Critical thinking in cognitive domain: Exploring assessment of English teaching at pandemic period of covid-19
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Published:
Oct 7, 2020
Keywords:
Assessment, Teaching, Cognitive, Critical Thinking
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(1) * Erwin Akib
Universitas Muhammadiyah Makassar
Indonesia
(2) Muh. Arief Muhsin
Universitas Muhammadiyah Makassar
Indonesia
(*) Corresponding Author
Abstract
Assessment is an evaluation tool in learning adjusted to the times. The criteria must be included in the assessment are indicators in the cognitive domain and critical thinking. Therefore, this study intends to explore teaching assessments prepared by lecturers in assessing students' cognitive shutter and critical thinking abilities. The data took in the pandemic period of pandemic in Covid-19. The subjects of this study were 269 lecturers who teaching in English education departments in some Muhammadiyas’ university in South Sulawesi. There were 25 items of questionnaires arranged to analyses the teacher assessment based on 10 indicators in critical thinking. The results showed the dominant lecturer measured the ability of students on the C1-C2 scale even though some lecturers had been on the C5-C6 scale. The lecturer learning assessment has implemented indicators of critical thinking skills. The study recommended for future researcher in developing assessment of teaching especially for English department.
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How to Cite
Akib, E., & Muhsin, M. A. (2020). Critical thinking in cognitive domain: Exploring assessment of English teaching at pandemic period of covid-19. JEES (Journal of English Educators Society), 5(2), 178-184. https://doi.org/10.21070/jees.v5i2.752
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Copyright (c) 2020 Akib Erwin, Muh. Arief Muhsin
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Oakleaf, M. (2009). The information literacy instruction assessment cycle. Journal of documentation.
Putri, S. F., & Istiyono, E. (2017). The Development of Performance Assessment of Stem-Based Critical Thinking
Skills in the High School Physics Lessons. International Journal of Environmental And Science Education, 12(5), 1269-1281.
Russ, R. S., Coffey, J. E., Hammer, D., & Hutchison, P. (2009). Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking. Science Education, 93(5), 875-891.
Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179.
Sadler, D. R. (2005). Interpretations of criteria‐based assessment and grading in higher education. Assessment & evaluation in higher education, 30(2), 175-194.
Sibbald, D. (2011). Elective self-care course emphasizing critical reasoning principles—American journal of pharmaceutical education, 75(9).
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st-century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-116.
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Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digitally networked world of the 21st century. Journal of computer-assisted learning, 29(5), 403-413.
Zohar, A., & Dori, Y. J. (2003). Higher-order thinking skills and low-achieving students: Are they mutually exclusive? The journal of the learning sciences, 12(2), 145-181.
Alfindasari, D., Paidi, P., & Yulaikah, S. (2016). Development Instruments Dimension Cognitive Anderson-Krathwol In Biology Learning Class Xi Of South Jakarta Senior High School. In Proceeding of the International Conference on Teacher Training and Education (Vol. 2, No. 1, pp. 422-436).
Ampuero, D., Miranda, C. E., Delgado, L. E., Goyen, S., & Weaver, S. (2015). Empathy and critical thinking: primary students are solving local environmental problems through outdoor learning. Journal of Adventure Education & Outdoor Learning, 15(1), 64-78.
Balasubramanian, K., Jaykumar, V., & Fukey, L. N. (2014). A study on "Student preference towards the use of Edmodo as a learning platform to create responsible learning environment". Procedia-Social and Behavioral Sciences, 144(1), 416-422.
Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments.
Casler, K., Bickel, L., & Hackett, E. (2013). Separate but equal? A comparison of participants and data gathered via
MTurk, social media, and face-to-face behavioural testing. Computers in human behaviour, 29(6), 2156-2160.
Chawla, A., & Orso, A. (2004). A generic instrumentation framework for collecting dynamic information. ACM SIGSOFT Software Engineering Notes, 29(5), 1-4.
Handayati, P., & Ritme, A. (2014). The Development Of It-Based Assessment Database With Reinforcement On Accounting Subject At Senior High School. European Scientific Journal.
Harlen, W. (2013). Assessment & Inquiry-Based Science Education. Trieste Italy: Global Network of Science Academies (IAP) Science Education Program (SEP).
Kennedy, R. (2007). In-class debates: Fertile ground for active learning and the cultivation of critical thinking and oral communication skills. International Journal of Teaching & Learning in Higher Education, 19(2).
Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Social media? Get serious! Understanding the functional building blocks of social media. Business Horizons, 54(3), 241-251.
Lindemann, D. J., & Tepper, S. J. (2012). Painting with Broader Strokes: Reassessing the Value of an Arts Degree--Based on the Results of the 2010 Strategic National Arts Alumni Project. Special Report 1. Strategic National Arts Alumni Project.
Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Association for
Supervision and Curriculum Development, 1250 North Pitt Street, Alexandria, VA 22314 (ASCD stock no. 611-92107, $15.95, plus $2.50 handling).
Nieto, S. (2000). Placing equity front and centre: Some thoughts on transforming teacher education for a new century. Journal of teacher education, 51(3), 180-187.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons.
Oakleaf, M. (2009). The information literacy instruction assessment cycle. Journal of documentation.
Putri, S. F., & Istiyono, E. (2017). The Development of Performance Assessment of Stem-Based Critical Thinking
Skills in the High School Physics Lessons. International Journal of Environmental And Science Education, 12(5), 1269-1281.
Russ, R. S., Coffey, J. E., Hammer, D., & Hutchison, P. (2009). Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking. Science Education, 93(5), 875-891.
Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179.
Sadler, D. R. (2005). Interpretations of criteria‐based assessment and grading in higher education. Assessment & evaluation in higher education, 30(2), 175-194.
Sibbald, D. (2011). Elective self-care course emphasizing critical reasoning principles—American journal of pharmaceutical education, 75(9).
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st-century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-116.
Von Borell, E., Langbein, J., Després, G., Hansen, S., Leterrier, C., Marchant-Forde, J., ... & Valance, D. (2007). Heart rate variability as a measure of autonomic regulation of cardiac activity for assessing stress and welfare in farm animals—A review. Physiology & behaviour, 92(3), 293-316.
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digitally networked world of the 21st century. Journal of computer-assisted learning, 29(5), 403-413.
Zohar, A., & Dori, Y. J. (2003). Higher-order thinking skills and low-achieving students: Are they mutually exclusive? The journal of the learning sciences, 12(2), 145-181.