INCORPORATING HIGHER ORDER THINKING SKILLS INTO ENGLISH SUMMATIVE ASSESSMENTS
Abstract
Higher-Order Thinking Skills (HOTS) are considered as one of the 21st-century skills in education. One of the most efficient strategies to promote HOTS is through assessment. This study aims to find out the percentage of Higher-Order Thinking Skills (HOTS) used in English teachers’ summative assessment in an Islamic junior high school in Banda Aceh. In this qualitative study, Anderson's (2001) taxonomy, which divided thinking skills into two categories: lower-order thinking skills (remembering, understanding, and applying) and higher-order thinking skills (analyzing, evaluating, creating) were applied. The object of this study was three documents of English teachers’ summative assessments containing 150 test items with 145 questions in multiple-choice form and 15 questions in essay form. The questions were listed on a checklist table and calculated into percentages that corresponded to each cognitive level. The result showed that HOTS obtained a lower distribution than LOTS in the English teachers’ summative assessments. Specifically, the percentage of HOTS was only 4.6% (7 questions) from 150 questions analyzed. In conclusion, most questions of English teachers’ summative assessment in the Islamic junior high school can be categorized mostly into Lower-Order Thinking Skills (LOTS). The findings suggest that teachers should be more conscious of HOTS implementation while creating questions. Ultimately, this will improve students’ critical and creative thinking as well as problem-solving.References
Amali, L. N., Bharati, D. A. L., & Rozi, F. (2022). The Implementation of High Order Thinking Skills (HOTS) Assessment to Evaluate the Students’ Reading Comprehension Achievement. English Education Journal, 12(1), 10-18. https://doi.org/10.15294/eej.v12i1.52571
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. A., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman.
Apriana, S., Lubis, A. A. & Sofyan, D. (2022). Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City. Journal of English teaching, applied linguistics, and literatures, 5(2), 137-152.
Berg, G. V. D. (2004) The use of assessment in the development of higher-order thinking skills. Africa Education Review, 1(2), 279-294. DOI: 10.1080/18146620408566285
Bloom, B. S. (1956) Taxonomy of Educational Objectives. David McKay Company Inc.
Brown, H. D. (2004). Language Assessment: Principle and Classroom Practice. Person Education, Inc.
Dewi, O. M., & Sukarni, S. (2020). Higher Order Thinking Questions in English Test of Senior High School. Bahtera: Jurnal Pendidikan, Bahasa, Sastra, Dan Budaya, 7(2), 1106–1122.
Febriyana, F. & Harjanto, I. (2023). Cognitive Levels of Questions by Indonesian Teachers of English. Journal of English Language Teaching and Linguistics, 8(2), 2023, 127-138. doi: http://dx.doi.org/10.21462/jeltl.v8.i2.1032
Gareis, C. R., & Grant, L. W. (2015). Teacher-made assessments: How to connect curriculum, instruction, and student learning (2nd ed). Oxford, United Kingdom: Routledge.
Ilham, N. W., Jabu, B., & Korompot, C. A. (2020). Analysis of Higher-Order Thinking Skills (HOTS) Items in Senior High School English National Examination 2019. ELT Worldwide: Journal of English Language Teaching, 7(2), 156-162. https://doi.org/10.26858/eltww.v7i2.14764
Iliya, A., (2014). Formative and Summative Assessment in Educational Enterprise. Journal of Education and Practice, 5(20), 111-117.
Kurniawan, T. T., Santoso & Utaminingsih, S. (2021). Analysis of 4C-Based HOTS Assessment Module on Critical Thinking Ability. Journal of Physics: Conference Series, 1-6. DOI: 10.1088/1742-6596/1823/1/012101
Lam, R. (2013). Formative use of summative tests: using test preparation to promote performance and self-regulation. Asia-Pacific Edu Res, 22, 69–78.
Magno, C. (2003). The profile of teacher-made test construction of the professors of the University of Perpetual Help Laguna. UPHL Institutional Journal, 1(1), 48-55.
Mayer, R. E. (2002) Rote Versus Meaningful Learning. Theory Into Practice, 41(4), 226-232.
https://doi.org/10.1207/s15430421tip4104_4
McKenna, P. (2019). Multiple choice questions: answering correctly and knowing the answer. Interactive Technology and Smart Education, 16(1), 59-73. DOI: 10.1108/ITSE-09-2018-0071
Mulyasa, M. (2017). Pengembangan dan implementasi Kurikulum 2013. PT Remaja Rosdakarya.
