Mappiasse, S. S., & Bin Sihes, A. J. (2014). Evaluation of english as a foreign language and its curriculum in indonesia: A review. English Language Teaching, 7(10), 113–122. https://doi.org/10.5539/elt.v7n10p113
Marion, S. F. (2018). The Opportunities and Challenges of a Systems Approach to Assessment. Educational Measurement: Issues and Practice, 37(1), 45–48. https://doi.org/10.1111/emip.12193
Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2
Muhammad Ilyas Mahmood, Mubashra Mobeen, M. A. H. (2020). A Study of the Perception of Undergraduates about the Role of Formative Assessment in the Improvement of English Writing Skill. International Journal of Educational Sciences, 28(1–3), 1–6. https://doi.org/10.31901/24566322.2020/28.1-3.1081
Mulenga-Hagane, M., Daka, H., Msango, H. J., Mwelwa, K., & Kakupa, P. (2019). Journal of Lexicography and Terminology, Volume 3, No.1, Published 10 June, 2019. Journal of Lexicography and Terminology, 3(1), 33–54.
Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190–223.
Othman, N., & Mohamad, K. A. (2014). Thinking skill education and transformational progress in Malaysia. International Education Studies, 7(4), 27–32. https://doi.org/10.5539/ies.v7n4p27
Ruiz‐Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57–84. https://doi.org/10.1002/tea
Santamaría Lancho, M., Hernández, M., Sánchez-Elvira Paniagua, Á., Luzón Encabo, J. M., & de Jorge-Botana, G. (2018). Using semantic technologies for formative assessment and scoring in large courses and MOOCs. Journal of Interactive Media in Education, 2018(1), 1–10. https://doi.org/10.5334/jime.468
Sofiyan, S., Aksa, F. I., & Saiman, S. (2019). An analysis climate change of the curriculum in Indonesia. Journal of Physics: Conference Series, 1321(2), 22121. https://doi.org/10.1088/1742-6596/1321/2/022121
Spiller, D. (2015). Principles of assessment for learning. Hamilton, New Zealand: The University of Waikato.
Staub, D., & Kirkgöz, Y. (2019). Standards Assessment in English Language Teacher Education. Novitas-ROYAL (Research on Youth and Language), 13(1), 47–61.
Sugiono, A. (2001). Metode penelitian pendidikan pendekatan kuantitatif. Kualitatif dan R&D.
Sukla, D., & Dungsungneon, A. P. (2016). Students Perceived Level and Teachers Teaching Strategies of Higher Order Thinking Skills; A Study on Higher Educational Institutions in Thailand. Journal of Education and Practkice, 7(12), 211–219.
Sulaiman, T., Ayub, A. F. M., & Sulaiman, S. (2015). Curriculum change in English language curriculum advocates higher order thinking skills and standards-based assessments in Malaysian primary schools. Mediterranean Journal of Social Sciences, 6(2), 494–500. https://doi.org/10.5901/mjss.2015.v6n2p494
Supriyadi, E., Zamtinah, Soenarto, S., & Hatmojo, Y. I. (2019). A character-based assessment model for vocational high schools. Cakrawala Pendidikan, 38(2), 269–280. https://doi.org/10.21831/cp.v38i2.24099
Widiastuti, I. A. M. S., & Saukah, A. (2017). Formative assessment in efl classroom practices. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 45(2), 50–63. https://doi.org/10.4324/9781315562636-8
Wiliam, B. D. (2011). Embedded formative assessment. Solution Tree Press.
Yen, T. S., & Halili, S. H. (2015). Effective Teaching of Higher-Order Thinking (HOT) in Education. The Online Journal of Distance Education and E-Learning, 3(2), 41–47.
Zahaf, I. (2019). The Impact of Formative Assessment on EFL Students’Writing Skill.
Downloads
Published
Issue
Section
License
Copyright
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant Vision: Journal for Language and Foreign Language Learning the right of publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after the publication process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
