The use of assessment in the development of higher-order thinking skills

Berg, Geesje van den

doi:10.1080/18146620408566285

Cited by 19 publications

(16 citation statements)

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“…This finding is consistent with previous findings (e.g. Coxford et al, 1991;van den Berg, 2004). Studies on relations between assessment practices and students" learning in mathematics consistently indicated that whereas traditional paper-and-pencil assessments offer limited contributions, authentic assessment tools, including portfolio-based assessment, help students build deeper understanding with connections, commit towards their own learning, and retain and articulate what they have learned better (Frey et al, 212;NCTM, 2000;Sambell et al, 1997;Struyven et al, 2005).…”

Section: Improving Students Understanding In Geometrysupporting

confidence: 83%

“…Many authors attest that self-assessment: increases students" responsibility and autonomy to learn and assess their progress, promotes students" competency, uplifts students" roles and status from passive to active learners, improves students" critical reflection skills, enhances students" critical and higher order thinking capacities, and promotes students" metacognitive skills thus identify what to learn and study more (e.g., Jonsson & Svingby, 2007;MoE, 2006;Purwanti, 2015;Slauijimans et al, 1998;Stenmark, 1989;Struyven et al, 2005;Topping, 1998;van den Berg, 2004). It is also helpful in integrating assessment with instruction (Slauijimans et al, 1998).…”

Section: Self-assessmentmentioning

confidence: 99%

“…Moreover, they promote student selfassessment and enable students to communicate their understanding with high level of proficiency (Lambdin & Walker, 1994). Portfolios are employed for authentic assessment purposes through: student self-assessment (Cathcast et al, 2001;Stenmark, 1989;van den Berg, 2004), peer-assessment (Race et al, 2005;Tanner & Jones, 1994), teacher assessment (Kyriacou, 1998), and group assessment (Reicher, 1994;van de Walle, 1998) to measure students" performances as well as learning and progress (Lambdin & Walker, 1994;Lee & Silverman, 2001;NCTM, 2000;van de Walle, 1998). As portfolio assessment is broad and open ended, rubrics or scoring guides have to be set (Kuhs, 1994;Reichel, 1994).…”

Section: Review Of Literaturementioning

confidence: 99%

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Portfolio of Evidence: An Assessment Tool in Promoting Geometry Achievement among Teacher Education College Students

Weldeana

Sbhatu

2017

EURASIA J MATH SCI T

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Background-This article reports contributions of an assessment tool called Portfolio of Evidence (PE) in learning college geometry.Material and methods-Two classes of second-year students from one Ethiopian teacher education college, assigned into Treatment and Comparison classes, were participated. The assessment tools used in the Treatment and Comparison classes were PE and paperand-pencil, respectively. Data sources were scores of: Self-/Teacher-Assessment Rubric (STAR); Mathematical test measuring Skills, Properties, Uses, and Representations (SPUR); and Learning and Study Strategies Inventory-High School Version (LASSI-HS). Results-Comparison of students' Self-and Teacher-Assessment data showed that students in the Treatment Class were able to assess their own learning and progress as authentically as the teacher. Analyses of SPUR data revealed that the learning gains among the students in the Treatment Class were significantly greater than that of the Comparison class in tests requiring higher order thinking (p ≤ 0.05). Analyses of LASSI-HS showed that students in the Treatment Class made more statistically significant shifts towards demonstrating supportive learning behaviors and towards abandoning inhibiting behaviors than those in the Comparison Class (p ≤ 0.05). Conclusions-Thus, effective integration of PE in the instructional process helped students develop reflective thinking and other metacognitive skills and solve real-life problems that demand higher order thinking.

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Section: Improving Students Understanding In Geometrysupporting

confidence: 83%

Section: Self-assessmentmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

See 1 more Smart Citation

Portfolio of Evidence: An Assessment Tool in Promoting Geometry Achievement among Teacher Education College Students

Weldeana

Sbhatu

2017

EURASIA J MATH SCI T

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“…Meanwhile, written test questions whose answers are done by choosing answers, i.e multiple choice, two choices (right-wrong, yes-no), matchmaking, and the causation. Meanwhile, it should be noted that the assessment model also influences creative thinking skills and conceptual understanding (Van den Berg, 2008). Meanwhile, the fact that multiple choice tests are more widely used to measure students' conceptual understanding and creative thinking skills than other forms of testing (Istiyono et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Putranta

Supahar

2019

Journal for the Education of Gifted Young Scientists

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This paper is based on the background of the problem of the low high order thinking skills in students, especially in the skills to think creatively and conceptual understanding. Conceptual understanding that students have in relation to physics learning material has an important role in developing students' high order thinking skills in solving problems of daily life creatively. The method used in this research is descriptive qualitative research method with literature studies. The results of this study were obtained a synthesis of physics-tier tests (PysTT) to measure conceptual understanding and students' creative thinking skills, which are the basis for the development of PysTT based on real-life problems experienced by students realistically. In addition, PysTT is also one of the assessment instruments whose development is based on aspects of students' conceptual understanding of physics matter in everyday problems by prioritizing aspects of identifying and formulating problems, identifying scientific evidence and phenomena, arranging conclusions, and communicating conclusions creative. In addition, the results of the validity and reliability physics two-tier tests to measure students' conceptual understanding and creative thinking skills were 0.81 and 98.82%, which were included in the very good and reliable category. The ability to conceptual understanding and creative thinking skills of students who are measured using the physics two-tier test is very good because it is more than the value of the specified minimum completeness criteria.

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“…Assessment in Indonesia mostly measures the cognitive domain until applying level especially in elementary school (Wasis, 2014). Whereas, assessment can be implemented to help the students in improving their HOTS (Van den Berg, 2008). HOT`s question can encourage the students to think deeply about the lesson as well (Barnett & Francis, 2012).…”

Section: Identification Of Test Item Of Shbmentioning

confidence: 99%

Analyzing Science Test Items and Higher Order Thinking Skills of Fifth Graders

Mardi¹

2018

Bioedu

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Indonesian students got low achievement in many international studies of evaluation, such as in Trend in International Mathematics and Science Study (TIMSS). It is because they unfamiliar with higher order thinking skill questions. Generally, assessment in Indonesia contains less of higher order thinking questions and do not fit with the international standard of evaluation. The purposes of this study were to identify the test items of Test of Standarisasi Hasil Belajar (SHB) and to examine the capability of students of fifth grade to answer higher order thinking skills (HOTS) questions. The method uses was mix method (qualitative and quantitative). Test Standarisasi Hasil Belajar (SHB) Year 2017/2018 of Banyuwangi Regency for fifth grade was used. Twenty-seven fifth graders were participated in paper test. The result showed that the test contains of cognitive domain of knowing, applying, and reasoning of 48.9%, 40% and 11.1%, respectively. The test of capability of students to answer HOTS questions revealed low achievement of 80% and high achievement of 5%. In summary, the reasoning domain of the test should be more developed to encourage students’ capability in answering HOTS questions. Keywords: science test items, TIMSS, HOTS, fifth grade.

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The use of assessment in the development of higher-order thinking skills

Cited by 19 publications

References 1 publication

Portfolio of Evidence: An Assessment Tool in Promoting Geometry Achievement among Teacher Education College Students

Portfolio of Evidence: An Assessment Tool in Promoting Geometry Achievement among Teacher Education College Students

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Analyzing Science Test Items and Higher Order Thinking Skills of Fifth Graders

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