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    Indonesian EFL Teachers' Challenges in Assessing Students' Higher-Order Thinking Skills (HOTS)

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    1) Most Indonesian EFL teachers assess students' HOTS using summative assessments and authentic assessments, though some rely solely on textbooks without understanding how to create higher-order thinking questions. 2) The main challenges teachers face in assessing students' HOTS are a lack of understanding of the HOTS assessment concept and the heterogeneous nature of student abilities in classes. Teachers have difficulty designing HOTS assessments due to their educational backgrounds and the many aspects of HOTS that need to be considered without clear guidelines. 3) Factors like classroom environment, family characteristics, psychology, and intelligence all impact students' development of HOTS, making individual student assessment challenging for teachers with students of varying abilities.

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    Indonesian EFL Teachers' Challenges in Assessing Students' Higher-Order Thinking Skills (HOTS)

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    1) Most Indonesian EFL teachers assess students' HOTS using summative assessments and authentic assessments, though some rely solely on textbooks without understanding how to create higher-order thinking questions. 2) The main challenges teachers face in assessing students' HOTS are a lack of understanding of the HOTS assessment concept and the heterogeneous nature of student abilities in classes. Teachers have difficulty designing HOTS assessments due to their educational backgrounds and the many aspects of HOTS that need to be considered without clear guidelines. 3) Factors like classroom environment, family characteristics, psychology, and intelligence all impact students' development of HOTS, making individual student assessment challenging for teachers with students of varying abilities.

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    1) Most Indonesian EFL teachers assess students' HOTS using summative assessments and authentic assessments, though some rely solely on textbooks without understanding how to create higher-order thinking questions. 2) The main challenges teachers face in assessing students' HOTS are a lack of understanding of the HOTS assessment concept and the heterogeneous nature of student abilities in classes. Teachers have difficulty designing HOTS assessments due to their educational backgrounds and the many aspects of HOTS that need to be considered without clear guidelines. 3) Factors like classroom environment, family characteristics, psychology, and intelligence all impact students' development of HOTS, making individual student assessment challenging for teachers with students of varying abilities.

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    17 views8 pages

    Indonesian EFL Teachers' Challenges in Assessing Students' Higher-Order Thinking Skills (HOTS)

    Uploaded by

    Abass
    1) Most Indonesian EFL teachers assess students' HOTS using summative assessments and authentic assessments, though some rely solely on textbooks without understanding how to create higher-order thinking questions. 2) The main challenges teachers face in assessing students' HOTS are a lack of understanding of the HOTS assessment concept and the heterogeneous nature of student abilities in classes. Teachers have difficulty designing HOTS assessments due to their educational backgrounds and the many aspects of HOTS that need to be considered without clear guidelines. 3) Factors like classroom environment, family characteristics, psychology, and intelligence all impact students' development of HOTS, making individual student assessment challenging for teachers with students of varying abilities.

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    of 8

    Indonesian EFL Teachers’

    Challenges in Assessing Students’


    Higher-Order Thinking Skills
    (HOTS)
    Name: Nabila Saniya Abkary
    Affiliation: Universitas Pendidikan
    Indonesia (UPI)
    Abstract Code: ABS-ICOLLITE-20106
    Introduction
    The levels in HOTS (analyzing, evaluating,
    creating) are interdependent and too vague to
    guide the teacher in teaching and assessing
    The problem in HOTS (Ennis,1993)
    assessing
    students’ There was a discrepancy found in the
    implementation of types of assessment
    Higher Order (Marhaeni, Dantes, & Paramartha, 2018)
    Thinking Skills
    (HOTS) Lacking proper assessment that effectively and
    objectively measures students’ HOTS (Halpern,
    2003)

    1) How are Indonesian EFL teachers assessing students' HOTS?


    2) What are the challenges that faced by the EFL teacher in
    assessing students’ HOTS?
    Literature Review
    Strategies for Assessing Higher-Order Thinking
    There are two ways to analyze student responses to items or tasks: one is
    to comment on the work, and the other is to score it. The important
    points are that the items match the learning targets and develop students’
    HOTS (Brookhart 2010).

