Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation

Bensley, D. Alan; Rainey, Crystal; Murtagh, Michael P.; Flinn, Jennifer A.; Maschiocchi, Christopher; Bernhardt, Paul C.; Kuehne, Stephanie

doi:10.1016/j.tsc.2016.06.006

Cited by 35 publications

(31 citation statements)

References 32 publications

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“…Critical Thinking allows students to make logical and unbiased decisions, (Heijltjes, van Gog, Leppink, & Paas, 2014). A comprehensive assessment of critical thinking is also a multidimensional construct that includes reasoning, decision making, and problem solving skills (Bensley et al, 2016). This is also in line with Nurdyansyah and Musfiqon (2015) who state that the scientific approach to learning does not only focus on how to develop students' competencies in conducting observations or experiments but also focus on how to develop students' knowledge and thinking skills so that they can support creative and innovative activities.…”

Section:  Introductionmentioning

confidence: 99%

Learning a Factual Text Genre: An Analysis of the Secondary High School Teachers’ Abilities in Developing Learning Devices

2020

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Factual Text Genre: Analysis of the Ability of High School Teachers in Developing Learning Tools. Objective: This study aims to describe the ability of Indonesian language teachers in Banten Provision in designing factual text genre. Method: The method was content analysis. The research sample was taken purposively through the XII grade. Indonesian Language Lesson Plan Module compiled. Data collection and analysis were done by measuring the relevance of data categorization in terms of genre pedagogical, genre scientific, and the completeness of the evaluation instrument. Findings: The average ability of teachers in describing learning with genre pedagogical approach was 67%; the ability of teachers in describing genre scientific methods was 83%; the ability of teachers in making assessment instruments based on the genre of text was 50%. Conclusion: Teachers' competence in designing textual genre-based learning was not optimal. The results of this study can be utilized as an assessment of the effectiveness of the implementation of Indonesian language learningbased on the text genre. Abstrak: Genre Teks Faktual: Analisis atas Kemampuan Guru SMA di Provinsi Banten dalam Penyusunan Rencana Pelaksanaan Pembelajaran. Tujuan: Penelitian ini bertujuan untuk mendeskripsikan kemampuan para guru bahasa Indonesia di Provinsi Banten dalam mendesain pembelajaran genre teks factual. Metode: Metode penelitian yang digunakan adalah analisis isi. Sampel penelitian diambil secara purposive melalui Modul Rencana Pelaksanaan Pembelajaran Bahasa Indonesia Kelas XII. Analisis data dilakukan dengan cara mengukur relevansi kategorisasi data dari segi pedagogi genre, saintifik genre, dan kelengkapan instrumen evaluasi. Temuan: Rata-rata kemampuan guru dalam mendeskripsikan pembelajaran dengan pendekatan pedagogi genre sebesar 67%, kemampuan guru dalam memaparkan metode saintifik genre sebesar 83%, dan kemampuan guru dalam membuat instrumen penilaian berbasis genre teks factual sebesar 50%. Kesimpulan: Kompetensi guru dalam merancang pembelajaran berbasis genre teks belum optimal. Hasil penelitian ini dapat dimanfaatkan sebagai penilaian efektivitas implementasi pembelajaran Bahasa Indonesia berbasis genre teks.

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Section:  Introductionmentioning

confidence: 99%

Learning a Factual Text Genre: An Analysis of the Secondary High School Teachers’ Abilities in Developing Learning Devices

2020

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“…One way to disentangle the contributions of ability and motivation is to measure motivation in addition to the ability being tested (e.g., Baumert and Demmrich, 2001;Bensley et al, 2016), based on expectancy-value theory that has its roots in part in motive, expectancy, and incentive as determinants of "aroused motivation to achieve" proposed by Atkinson (1957, p. 362).…”

Section: Theory and Assessment Of Test-taking Effort And Importance Amentioning

confidence: 99%

Test-Taking Motivation in Education Students: Task Battery Order Affected Within-Test-Taker Effort and Importance

Wolgast¹,

Schmidt

Ranger

2020

Front. Psychol.

