Azid @ Aziz, Nurulwahida and Makhsin, Mardzelah and Khalid, Rozalina and Othman,, Norasmah (2018) School based assessment: Teachers and students' views on the application of promoting higher order thinking skill. Herald National Academy of Managerial Staff of Culture and Arts, 1. pp. 834-837. ISSN 2226–3209

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Abstract

The aim of this study was to review the students’ and teachers’ views related to application of Higher Order Thinking Skills (HOTS) in School Based Assessment (SBA).A questionnaire has been adapted and modified in line with the objectives of the study. A total of 206 teachers who are pursuing a master degree have been randomly selected for this study.The study finding shows that there is similarity between students’ and teachers’ views on the application of HOTS in SBA. Both groups welcomed the government’s intention to acculturate HOTS through SBA.However, some improvements need to be done. Among the views from the teachers were improvement in the curriculum and funds allocation, continuous training, more resources on HOTS assessment items; and more resources and materials for authentic learning activities. Most of the teachers interviewed claimed that HOTS application is the best way to produce students who can think wisely in line with the 21st century education aspirations. According to the students, teachers have not yet achieved the high level in the implementation of HOTS. In summary, change in curriculum in terms of the application of HOTS in SBA is very crucial because it can help increase the level of academic achievement and performance in Malaysia.This in the long run will help produce quality and outstanding human capital for the future.

Item Type:	Article
Uncontrolled Keywords:	School Based Assessment, Higher Order Thinking Skills, 21st century skills.
Subjects:	L Education > L Education (General)
Divisions:	School of Education & Modern Languages
Depositing User:	Mrs. Norazmilah Yaakub
Date Deposited:	19 Nov 2018 01:50
Last Modified:	19 Nov 2018 01:50
URI:	https://repo.uum.edu.my/id/eprint/25179

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