Promoting HOTS and critical thinking to English students of higher education through authentic assessment

Lilis Lisdawati; Amalul Umam

doi:10.28918/erudita.v2i1.5289

Authors

Lilis Lisdawati Universitas ibn Khaldun, Bogor, Indonesia
Amalul Umam Universitas ibn Khaldun, Bogor, Indonesia

DOI:

https://doi.org/10.28918/erudita.v2i1.5289

Keywords:

Authentic assessment, Critical thinking, English students, HOTS

Abstract

The development of social life relationship in this 21^st century becomes more challenging than the previous era. All the human being needs to be designed sophisticatedly with some skills to maintain the global welfare, such as critical thinking skill which is the ability to test, analyze and explain the validity of the information according to a particular task or situation. Critical thinking that is accompanied by creativity build a high terminology called higher order thinking skills (hereafter, HOTS) that produces the activity of analyzing, evaluating and creating something new. Critical Thinking and HOTS are expected to be implemented in Indonesia’s educational policies due to critical thinking skill in Indonesia is still low. Therefore, this study aims to know the role of authentic assessment on higher education English students’ critical thinking skill and HOTS. This study used qualitative descriptive approach by giving participants a bunch of discussion in a form of interview where the participants were four college students from a private university in Bogor. The result of this study showed that authentic assessment promotes English students’ critical thinking and HOTS through the activity where they were able to explore and reflect their comprehension to their situation and make a product related to their learning.

References

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. Nelson Education Ltd.

Bağ, H. K., & Gürsoy, E. (2021). The effect of critical thinking embedded English course design to the improvement of critical thinking skills of secondary school learners. Thinking Skills and Creativity, 41(September), 1-13. https://doi.org/10.1016/j.tsc.2021.100910

Choy, L. T. (2014). The strengths and weaknesses of research methodology: Comparison and complimentary between qualitative and quantitative approaches. IOSR Journal of Humanities and Social Science, 19(4), 99–104. https://doi.org/10.9790/0837-194399104

Cottrell, S. (2005). Critical thinking: Developing effective analysis and argument. Palcrave McMillan.

Creswell, J. W., & Poth, C. N. (2007). Choosing among five approaches choosing among five approaches (2nd ed.). Sage Publication.

Espey, M. (2018). Enhancing critical thinking using team-based learning. Higher Education Research and Development, 37(1), 15–29. https://doi.org/10.1080/07294360.2017.1344196

Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2006). Authentic assessment, student and teacher perceptions: the practical value of the five- dimensional framework. Journal of Vocational Education and Training, 58(3), 337–357. https://doi.org/10.1080/13636820600955443

Haberlin, S. (2018). Problematizing notions of critical thinking with preservice teachers: A self-study imparting critical thinking strategies to preservice teachers. Action in Teacher Education, 40(3), 305–318. https://doi.org/10.1080/01626620.2018.1486751

Jaelani, A., & Umam, A. (2021). Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration. JEES (Journal of English Educators Society), 6(1), 171–177. https://doi.org/10.21070/jees.v6i1.829

Junaedi, S. (2019). The implementation of authentic assessment to evaluate the students’ speaking skill. Journal of English Language Teaching and Islamic Integration, 2(1), 121–130. https://e-journal.hikmahuniversity.ac.id/index.php/jeltii/article/view/25

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2013). Peraturan Menteri Pendidikan dan Kebudaaan no. 81a tentang implementasi kurikulum 2013 [The regulation of the Minister of Education and Culture no. 81a on the implementation of curriculum 2013. The Ministry of Education and Culture, Jakarta, Indonesia.

Lo, C. O., & Feng, L. C. (2020). Teaching higher order thinking skills to gifted students: A meta-analysis. Gifted Education International, 36(2), 196–217. https://doi.org/10.1177/0261429420917854

Lund, J. (1997). Authentic assessment: Its development & applications. Journal of Physical Education, Recreation & Dance, 68(7), 25–28. https://doi.org/10.1080/07303084.1997.10604979

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes performance assessment using the dimensions of learning model. ASCD.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A method sourcebook. Sage Publication Inc.

Mohamed, R., & Lebar, O. (2017). Authentic assessment in assessing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 7(2), 466–476. https://doi.org/10.6007/IJARBSS/v7-i2/2021

Naidu, S., & Karunanayaka, S. P. (2021). Impacts of authentic assessment on the development of graduate attributes. Distance Education, 42(2), 231–252. https://doi.org/10.1080/01587919.2021.1920206

Raymond, J. E., Homer, C. S. E., Smith, R., & Gray, J. E. (2013). Learning through authentic assessment: An evaluation of a new development in the undergraduate midwifery curriculum. Nurse Education in Practice, 13(5), 471–476. https://doi.org/10.1016/j.nepr.2012.10.006

Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215–230. https://doi.org/10.33225/pec/18.76.215

Rukmini, D., & Saputri, L. A. D. E. (2017). The authentic assessment to measure students’ English productive skills based on 2013 curriculum. Indonesian Journal of Applied Linguistics, 7(2), 263–273. https://doi.org/10.17509/ijal.v7i2.8128

Samaras, S. A., Adkins, C. L., & White, C. D. (2021). Developing critical thinking skills: Simulations vs. cases. Journal of Education for Business, 0(0), 1–7. https://doi.org/10.1080/08832323.2021.1932703

Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S., & Marino, J. P. (2019). Assessment of university students’ critical thinking: Next generation performance assessment. International Journal of Testing, 19(4), 337–362. https://doi.org/10.1080/15305058.2018.1543309

Syafrizal, S., Paharnzah, J., & Nuraeni, F. W. (2020). An Analysis of authentic assessment implementation in English speaking skill of second grade students. Journal of Research and Educational Research Evaluation, 9(2), 94–99.

Tajularipin, S., Vickneswary, M., Diwiyah, M., Raidah, H., & Suzieleez Syrene, A. R. (2017). Implementation of higher order thinking skills in teaching of science. International Research Journal of Education and Sciences, 1(1), 1–3.

Thonney, T., & Montgomery, J. C. (2019). Defining critical thinking across disciplines: An analysis of community college faculty perspectives. College Teaching, 67(3), 169–176. https://doi.org/10.1080/87567555.2019.1579700

Umam, A., & Indah, Y. A. (2020). Exploring in-service TEYL teachers’ assessment literacy: Implication for continuing professional development. JEES (Journal of English Educators Society), 5(1), 47–51. https://doi.org/10.21070/jees.v5i1.364

Vdovina, E., & Gaibisso, L. C. (2013). Developing critical thinking in the English language classroom: A lesson plan. ELTA Journal, 1(1), 54–68.

Virgin, J. A., & Bharati, D. A. L. (2020). Teachers’ perception, plan, and implementation of portfolio assessment in students’ writing assessment. English Education Journal, 10(2), 143–153. https://doi.org/10.15294/eej.v10i1.34231

Vohmann, B. (2019). Authentic assessment to enhance undergraduates’ learning and development as effective practitioners in built environment disciplines [Doctoral dissertation, Anglia Ruskin University]. ARRO (Anglia Ruskin Research Online). https://arro.anglia.ac.uk/id/eprint/704910

Yeung, S. yin S. (2015). Conception of teaching higher order thinking: Perspectives of Chinese teachers in Hong Kong. Curriculum Journal, 26(4), 553–578. https://doi.org/10.1080/09585176.2015.1053818

Zohar, A. (2004). Elements of teachers’ pedagogical knowledge regarding instruction of higher order thinking. Journal of Science Teacher Education, 15(4), 293–312. https://doi.org/10.1023/b:jste.0000048332.39591.e3