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Different types of tasks exist, including tasks for research purposes or exams assessing knowledge. According to expectation-value theory, tests are related to different levels of effort and importance within a test taker. Test-taking effort and importance in students decreased over the course of high-stakes tests or low-stakes-tests in research on test-taking motivation. However, whether test-order changes affect effort, importance, and response processes of education students have seldomly been experimentally examined. We aimed to examine changes in effort and importance resulting from variations in test battery order and their relations to response processes. We employed an experimental design assessing N = 320 education students’ test-taking effort and importance three times as well as their performance on cognitive ability tasks and a mock exam. Further relevant covariates were assessed once such as expectancies, test anxiety, and concentration. We randomly varied the order of the cognitive ability test and mock exam. The assumption of intraindividual changes in education students’ effort and importance over the course of test taking was tested by one latent growth curve that separated data for each condition. In contrast to previous studies, responses and test response times were included in diffusion models for examining education students’ response processes within the test-taking context. The results indicated intraindividual changes in education students’ effort or importance depending on test order but similar mock-exam response processes. In particular effort did not decrease, when the cognitive ability test came first and the mock exam subsequently but significantly decreased, when the mock exam came first and the cognitive ability test subsequently. Diffusion modeling suggested differences in response processes (separation boundaries and estimated latent trait) on cognitive ability tasks suggesting higher motivational levels when the cognitive ability test came first than vice versa. The response processes on the mock exam tasks did not relate to condition.

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“…Tinggi atau rendahnya kualitas pendidikan yang dihasilkan dari sekolah untuk siswa tidak terlepas dari berbagai faktor diantaranya adalah pengemasan pembelajaran (Adnyana, Ristiati, & Setiawan, 2014). Adanya kurang interaksi antara pengajar dan peserta didik Rath et al (1966) dalam Sudaryanto (2007), kurang beragam metode belajar guru (Tsai, 2012), kemampuan mental dan kecerdasan manusia yang lemah (Fatemipour & Kordnaeej, 2014), kurang usaha dalam meningkatkan modul ajar (Adair & Jaeger, 2016), kemampuan bernegosiasi siswa lambat (Aldhizer, 2015), watak dan metakognisi (Bensley, 2016), lingkungan pembelajaran siswa kurang memadai (Rudd, Baker, & Hoover, 2000) serta kurang mempunyai kemampuan komunikasi adalah ciri dari rendahnya kualitas pendidikan khususnya berpikir kritis (Panagiotis, 2011).…”

Section: Pendahuluanunclassified

Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Metode Pembelajaran Team Games Tournaments Dan Team Assisted Individualization

Putri

Suwatno

Sobandi

2018

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Fokus masalah pada penelitian ini adalah kurang berkembangnya kemampuan berpikir kritis siswa pada mata pelajaran Kearsipan program keahlian otomatisasi tata kelola perkantoran SMKN 1 Garut yang terlihat dari nilai ulangan di bawah KKM. Adapun tujuan dari penelitian ini untuk meningkatkan kemampuan berpikir kritis siswa dengan menggunakan metode Team Games Tournaments dan Metode Team Assisted Individualization. Metode penelitian menggunakan quasi eksperiment dengan Pretest-Posttes Nonequivalent Design. Subjek penelitian yaitu kelas X OTP 2 sebagai kelas eksperimen I dengan metode Team Assisted Individualization dan X OTP 3 sebagai kelas eksperimen II. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis siswa pada kelas Eksperimen I dengan kelas Eksperimen II, namun kedua metode tersebut sama-sama dapat meningkatkan kemampuan berpikir kritis siswa di SMKN 1 Garut. Hal ini terbukti dari N-Gain pada kelas eksperimen I sebesar 0.776 dan pada kelas eksperimen II sebesar 0.664 yang termasuk kategori sedang. Terlihat pada T-Test for Equality of Means bahwa nilai t-hitung 5.361 > 1.99444 t tabel, artinya ada perbedaan kemampuan berpikir kritis siswa antara metode TGT dengan metode TAI.

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Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation

Cited by 35 publications

References 32 publications

Learning a Factual Text Genre: An Analysis of the Secondary High School Teachers’ Abilities in Developing Learning Devices

Learning a Factual Text Genre: An Analysis of the Secondary High School Teachers’ Abilities in Developing Learning Devices

Test-Taking Motivation in Education Students: Task Battery Order Affected Within-Test-Taker Effort and Importance

Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Metode Pembelajaran Team Games Tournaments Dan Team Assisted Individualization

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