The Analysis of Higher Order Thinking Skills (HOTs) in the Test Questions Constructed by English Teachers
- DOI
- 10.2991/assehr.k.211119.095How to use a DOI?
- Keywords
- Bloom’s taxonomy framework; Higher Order Thinking skills (HOTs); teacher-made test questions
- Abstract
The curriculum 2013 encourages the students’ Higher Order Thinking Skills (HOTs). In this case, the teachers should try to meet the demands to achieve the curriculum 2013 goals. One of the effective ways to help the students to attain these thinking skills is teachers’ questions. The teachers’ questions, to some extent, can stimulate the students’ thinking process. The purpose of this study was to analyze HOTs in the test questions constructed by the English teachers. This study used a qualitative content analysis design. The data resources of this study were the test questions designed by two different junior high school teachers. The data were collected from the question items in the teacher-made tests and were analyzed following revised Bloom’s taxonomy framework. The results of this study show that the test questions made by the teachers require more HOTs-type questions because the tests are mainly LOTs-type questions. The majority of the test questions cover understanding questions (50%), followed by remembering (42.5%), analysing (3.75%), evaluating (2.5%), and creating (1.25%). Unfortunately, no test item is classified as applying question. Based on the results, it shows that the test questions made by the teacher lack HOTs-type questions.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Siti Musliha AU - Dadang Sudana AU - Yanty Wirza PY - 2021 DA - 2021/11/21 TI - The Analysis of Higher Order Thinking Skills (HOTs) in the Test Questions Constructed by English Teachers BT - Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021) PB - Atlantis Press SP - 610 EP - 617 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211119.095 DO - 10.2991/assehr.k.211119.095 ID - Musliha2021 ER -