Analysis of Hots in English Teacher-Made Test

Syahdanis, Junitri Dian; Sofyan, Dedi; Yunita, Wisma

doi:10.33884/basisupb.v8i2.4479

Cited by 4 publications

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“…The cognitive process applied in this question was the ability of making or creating own correct sentences based on the structure of the simple past tense. This finding is similar to the previous studies' findings in terms of teacher-made test (Amaliyah, 2018;Pratiwi et al, 2019;Utami et al, 2019;Putri et al, 2020;Syahdanis et al, 2021), national examination test (Ilham et al, 2020), reading exercises on English textbooks ('Ilma, 2018) and language skill tasks on English textbook (Febriyani et al, 2020). They reported that the questions of the test made by teacher and exercises on the textbook made by the authors were dominated by LOTS questions.…”

Section: Excerpt -C5 (Evaluate)supporting

confidence: 88%

“…There were some previous studies related to this present research such as teacher-made test (Amaliyah, 2018;Pratiwi et al, 2019;Utami et al, 2019;Putri et al, 2020;Syahdanis et al, 2021), national examination test (Ilham et al, 2020), reading exercises on English textbooks ('Ilma, 2018) and language skill tasks on English textbook (Febriyani et al, 2020). These studies reported that the number of the questions that contained HOTS was lower than LOTS.…”

Section: Introductionmentioning

confidence: 62%

“…Another possible reason that causes lower the composition of HOTS than LOTS on the teacher-made test is from the teachers' and students' aspects. Based on their study, Syahdanis et al (2021) reported that the reasons come from the teachers' and students' aspects. In other words, their knowledge of HOTS is low.…”

Section: Excerpt -C5 (Evaluate)mentioning

confidence: 99%

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Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Apriana

Lubis²,

Sofyan³

2022

JETALL

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The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.

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Section: Excerpt -C5 (Evaluate)supporting

confidence: 88%

Section: Introductionmentioning

confidence: 62%

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Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Apriana

Lubis²,

Sofyan³

2022

JETALL

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“…Despite the emphasis on HOTS in policy and curriculum, studies on its application in English National Examinations and teacher-made tests reveal a significant underrepresentation of HOTS in assessment items. Findings demonstrate a prevalence of LOTS in the assessments, with a minimal presence of items evaluating higher cognitive levels, underscoring the need for enhanced teacher training and competency in creating HOTS-based assessment items (Narwianta et al, 2019;Putra and Abdullah, 2019;Widyaningsih and Septiana, 2019;Ilham et al, 2020;Pratiwi et al, 2019;Utami et al, 2019;Dewi & Sukarni, 2020;Wisrance and Semiun, 2020;Syahdanis et al, 2021;Apriana et al, 2022;Febriyana & Harjanto, 2023).…”

Section: Introductionmentioning

confidence: 96%

Incorporating Higher Order Thinking Skills Into English Summative Assessments

Rianti,

Aziz,

Aulia

2024

ERJEE

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Higher-Order Thinking Skills (HOTS) are considered as one of the 21st-century skills in education. One of the most efficient strategies to promote HOTS is through assessment. This study aims to find out the percentage of Higher-Order Thinking Skills (HOTS) used in English teachers’ summative assessment in an Islamic junior high school in Banda Aceh. In this qualitative study, Anderson's (2001) taxonomy, which divided thinking skills into two categories: lower-order thinking skills (remembering, understanding, and applying) and higher-order thinking skills (analyzing, evaluating, creating) were applied. The object of this study was three documents of English teachers’ summative assessments containing 150 test items with 145 questions in multiple-choice form and 15 questions in essay form. The questions were listed on a checklist table and calculated into percentages that corresponded to each cognitive level. The result showed that HOTS obtained a lower distribution than LOTS in the English teachers’ summative assessments. Specifically, the percentage of HOTS was only 4.6% (7 questions) from 150 questions analyzed. In conclusion, most questions of English teachers’ summative assessment in the Islamic junior high school can be categorized mostly into Lower-Order Thinking Skills (LOTS). The findings suggest that teachers should be more conscious of HOTS implementation while creating questions. Ultimately, this will improve students’ critical and creative thinking as well as problem-solving.

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“…Then, there is no substantial variance in students' reading competency in answering higher-order thinking items across classes, text genres, or reading indicators. The research, explored the distribution of HOTS in English teacher-made tests, the relevance of the English teacher-made test to the skills in English simplified syllabus, and the reason for HOTS being less common in English-made tests (Syahdanis et al, 2021). The findings imply that instructors' exam questions should contain more HOTs-type questions because the assessments are mostly LOTs-type questions (Musliha et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ LOTS and HOTS in Answering Reading Questions

Armala

Fauziati

Asib

2022

j.of education technology

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In the twenty-first century, the education world must fulfill the demands for teaching and learning connected to thinking abilities. For people who are more nuanced and intellectual, the ability to think is necessary. Students must be able to think to reach their learning objectives. Teachers face dilemmas in the classroom in terms of higher-order thinking skills. Teachers incorporate higher-order thinking skills into the teaching and learning process to provide experiences to students, especially in answering questions about higher-order thinking skills. Students often have difficulty answering HOTS questions. As a result, students have difficulty answering reading comprehension questions. This study aimed to explore what students' LOTS and HOTS were in response to reading questions. This type of research is descriptive and qualitative. Data was collected by giving a reading test to 18 students. The instrument used in collecting data is a questionnaire. The data analysis technique is descriptive qualitative analysis. The results showed that the student's ability to answer reading questions based on the LOTS was good. Second, the ability of students to answer reading questions based on HOTS is lacking. Third, the difference in student's ability to answer reading questions based on LOT and HOT is enough. As a result of these findings, students' ability to answer reading questions based on LOTS and HOTS should be improved.

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Analysis of Hots in English Teacher-Made Test

Cited by 4 publications

References 0 publications

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Higher-Order Thinking Skills on Teachers-Made Tests by English Teachers of a Senior High School in Bengkulu City

Incorporating Higher Order Thinking Skills Into English Summative Assessments

Exploring Students’ LOTS and HOTS in Answering Reading Questions

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