    HOTS in English as Foreign Language (EFL)


    Feng (2013) believe that EFL teachers should be proficient in developing
    HOTS questions to promote students’ critical thinking ability. Therefore, EFL
    teachers must be able to design an assessment which contains Higher
    Order Thinking Skills (HOTS).
    Method
    Research Research
    Design Participants Data Collection

    Qualitative 22 English Open-ended


    research design: teachers in questionnaire
    descriptive public schools in and interview.
    study. Bandung.
    Findings and Discussion
    1. EFL teachers’ strategies in assessing students’ HOTS The teachers implemented the
    12 summative assessment by choosing the
    appropriate rubric from the book or the
    10 internet. It can be implied that the teachers
    8
    were not confident in designing HOTS
    questions because their understating about
    6 HOTS assessment is still low. Thus,
    4
    mastering the concept of HOTS
    assessment become the challenge.
    2

    0 Meanwhile, in authentic assessment, the


    Performance-based Formative Assessment Summative Assessment Authentic Asessment
    Assessment teachers need to relate the assessment with
    Teachers
    the context and tend to measure students'
    Fig. 1. Types of assessment that teachers used in assessing students' HOTS skills when it's needed in real life.
    Meanwhile, in authentic assessment, the
    The figure shows the tendency of the teachers used teachers need to relate the assessment with
    summative assessment and authentic assessment to
    the context and tend to measure students'
    assess students' HOTS.
    skills when it's needed in real life.
    2. Teachers’ challenges in assessing students’ HOTS

    Teachers’ Understanding about the Concept of Students’ Aspects


    HOTS Assessment
    The studies stated in Budsankom
    These findings are in line with the research conducted et al., (2015) showed many
    by Retnawati, Djidu, Kartianom, Apino, and Anazifa factors are affecting HOTS such
    (2018) that teachers still cannot differentiate among as classroom environment, family
    abilities, skills, learning methods or learning activities in characteristic, psychological
    HOTS. Although the term HOTS always appear in characteristic, and intelligence.
    teacher training activities and socialization of
    Curriculum 2013, teachers cannot understand its These factors are interdependent
    concept. The results of the interview show that, in and mutually supported. Hence,
    general, the teachers find it difficult to understand the the factors, as mentioned before,
    concepts of HOTS assessment because of their should be adapted to the
    educational background and too many aspects in teaching model which benefit in
    HOTS assessment must be understood without a supporting and promoting the
    guideline. development of HOTS
    Conclusion
    • Most of the teachers used summative assessment and authentic
    assessment in assessing students’ HOTS. However, some teachers
    still don’t know how to make HOTS questions and only rely on the
    handbook/textbook.
    • The challenges that teachers faced in assessing students’ HOTS
    divided into two aspects; teachers’ understanding of the concept of
    HOTS assessment and students’ aspect. Besides, not all the
    teachers understand the concept of HOTS assessment; that is why
    the teacher finds it difficult to assess students' HOTS. The finding
    can be concluded that the understanding of the idea of HOTS
    assessment, and the ability of teachers to prepare HOTS is still low.
    Moreover, most of the teachers teach a heterogeneous class. Thus,
    the teacher should find appropriate rubric to fulfil all students' needs.
    References
    Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. In VA: ASCD.
    Budsankom, P., Sawangboon, T., Damrongpanit, S., & Chuensirimongkol, J. (2015). Factors affecting higher-
    order thinking skills of students: A meta-analytic structural equation modeling study. Academic journals, 10
    (19). https://doi.org/10.5897/ERR2015
    Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179–186.
    https://doi.org/10.1080/00405849309543594
    Feng, Z. (2013). Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability. Journal of
    Curriculum and Teaching, 2(2), 147–153. https://doi.org/10.5430/jct.v2n2p147
    Halpern, D. F. (2003). Thought and Knowledge: An introduction to critical thinking (4th ed.). Mahwah, NJ:
    Lawrence Erlbaum Associates.
    Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-
    order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215–230.

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