Exploring Chemistry Teachers’ Knowledge of Higher Order Thinking Skills (HOTs) Based Assessment

DOI

10.2991/assehr.k.200711.005How to use a DOI?

Keywords

assessment, chemistry, higher-order thinking skill

Abstract

Informed by 2013 curriculum implementation, it is acknowledged that chemistry learning in schooling sector aims not only to discern students’ competence but also to assess their higher-order thinking skills (HOTs). This notion of HOTs is demandable to help students compete in the millennial era. One visible practice of HOTs implementation in the classroom is the use of HOTs-typed questions to assess students’ learning outcomes. Thereby, this present study seeks to explore the practice of HOTs in the schooling sector in Indonesia. A survey design was deployed in this study by recruiting chemistry teachers throughout East Java province in Indonesia. Data were collected through shared questionnaires to forty-one chemistry teachers in East Java province using Google form applications. The results of this study indicate that 97.5% of the surveyed teachers have included HOTs-typed questions in their daily and semester exams. It can also be concluded that these teachers have construed the HOTs assessment in their classrooms.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Hayuni Retno Widarti
AU  - Herunata Herunata
AU  - Oktavia Sulistina
AU  - Habiddin Habiddin
AU  - Yenin Nadhifah
PY  - 2020
DA  - 2020/07/13
TI  - Exploring Chemistry Teachers’ Knowledge of Higher Order Thinking Skills (HOTs) Based Assessment
BT  - Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)
PB  - Atlantis Press
SP  - 21
EP  - 25
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200711.005
DO  - 10.2991/assehr.k.200711.005
ID  - Widarti2020
ER  -