Critical thinking in cognitive domain: Exploring assessment of English teaching at pandemic period of covid-19

Abstract

Assessment is an evaluation tool in learning adjusted to the times. The criteria must be included in the assessment are indicators in the cognitive domain and critical thinking. Therefore, this study intends to explore teaching assessments prepared by lecturers in assessing students' cognitive shutter and critical thinking abilities. The data took in the pandemic period of pandemic in Covid-19. The subjects of this study were 269 lecturers who teaching in English education departments in some Muhammadiyas’ university in South Sulawesi. There were 25 items of questionnaires arranged to analyses the teacher assessment based on 10 indicators in critical thinking. The results showed the dominant lecturer measured the ability of students on the C1-C2 scale even though some lecturers had been on the C5-C6 scale. The lecturer learning assessment has implemented indicators of critical thinking skills. The study recommended for future researcher in developing assessment of teaching especially for English department.

The Need Analysis of Cognitive Competencies Assessment Instruments for 11th Grade English Classes of Senior High School during Covid-19 Pandemic

“…In that case the HOTS (C4-C6) must be applied more in the 11th grade senior high schools' students' assessment instruments in order to provide the appropriate cognitive competences and the 21st Century Skills which include critical thinking and creative thinking. This finding is in line with the findings from [6], [8], [11], [12] where the need analysis result claimed that multiple choice assessment is not suitable to be infused with HOT as studies above conclude that most cognitive level of assessment instruments, especially multiple-choice items ranging from junior high school to college (bachelor) level including the senior high school level that currently being studied were relatively low.…”

“…The second findings of this study indicates that Multiple Choice assessment items did not fully provide the HOT and quite far from Cognitive Competences perfection criteria, in that case, a need to develop a new kind of assessment instruments away from Multiple Choice is required. Even though developing the Multiple-Choice instruments with harder distractors to promote cognitive domain, multiple choice assessment still claimed employ the lower order thinking domain [8], [9].…”

“…Further, Multiple Choice is not recommended to be used for promoting HOTS cognitive domain where practical-based assessment instruments infused with cognitive competences is crucial instead of only depending on traditional assessment [6], [8], [9]. Furthermore, supported by other previous studies the need of Alternative Assessment Instruments form which promotes HOTS cognitive domain is exceedingly compulsory [13]- [19].…”

“…While the others found that most of the assessment instruments in the level of undergraduate program in the South Sulawesi are still implementing the written / traditional assessment which did not infuse the higher order thinking scale [8]. Meanwhile, another research conducted in the senior high school has a lack of cognitive competences and critical thinking infused in the assessment instruments [9].…”

Economic Learning during The Covid-19 Pandemic in Indonesia: Problems and Solutions

“…Beberapa guru sebenarnya telah mengembangkan penilaian untuk mengukur kemampuan higer oder thinking skill (C4). Penelitian lain juga menunjukkan bahwa selama pandemi, beberapa dosen jurusan pendidikan bahasa Inggris di Sulawesi Selatan mengukur kemampuan mahasiswa pada skala C1-C2, sedikit dosen yang mengukur pada level C5-C6 (Akib & Muhsin, 2020).…”