Geography Teachers' Skills in Developing HOTS-Oriented Assessment Instruments in Metro City

Suhendro Suhendro, Dede Sugandi, Mamat Ruhimat

Abstract


HOTS-oriented assessment is to improve students' high-level thinking skills in the classroom. The purpose of this study is to determine and analyze the skills of geography teachers in developing HOTS-oriented questions both theoretically and practically. The results show that their skills are theoretically and practically low. Teachers’ training to improve their competence in developing HOTS-oriented assessment instruments is necessary.

Keywords


Assessment, Geography Teacher, HOTS

Full Text:

PDF

References


Acar-Erdol, T., & Yıldızlı, H. (2018). Classroom assessment practices of teachers in Turkey. International Journal of Instruction, 11(3), 587-602.

Alam, M. J., & Aktar, T. (2019). Assessment challenges & impact of formative portfolio assessment (FPA) on EFL learners’ writing performance: A case study on the preparatory english language course. English Language Teaching, 12(7), 161-172.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London: School of Education, King’s College.

Boslaugh, S. E. (2019). Test anxiety. Retrieved from http://search.ebscohost.com.ezproxy.uwa.edu/login.aspx?direct=true&db=ers&AN=89677648&site=eds-live

Boud, D., & Associates. (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.

Brookhart, S. M. (2010). How to assess higher order thinking skills in your classroom. Alexandaria, Virginia: ASCD.

Chang, C. Y., & Mao, S. L. (1999). The effects on students' cognitive achievement when using the cooperative learning method in earth science classrooms. School Science and Mathematics, 99(7), 374-379.

Clark, D. (2020, July 5). Bloom's taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

Dorime-Williams, M. L., & Shults, C. (2019). Conducting comprehensive assessment within community colleges: Administrative, educational, and student support (AES) assessment with the Shults Dorime-Williams taxonomy. In M. J. Roggow (Ed.), What Works in Assessment, 2019(186), 61-69.

Gallavan, N. P. (2009). Developing performance-based assessments, grades K-5. California: Corwin Press.

Haris, S. S., & Omar, N. (2015). Bloom's taxonomy question categorization using rules and N-gram approach. Journal of Theoretical & Applied Information Technology, 76(3).

Hattie, J. (2012). Visible learning for teachers. Abingdon, UK: Routledge

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Jones, K. O., Harland, J., Reid, J. M. V., & Bartlett, R. (2009). Relationship between examination questions and bloom's taxonomy. Proceedings of Frontiers in Education Conference.

Martinet, M. A., Raymond, D., & Gauthier, C. (2001). Teacher training: Orientations, professional competencies. Quebec: Ministere de I’Education.

Koomen, M., & Zoanetti, N. (2016). Strategic planning tools for large-scale technology-based assessments. Assessment in Education: Principles, Policy & Practice, 25(2), 200-223

Olorundare, A. S. (2014). Theory into practice: Beyond surface curriculum in science education. Presented at the One Hundred and Forty-Seventh Inaugural Lecture, The University of Ilorin, Ilorin, Nigeria.

Pappas, E., Pierrakos, O., & Nagel, R. (2012). Using Bloom’s Taxonomy to teach sustainability in multiple contexts. Journal of Cleaner Production, 24, 54-64.

Pusung, F. N., Ratu, D. M., & Rotty, V. N. J. (2020). Improving speaking ability through student role playing methods Class B Kindergarten Irene Tondano. Asia Pacific Journal of Management and Education, 3(3), 20-24.

Saido, G. M., Siraj, S., Nordin, A. B. B., & Al_Amedy, O. S. ( 2015). Higher order thinking skills among secondary school students in science learning. The Malaysian Online Journal of Educational Science, 3(3), 13-20.

Shukran, A., & Manaf, N. F. A. (2017). A critical analysis of Bloom’s Taxonomy in teaching creative and critical thinking skills in Malaysia through English literature. English Language Teaching, 10(9), 245-256.

Uno, H. (2011). Teori motivasi dan pengukurannya. Jakarta: PT Bumi Aksara.

Upahi, J. E., Issa, G. B., & Oyelekan, O. S. (2015). Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills. Cypriot Journal of Educational Sciences, 1(3), 218-227.

Yahya, A. A., Toukal, Z., & Osman, A. (2012). Bloom’s Taxonomy-Based classification for item bank questions using support vector machines. In W. Ding, H. Jiang, M. Ali, & M. Li (Eds.), Modern advances in intelligent systems and tools (pp. 135-140). Berlin, Germany: Springer.




DOI: https://doi.org/10.32535/ijabim.v6i1.1089

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Suhendro Suhendro, Dede Sugandi, Mamat Ruhimat

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Flag Counter

Published by : 

AIBPM Publisher

Editorial Office:

JL. Kahuripan No. 9 Hotel Sahid Montana, Malang, Indonesia
Phone:
+62 341 366222
Email: journal.ijabim@gmail.com (Administrator), 
           ijabimeditor@ejournal.aibpm.org (Editorial)
Website: http://www.ejournal.aibpm.org

Supported by: Association of International Business & Professional Management 

If you are interested to get the journal subscription you can contact us

ISSN 2614-7432 (Print)
ISSN 2621-2862 (Online)

DOI: Prefix 10.32535 by CrossREF

International Journal of Applied Business and International Management (IJABIM) INDEXED:

  

    

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.