EFL teachers’ attitudes and competence in developing HOTS-based formative assessment
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Published:
Sep 6, 2021
Keywords:
HOTS-based assessment, teachers' attitude, formative assessment
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(1) * Dwita Laksmita Rachmawati
1. Doctorate Program of Language and Literature Education, Universitas Negeri Surabaya, Surabaya, Indonesia; 2. Department of Management, Universitas Merdeka Pasuruan, Pasuruan, Indonesia
Indonesia
(2) Oikurema Purwati
English Department, Faculty of Language and Arts, Universitas Negeri Surabaya, Surabaya, Indonesia
Indonesia
(*) Corresponding Author
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.
HIGHLIGHTS:
- The study addresses the current trend and focus on Higher Order Thinking Skills among teachers and researchers.
- Teacher as a “driver” in the classroom plays a crucial role in implanting HOTS for their students. Therefore, relevant training should be conducted progressively for English teachers, both pre-service and in-service teachers, to improve their knowledge to implement HOTS.
- Formative assessment can be employed as a “weapon” to promote the learners’ HOTS in this 2013 curriculum.
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How to Cite
Rachmawati, D. L., & Purwati, O. (2021). EFL teachers’ attitudes and competence in developing HOTS-based formative assessment . JEES (Journal of English Educators Society), 6(2). https://doi.org/10.21070/jees.v6i2.1060
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Copyright (c) 2021 Dwita Laksmita Rachmawati, Oikurema Purwati
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Alzu’bi, M. A. (2014) ‘The Extend of Adaptation Bloom’s Taxonomy of Cognitive Domain In English Questions Included in General Secondary Exams’, Advances in Language and Literary Studies, 5(2), pp. 67–72. doi: 10.7575/aiac.alls.v.5n.2p.67.
Anasy, Z. (2016) ‘Hots (Higher Order Thinking Skill) in Reading Exercise’, TARBIYA: Journal of Education in Muslim Society, 3(1), pp. 51–63. doi: 10.15408/tjems.v3i1.3886.
Anderson, L. W. et al. (2001) Taxonomy for Learning, Teaching, and Assessing. New York: Longman. Available at: https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl - A taxonomy for learning teaching and assessing.pdf.
Atiullah, K., Fitriati, S. W. and Rukmini, D. (2019) ‘Using Revised Bloom ’ s Taxonomy to Evaluate Higher Order Thinking Skills ( Hots ) in Reading Comprehension Questions of English Textbook for Year X of High School’, Engish Education Journal (EEJ), 9(4), pp. 428–436. Available at: https://journal.unnes.ac.id/sju/index.php/eej/article/view/31794.
Barnett, J. E. and Francis, A. L. (2012) ‘Educational Psychology : An International Journal of Experimental Using higher order thinking questions to foster critical thinking : a classroom study’, An International Journal of Experimental Educational Psychology, 32(2), pp. 201–2011. Available at: http://www.tandfonline.com.
Brookhart, S. M. (2010) How to Assess Higher-Order Thinking Skills in Your Classroom, ASCD Member Book. Alexandria, Virginia USA: ASCD Member Book. doi: 10.1177/002205741808801819.
Conklin, W. (2012) ‘Higher-Order Thinking Skills to Develop 21st Century Learners’, Shell Education, p. 157. doi: 10.1017/CBO9781107415324.004.
Creswell, J. W. (2012) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York: Pearson. Available at: http://www.ghbook.ir/index.php?name=مجموعه مقالات دومین هم اندیشی سراسری رسانه تلویزیون و سکولاریسم&option=com_dbook&task=readonline&book_id=13629&page=108&chkhashk=03C706812F&Itemid=218&lang=fa&tmpl=component.
Dwi Utami, F., Nurkamto, J. and Marmanto, S. (2019) ‘Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis’, International Journal of Educational Research Review, 4, pp. 756–765. doi: 10.24331/ijere.629581.