Musliha, S., Sudana, D. & Wirza, Y. (2021). The Analysis of Higher Order Thinking Skills (HOTs) in the Test Questions Constructed by English Teachers. Advances in Social Science, Education, and Humanities Research, 595, 610-617.
Narwianta, N., Bharati, D. A. L., & Rukmini, D. (2019). The evaluation of higher order thinking skills in English school nationally standardized examination at state senior high school 6 Semarang. English Education Journal, 9(3), 316–326. https://doi.org/10.15294/eej.v9i3.30937
Pratiwi, N. P. W., Dewi, N. L. P. E. S., & Paramartha, A. A. G. Y. (2019). The Reflection of HOTS in EFL Teachers’ Summative Assessment. Journal of Education Research and Evaluation, 3(3), 127-133.
Putra, T. K., & Abdullah, D. F. (2019). Higher order thinking skills (HOTS) questions in English national examination in Indonesia. Jurnal Bahasa Lingua Scientia, 11(1), 145- 160.
Rais, B. (2020). The Use of Higher-Order Thinking Skills (Hots) in English Final Examination of Madrasah Aliyah in West Kalimantan. S2 Thesis. Retrieved May 20, 2022, from https://eprints.uny.ac.id/70376/1/tesis-burhanudin%20rais-18706251004.pdf
Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers' knowledge about higher-order thinking skills and its learning strategy. The problem of Education in the 21st Century, 27(2), 215-230.
Saputra, H. (2016). Pengembangan Mutu Pendidikan Menuju Era Global: Penguatan Mutu Pembelajaran Dengan Penerapan HOTS (Higher Order Thinking Skill). SMILE‟s Publishing.
States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. The Wing Institute.
Stiggins, R. (2001). Student-involved classroom assessment. Merrill Publishing.
Supriadi, G. (2020). Pengembangan Instrumen Penilaian Berbasis Higher Order Thinking Skill (HOTS). Aswaja Pressindo.
Syahdanis, J. D., Sofyan, D., & Yunita, W. (2021). Analysis of HOTS in English Teacher-Made Test. BASIS, 8(2), 125-138.
Utami, F. D., Nurkamto, J., & Marmanto, S. (2019). Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis. International Journal of Educational Research Review, 4, 756–765. https://doi.org/10.24331/ijere.629581
Widana, I. W., (2017). Higher Order Thinking Assessment (HOTS). Journal of Indonesian Student Assessment and Evaluation. 3(1). 32-44.
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.
Widiawati, L., Joyoatmojo, S., & Sudiyanto. (2018). Higher Order Thinking Skills as Effect of Problem-Based Learning in the 21st Century Learning. International Journal of Multicultural and Multireligious Understanding (IJMMU), 5(3), 96- 105.
Widyaningsih, A., & Septiana, T.I., (2019). An Analysis Of The Higher Order Thinking Skills (HOTS) In The National Examination Of English Subject At Junior High School Level. Elt Echo, 4(2), 138-146.
Wilson, D. M., & Narasuman, S. (2020). Investigating teachers’ implementation and strategies on higher order thinking skills in school-based assessment instruments. Asian Journal of University Education (AJUE), 16(1), 70-84. DOI: https://doi.org/10.24191/ajue.v16i1.8991
Wisrance, M. W., & Semiun, T. T. (2020). LOTs and HOTs of teacher-made tests in the junior high school level in Kefamenanu. JEE (Journal of English Education), 6(2), 62-76. https://doi.org/10.30606/jee
All articles published in English Review: Journal of English Education (ERJEE) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Copyright Ownership
Authors retain the copyright of their articles and grant ERJEE the right of first publication. The journal is granted a non-exclusive license to publish, reproduce, and distribute the article in any format, medium, or platform, provided that proper credit is given to the original authors.
License Terms – CC BY 4.0
Under the Creative Commons Attribution 4.0 International License, others are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially
As long as they:
- Provide appropriate credit to the original author(s) and source
- Provide a link to the license (https://creativecommons.org/licenses/by/4.0/)
- Indicate if any changes were made
There are no restrictions on the reuse, reproduction, or adaptation of published articles as long as attribution is properly given.
Author Warranties
By submitting a manuscript to ERJEE, authors confirm that:
- The work is original and does not infringe any existing copyright.
- The manuscript has not been previously published and is not under consideration elsewhere.
- All sources and references are appropriately acknowledged.
- Necessary permissions have been obtained for any copyrighted materials used.
