Teachers’ Formative Assessment: Accessing Students’ High Order Thinking Skills (HOTS)?

Eka Mahendra, I Wayan (2020) Teachers’ Formative Assessment: Accessing Students’ High Order Thinking Skills (HOTS)? Teachers’ Formative Assessment: Accessing Students’ High Order Thinking Skills (HOTS)?, 12 (12). pp. 180-202. ISSN 2201-1323

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Abstract

Through the Ministry of Education and Culture, the Indonesian Government has made improvements towards education standards. One of these is the assessment standard, which refers to international assessment standards primarily related to critical and analytical thinking. In micro the scale, assessment conducted by teachers is expected to be able to improve students' high order thinking skills (HOTS). As a result, the focus of this study is to determine the percentage of HOTS questions contained in formative assessments made by teachers. This research is classified as a descriptive study involving 27 Mathematics teachers in the province of Bali, Indonesia. Each collected item is analysed using the cognitive level of the revised Bloom. The result shows that 9.47% of teachers’ questions are categorised as questions which evaluate HOTS dominated by cognitive analysis (C4). This percentage does not meet the criteria of the minimum limit of HOTS questions in national exams of 10-15% or even much lower when compared to HOTS questions in the PISA assessment, which is a minimum of 20%. Furthermore, the interview results indicate that the average teacher does not quite understand the process of compiling HOTS questions. Therefore, HOTS training needs to be improved.

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