Dwyer, C. P., Hogan, M. J. and Stewart, I. (2014) ‘An integrated critical thinking framework for the 21st century’, Thinking Skills and Creativity. Elsevier Ltd, 12, pp. 43–52. doi: 10.1016/j.tsc.2013.12.004.
Edwards, A. L. (1957) Techniques of Attitude Scale Construction, Appleton-century-crofts, Inc. New York: Appleton-century-crofts, Inc. doi: 10.2307/3708688.
Feng, Z. (2014) ‘Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability’, Journal of Curriculum and Teaching, 2(2), pp. 147–153. doi: 10.5430/jct.v2n2p147.
Gould, R. K. et al. (2019) ‘Exploring connections between environmental learning and behavior through four everyday-life case studies’, Environmental Education Research. Routledge, 25(3), pp. 314–340. doi: 10.1080/13504622.2018.1510903.
Hashim, H., Ali, M. N. and Shamsudin, M. A. (2017) ‘Infusing High Order Thinking Skills (HOTs) through Thinking Based Learning (TBL) during ECA to enhance students interest in STEM’, International Journal of Academic Research in Business and Social Sciences, 7(11), pp. 1191–1199. doi: 10.6007/ijarbss/v7-i11/3557.
Jannah, S. M. (2018) Teachers’ Beliefs On Teaching Reading To Achieve Higher Order Thinking Skills (Hots): A Case Study At Sma Abbs Surakarta.
Kamarulzaman, Wirawani and Kamarulzaman, Wirawahida (2016) ‘The Promotion of Critical Thinking Skills in School-Based Assessment (SBA).’, Online Submission, (October).
Koh, J. H. L. et al. (2015) ‘Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning’, Asia-Pacific Education Researcher. Springer Singapore, 24(3), pp. 535–543. doi: 10.1007/s40299-015-0237-2.
Köksal, D. and Ulum, Ö. G. (2018) ‘Language assessment through Bloom ’ s Taxonomy Language a ssessment through Bloom ’ s Taxonomy’, Journal of Language and Linguistic Studies, 14(2), pp. 76–88.
Krathwohl, D. R. (2002) ‘A Revision of Bloom’s Taxonomy: An Overview’, Theory into Practice, 41(4), pp. 1–8. Available at: http://books.google.com/books?id=JPkXAQAAMAAJ&pgis=1.
Mainali, B. P. (2012) ‘Higher order thinking in education’, Academic Voices A Multidisiplinary Journal, 2(1).
Marcinkowski, T. and Reid, A. (2019) ‘Reviews of research on the attitude–behavior relationship and their implications for future environmental education research’, Environmental Education Research. Routledge, 25(4), pp. 459–471. doi: 10.1080/13504622.2019.1634237.
Merriam, S. B. and Tisdell, E. J. (2016) Qualitative Research: A Guide to Design and Implementation. San Francisco, California: Jossey-Bass A Wiley Brand.
Miri, B., David, B. C. and Uri, Z. (2007) ‘Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking’, Research in Science Education, 37(4), pp. 353–369. doi: 10.1007/s11165-006-9029-2.
Mishra, R. and Kotecha, K. (2016) ‘Are we there Yet! Inclusion of Higher Order Thinking Skills (HOTs) in Assessment’, Journal of Engineering Education Transformations, 0(0), pp. 2–5. doi: 10.16920/jeet/2016/v0i0/85686.
OECD (2018) ‘Programme for International Student Assessment (PISA) Results from PISA 2018’, Programme for International Student Assessment (PISA) Result from PISA 2018, pp. 1–10. Available at: http://www.oecd.org/pisa/ Data.
‘P21 Framework Definitions’ (2015) P21 Framework Definitions Publication, pp. 1–9. Available at: http://www.p21.org/our-work/p21-framework.
Patton, M. Qa. (2015) Aualitative Research and Evaluation Methods: Fourth Edition. SAGE Publications, Inc.
