The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia

Abstract

The current English language education in Malaysia has integrated the Higher-Order Thinking Skills (HOTS) as part of its testing and evaluation system, which aims to enhance students' cognitive skills and abilities in learning. Having a higher-order thinking ability at the earliest stage of formal education (primary and elementary levels) is essential in order to meet the growing demand for highly intelligent and professional workers in the future. The present study aims to identify the use of HOTS items in selected English reading comprehension examinations for Standard 6 students in Malaysia. 80 reading comprehension items were selected from various final examination papers distributed in eight different states in the country. Data were quantitatively analysed using content analysis based on the levels of cognitive listed in Bloom's Taxonomy. Apart from that, the data were also analysed based on a series of professional evaluations made by four content experts in the country. The findings indicate that most reading comprehension questions in the English examination papers need further revisions in order to achieve the standard of HOTS that have become part of the new curriculum and national education policy. Based on the findings, some practical suggestions have also been developed to further enhance the use of HOTS in English teaching and learning practices in Malaysia.

Higher-Order Thinking Skill (Hots) Questions in English National Examination in Indonesia

“…The taxonomy is believed to be useful for test developers to match their question items with syllabus and objectives of learning (Krathwohl, 2002) two dimensions which are knowledge and cognitive dimension. However, this present study focused only on the cognitive dimension since it is highly related to the reading comprehension skills and assessment (Valdev Singh & Shaari, 2019) A study conducted by Programme for International Student Assessment (PISA) in 2015 showed that, out of 72 countries, Indonesia was one that has the lowest level of reading performance. The result demonstrated that the score of Indonesian students (397) is lower than the means of all countries (493).…”

“…Bloom's Taxonomy is the most broadly recognized classification in assessing thinking skills in Education (Valdev Singh & Shaari, 2019). The taxonomy is believed to be useful for test developers to match their question items with syllabus and objectives of learning (Krathwohl, 2002) two dimensions which are knowledge and cognitive dimension.…”

“…components in identifying the effectiveness of a design of teaching and learning (Valdev Singh & Shaari, 2019). Also, the test developers of English National Examination are encouraged to give more attention to evaluative questions in order to lead students to have the opportunity to independently express their opinions, feelings, and attitudes which stimulates their way to be creative and innovative thinkers (Ahmad, 2016).…”

HOTS-based language assessment literacy: Challenges and prospects in English language teaching

“…Research on teachers' language assessment literacy has attracted the attention of many practitioners (e.g. Roslan et al 2022;Singh & Shaari, 2019;Tian et al, 2021;Tsagari & Vogt, 2017;Vogt & Tsagari, 2014;Yoke et al, 2015). However, little attention has been paid to investigating HOTS-based language assessment literacy.…”

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

“…The current curriculum, 2013 curriculum, has adapted the current taxonomy version of Bloom's revised taxonomy (Anderson & Krathwohl, 2001). The taxonomy is the most widely recognized category to assess thinking skills in education (Singh & Shaari, 2019). Taxonomy is assumed to be beneficial for test items developers to align their questions with the syllabus and learning goals (Krathwohl, 2002).…”