EFL teachers’ attitudes and competence in developing HOTS-based formative assessment

Dwita Laksmita Rachmawati; Oikurema  Purwati

doi:10.21070/jees.v6i2.1060

(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

DOI: https://doi.org/10.21070/jees.v6i2.1060

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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Author Biographies

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

Dwita Laksmita Rachmawati is currently a Doctorate candidate at Universitas Negeri Surabaya majoring in English Language and Literature Education. She obtained her S.S. and M.Li at Universitas Brawijaya, Malang. Her permanent status is a lecturer of English for Specific Purposes in the Faculty of Economics of Universitas Merdeka Pasuruan, Pasuruan, Indonesia. She has been teaching English for Specific Purposes (ESP), TOEFL, and TOEIC for several years. Her educational background leads her to be interested in language assessment, HOTS, English Language Teaching (ELT), and English for Specific Purposes (ESP). Her scopus article appeared in TESOL International Journal. She is available at dwita.19030@mhs.unesa.ac.id. ORCID ID: http://orcid.org/0000-0002-2438-3195

Oikurema Purwati, English Department, Faculty of Language and Arts, Universitas Negeri Surabaya, Surabaya, Indonesia

Oikurema Purwati is an Associate Professor in the English Department, Faculty of Language and Arts, Universitas Negeri Surabaya, Surabaya, Indonesia mastering Applied Linguistics (English Language Teaching). She obtained her bachelor degree in English Education at Institut Keguruan dan Ilmu Pendidikan Surabaya, her master degree in Applied Linguistics at Northern Territory University, and her doctorate degree in English Education at Universitas Negeri Malang. Her educational background leads her to be interested in curriculum, innovation, English Language Teaching (ELT), teaching models, applied linguistics, and Systemic Functional Linguistic (SFL). Her scopus documents can be seen in TESOL International Journal, Asian EFL Journal, International Journal of Emerging Technologies in Learning (IJET), Arab World English Journal (AWEJ), and Heliyon. She can be contacted at oikuremapurwati@unesa.ac.id. ORCID ID: https://orcid.org/0000-0002-9974-0337.

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