Permendikbud (2013) ‘Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 69 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Atas/Madrasah Aliyah’, pp. 1–253. Available at: http://dx.doi.org/10.1016/j.bpobgyn.2016.10.013%0Ahttps://doi.org/10.1016/j.solener.2019.02.027%0Ahttps://www.golder.com/insights/block-caving-a-viable-alternative/%0A???%0Ahttp://dx.doi.org/10.1016/j.hoc.2014.04.003%0Ahttp://www.moh.gov.my/penerbitan/CPG.
Permendikbud (2019) ‘Peraturan Kementerian Pendidikan dan Kebudayaan Nomor 43/2019 Merdeka belajar’.
Prati, G., Albanesi, C. and Pietrantoni, L. (2017) ‘The interplay among environmental attitudes, pro-environmental behavior, social identity, and pro-environmental institutional climate. A longitudinal study’, Environmental Education Research, 23(2), pp. 176–191. doi: 10.1080/13504622.2015.1118752.
Pretorius, L., van Mourik, G. and Barratt, C. (2017) ‘Student Choice and Higher-Order Thinking: Using a Novel Flexible Assessment Regime Combined with Critical Thinking Activities to Encourage the Development of Higher Order Thinking.’, International Journal of Teaching and Learning in Higher Education, 29(2), pp. 389–401.
Putra, T. K. and Abdullah, D. F. (2019) ‘Higher-Order Thinking Skill (Hots) Questions in English National Examination in Indonesia’, Jurnal Bahasa Lingua Scientia, 11(1), pp. 145–160. doi: 10.21274/ls.2019.11.1.145-160.
Ramadhana, N. A., Rozimela, Y. and Fitrawati, F. (2018) ‘High order thinking skills-based questions in the test items developed by Senior High School English teachers of Padang’, Journal of English Language Teaching, 7(4), pp. 720–731.
Razmjoo, S. A. and Kazempourfard, E. (2012) ‘On the representation of Bloom’s revised taxonomy in interchange coursebooks’, The Journal of Teaching Language Skills, 4(1), pp. 171–204.
Scully, D. (2017) ‘Constructing multiple-choice items to measure higher-order thinking’, Practical Assessment, Research and Evaluation, 22(4), pp. 1–13. doi: 10.7275/swgt-rj52.
Shepard, L. A. (2019) ‘Classroom Assessment to Support Teaching and Learning’, Annals of the American Academy of Political and Social Science, 683(1), pp. 183–200. doi: 10.1177/0002716219843818.
Singh, R. K. V. and Shaari, A. H. (2019) ‘The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia’, Malaysian Journal of Society and Space, 15(01), pp. 12–26. doi: 10.17576/geo-2019-1501-02.
Siregar, R. A. and Amalia, S. N. (2019) ‘Pre-Service English Teachers’ Attitude Towards HOTS to Prepare Better Assessment’, Journal of English Education and Linguistics Studies, 6(1), pp. 51–71.
Susandari, Warsono and Faridi, A. (2020) ‘Evaluation of Exercises Compatibility Be tween Revised Bloom ’ s Taxonomy and 2013 Curriculum Reflected in English Textbook’, English Education Journal, 10(2), pp. 252–265.
Thurstone, L. L. and Chave, E. J. (1929) The Measurement of Attitude. Chicago Illinois: The University of Chicago Press.
Tyas, M. A. et al. (2019) ‘Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges’, in Proceeding of the 2nd International Conference on Future of Education, pp. 52–63. doi: 10.17501/26307413.2019.2106.
Wilson, D. M. and Narasuman, S. (2020) ‘Investigating teachers’ implementation and strategies on higher order thinking skills in school based assessment instruments’, Asian Journal of University Education, 16(1), pp. 70–84. doi: 10.24191/ajue.v16i1.8991.
Yin, R. K. (2016) Qualitative Research from Start to Finish Second Edition. New York: The Guilford Press.
