A Model for Assessing the Development of HOT Skills in Students

Abstract

In this paper, we propose a dynamic model for building a framework for the adaptive, complex assessment of developing the higher-order thinking (HOT) skills in students. Adaptability is provided by the dynamics of instructor assessment taking into account the development of HOT skills and providing a flexible choice of instructional problems for students. The complexity of the assessment is provided by initial, formative, adaptive and summative assessments of HOT skills. The proposed coefficients for HOT skill development serve as a constructive means of evaluating developing HOT skills in students. The creation of the model includes the elaboration and integration of interconnected model components. The dynamics of the model are provided by changes in its parameters, which express the dynamic process of assessment. The model involves the following assessment components: initial, formative, adaptive, and summative (SIFA). It fosters the development of HOT skills by adapting the assessment of HOT skills to the dynamics of the problem solving process.