EFL Teachers’ Attitudes and Competence in Developing HOTS-Based Formative Assessment

Abstract

Nowadays, Higher Order Thinking Skills have been a current trend and focus among teachers and researchers. However, there are still a few researchers who investigate HOTS and connect it with language assessment. This case study aimed to examine Indonesian English teachers' attitudes concerning the use of the HOTS-based assessment. This research has been qualitatively conducted with the aim to analyze the attitudes towards the utilization of the paradigm of HOTS in the creation of good language assessment. The data of this study were collected by using an interview and questionnaire. There are 20 teachers taking part in the study were purposely selected based on their experience and comprehension of the study's issue. The data of this study were analyzed by using descriptive qualitative. This study revealed that despite several situational constraints, all respondents shared their positive attitude to the principles of HOTS owing to several aspects. Despite the teachers' positive attitude towards the implementation of HOTS-based assessment, there was still a lack of knowledge about HOTS. This study suggested that more researchers portrayed teachers' competence in developing based assessment in English subject since HOTS is essential in the implementation of the 2013 curriculum.

Formative Assessment vs Summative Assessment: A Case Study of Esp Lecturers in University in Indonesia and Thailand

“…In higher education in general and study programs in particular, summative assessment is still the dominant evaluation method that is widely used to assess and evaluate how much knowledge students have mastered during learning. Rachmawati, 2021). Most teachers/instructors/lecturers use a type of assessment, such as midterm exams, final semester exams to evaluate students' information retention.…”

Formative Assessment as an Innovative Strategies to Develop ESP Students’ Writing Skills

“…Instead, it is specifically characterized by educators' feedback on the learners' works (Birjandi & Hadidi Tamjid, 2012;Nicol & Macfarlane-Dick, 2004). Compared to the traditional assessment system, formative assessment can accomplish and even fully substitute summative assessment practice in which summative assessment has failed to attract learners in the assessment process (Guo & Xu, 2020;Rachmawati & Purwati, 2021). Moreover, formative assessment can contribute to the students' learning process because the assessment focuses on the learner's improvement (Guo & Xu, 2020;Nicol & MacFarlane-Dick, 2006).…”