Zaiturrahmi, Kasim, U. and Zulfikar, T. (2017) ‘Analysis of Instructional Questions in an English Textbook for Senior High Schools’, Journal of Visual Languages & Computing, 8(4). Available at: https://www.m-culture.go.th/mculture_th/download/king9/Glossary_about_HM_King_Bhumibol_Adulyadej’s_Funeral.pdf.
Zohar, A. (2006) ‘The Nature and Development of Teachers’ Metastrategic Knowledge in the Context of Teaching Higher Order Thinking’, Journal of the Learning Sciences, 15(3), pp. 301–329. doi: 10.1207/s15327809jls1503.
Ahmad, U. L. (2016) ‘Senior High School English National Examination and Thinking Skills’, Beyond Words, 4(2), pp. 168–189.
Alzu’bi, M. A. (2014) ‘The Extend of Adaptation Bloom’s Taxonomy of Cognitive Domain In English Questions Included in General Secondary Exams’, Advances in Language and Literary Studies, 5(2), pp. 67–72. doi: 10.7575/aiac.alls.v.5n.2p.67.
Anasy, Z. (2016) ‘Hots (Higher Order Thinking Skill) in Reading Exercise’, TARBIYA: Journal of Education in Muslim Society, 3(1), pp. 51–63. doi: 10.15408/tjems.v3i1.3886.
Anderson, L. W. et al. (2001) Taxonomy for Learning, Teaching, and Assessing. New York: Longman. Available at: https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl - A taxonomy for learning teaching and assessing.pdf.
Atiullah, K., Fitriati, S. W. and Rukmini, D. (2019) ‘Using Revised Bloom ’ s Taxonomy to Evaluate Higher Order Thinking Skills ( Hots ) in Reading Comprehension Questions of English Textbook for Year X of High School’, Engish Education Journal (EEJ), 9(4), pp. 428–436. Available at: https://journal.unnes.ac.id/sju/index.php/eej/article/view/31794.
Barnett, J. E. and Francis, A. L. (2012) ‘Educational Psychology : An International Journal of Experimental Using higher order thinking questions to foster critical thinking : a classroom study’, An International Journal of Experimental Educational Psychology, 32(2), pp. 201–2011. Available at: http://www.tandfonline.com.
Brookhart, S. M. (2010) How to Assess Higher-Order Thinking Skills in Your Classroom, ASCD Member Book. Alexandria, Virginia USA: ASCD Member Book. doi: 10.1177/002205741808801819.
Conklin, W. (2012) ‘Higher-Order Thinking Skills to Develop 21st Century Learners’, Shell Education, p. 157. doi: 10.1017/CBO9781107415324.004.
Creswell, J. W. (2012) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York: Pearson. Available at: http://www.ghbook.ir/index.php?name=مجموعه مقالات دومین هم اندیشی سراسری رسانه تلویزیون و سکولاریسم&option=com_dbook&task=readonline&book_id=13629&page=108&chkhashk=03C706812F&Itemid=218&lang=fa&tmpl=component.
Dwi Utami, F., Nurkamto, J. and Marmanto, S. (2019) ‘Higher-Order Thinking Skills on Test Items Designed by English Teachers: A Content Analysis’, International Journal of Educational Research Review, 4, pp. 756–765. doi: 10.24331/ijere.629581.
Dwyer, C. P., Hogan, M. J. and Stewart, I. (2014) ‘An integrated critical thinking framework for the 21st century’, Thinking Skills and Creativity. Elsevier Ltd, 12, pp. 43–52. doi: 10.1016/j.tsc.2013.12.004.
Edwards, A. L. (1957) Techniques of Attitude Scale Construction, Appleton-century-crofts, Inc. New York: Appleton-century-crofts, Inc. doi: 10.2307/3708688.
Feng, Z. (2014) ‘Using Teacher Questions to Enhance EFL Students’ Critical Thinking Ability’, Journal of Curriculum and Teaching, 2(2), pp. 147–153. doi: 10.5430/jct.v2n2p147.
Gould, R. K. et al. (2019) ‘Exploring connections between environmental learning and behavior through four everyday-life case studies’, Environmental Education Research. Routledge, 25(3), pp. 314–340. doi: 10.1080/13504622.2018.1510903.
Hashim, H., Ali, M. N. and Shamsudin, M. A. (2017) ‘Infusing High Order Thinking Skills (HOTs) through Thinking Based Learning (TBL) during ECA to enhance students interest in STEM’, International Journal of Academic Research in Business and Social Sciences, 7(11), pp. 1191–1199. doi: 10.6007/ijarbss/v7-i11/3557.
Jannah, S. M. (2018) Teachers’ Beliefs On Teaching Reading To Achieve Higher Order Thinking Skills (Hots): A Case Study At Sma Abbs Surakarta.
Kamarulzaman, Wirawani and Kamarulzaman, Wirawahida (2016) ‘The Promotion of Critical Thinking Skills in School-Based Assessment (SBA).’, Online Submission, (October).
Koh, J. H. L. et al. (2015) ‘Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning’, Asia-Pacific Education Researcher. Springer Singapore, 24(3), pp. 535–543. doi: 10.1007/s40299-015-0237-2.
Köksal, D. and Ulum, Ö. G. (2018) ‘Language assessment through Bloom ’ s Taxonomy Language a ssessment through Bloom ’ s Taxonomy’, Journal of Language and Linguistic Studies, 14(2), pp. 76–88.
Krathwohl, D. R. (2002) ‘A Revision of Bloom’s Taxonomy: An Overview’, Theory into Practice, 41(4), pp. 1–8. Available at: http://books.google.com/books?id=JPkXAQAAMAAJ&pgis=1.
Mainali, B. P. (2012) ‘Higher order thinking in education’, Academic Voices A Multidisiplinary Journal, 2(1).
Marcinkowski, T. and Reid, A. (2019) ‘Reviews of research on the attitude–behavior relationship and their implications for future environmental education research’, Environmental Education Research. Routledge, 25(4), pp. 459–471. doi: 10.1080/13504622.2019.1634237.
Merriam, S. B. and Tisdell, E. J. (2016) Qualitative Research: A Guide to Design and Implementation. San Francisco, California: Jossey-Bass A Wiley Brand.
Miri, B., David, B. C. and Uri, Z. (2007) ‘Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking’, Research in Science Education, 37(4), pp. 353–369. doi: 10.1007/s11165-006-9029-2.
Mishra, R. and Kotecha, K. (2016) ‘Are we there Yet! Inclusion of Higher Order Thinking Skills (HOTs) in Assessment’, Journal of Engineering Education Transformations, 0(0), pp. 2–5. doi: 10.16920/jeet/2016/v0i0/85686.
OECD (2018) ‘Programme for International Student Assessment (PISA) Results from PISA 2018’, Programme for International Student Assessment (PISA) Result from PISA 2018, pp. 1–10. Available at: http://www.oecd.org/pisa/ Data.
‘P21 Framework Definitions’ (2015) P21 Framework Definitions Publication, pp. 1–9. Available at: http://www.p21.org/our-work/p21-framework.
Patton, M. Qa. (2015) Aualitative Research and Evaluation Methods: Fourth Edition. SAGE Publications, Inc.
Permendikbud (2013) ‘Salinan Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 69 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Atas/Madrasah Aliyah’, pp. 1–253. Available at: http://dx.doi.org/10.1016/j.bpobgyn.2016.10.013%0Ahttps://doi.org/10.1016/j.solener.2019.02.027%0Ahttps://www.golder.com/insights/block-caving-a-viable-alternative/%0A???%0Ahttp://dx.doi.org/10.1016/j.hoc.2014.04.003%0Ahttp://www.moh.gov.my/penerbitan/CPG.
Permendikbud (2019) ‘Peraturan Kementerian Pendidikan dan Kebudayaan Nomor 43/2019 Merdeka belajar’.
Prati, G., Albanesi, C. and Pietrantoni, L. (2017) ‘The interplay among environmental attitudes, pro-environmental behavior, social identity, and pro-environmental institutional climate. A longitudinal study’, Environmental Education Research, 23(2), pp. 176–191. doi: 10.1080/13504622.2015.1118752.
Pretorius, L., van Mourik, G. and Barratt, C. (2017) ‘Student Choice and Higher-Order Thinking: Using a Novel Flexible Assessment Regime Combined with Critical Thinking Activities to Encourage the Development of Higher Order Thinking.’, International Journal of Teaching and Learning in Higher Education, 29(2), pp. 389–401.
Putra, T. K. and Abdullah, D. F. (2019) ‘Higher-Order Thinking Skill (Hots) Questions in English National Examination in Indonesia’, Jurnal Bahasa Lingua Scientia, 11(1), pp. 145–160. doi: 10.21274/ls.2019.11.1.145-160.
Ramadhana, N. A., Rozimela, Y. and Fitrawati, F. (2018) ‘High order thinking skills-based questions in the test items developed by Senior High School English teachers of Padang’, Journal of English Language Teaching, 7(4), pp. 720–731.
Razmjoo, S. A. and Kazempourfard, E. (2012) ‘On the representation of Bloom’s revised taxonomy in interchange coursebooks’, The Journal of Teaching Language Skills, 4(1), pp. 171–204.
Scully, D. (2017) ‘Constructing multiple-choice items to measure higher-order thinking’, Practical Assessment, Research and Evaluation, 22(4), pp. 1–13. doi: 10.7275/swgt-rj52.
Shepard, L. A. (2019) ‘Classroom Assessment to Support Teaching and Learning’, Annals of the American Academy of Political and Social Science, 683(1), pp. 183–200. doi: 10.1177/0002716219843818.
Singh, R. K. V. and Shaari, A. H. (2019) ‘The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia’, Malaysian Journal of Society and Space, 15(01), pp. 12–26. doi: 10.17576/geo-2019-1501-02.
Siregar, R. A. and Amalia, S. N. (2019) ‘Pre-Service English Teachers’ Attitude Towards HOTS to Prepare Better Assessment’, Journal of English Education and Linguistics Studies, 6(1), pp. 51–71.
Susandari, Warsono and Faridi, A. (2020) ‘Evaluation of Exercises Compatibility Be tween Revised Bloom ’ s Taxonomy and 2013 Curriculum Reflected in English Textbook’, English Education Journal, 10(2), pp. 252–265.
Thurstone, L. L. and Chave, E. J. (1929) The Measurement of Attitude. Chicago Illinois: The University of Chicago Press.
Tyas, M. A. et al. (2019) ‘Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges’, in Proceeding of the 2nd International Conference on Future of Education, pp. 52–63. doi: 10.17501/26307413.2019.2106.
Wilson, D. M. and Narasuman, S. (2020) ‘Investigating teachers’ implementation and strategies on higher order thinking skills in school based assessment instruments’, Asian Journal of University Education, 16(1), pp. 70–84. doi: 10.24191/ajue.v16i1.8991.
Yin, R. K. (2016) Qualitative Research from Start to Finish Second Edition. New York: The Guilford Press.
Zaiturrahmi, Kasim, U. and Zulfikar, T. (2017) ‘Analysis of Instructional Questions in an English Textbook for Senior High Schools’, Journal of Visual Languages & Computing, 8(4). Available at: https://www.m-culture.go.th/mculture_th/download/king9/Glossary_about_HM_King_Bhumibol_Adulyadej’s_Funeral.pdf.
Zohar, A. (2006) ‘The Nature and Development of Teachers’ Metastrategic Knowledge in the Context of Teaching Higher Order Thinking’, Journal of the Learning Sciences, 15(3), pp. 301–329. doi: 10.1207/s15327809jls1503.