Assessment Of Thinking Skills Research Articles

Developing a game-based test to assess middle school sixth-grade students’ algorithmic thinking skills

This study was carried out to develop a test to assess algorithmic thinking skills. To this end, the twelve steps suggested by Downing (2006) were adopted. Throughout the test development, 24 middle school sixth-grade students and eight experts in different areas took part as needed in the tasks on the project. The test was given to 252 students attending the sixth grade who were selected through purposeful sampling. The content validity of the test was ensured by means of obtaining expert opinion, whereas the construct validity was ensured by performing an independent sample t-test on the difference between the lower and upper groups. As a result, the algorithmic thinking skills assessment test was finalized with 22 main items and 2 sample items, totalling 24 items. The KR-20 reliability analysis proved a quite reliable test based on the reliability coefficient of 0.83. As mentioned earlier, the independent sample t-test was applied to the difference of lower and upper groups for construct validation of the test. It was seen that the test items are significant in discriminating the students in the lower and upper groups (p<0.01).

Electronic Portfolio Assessment Instruments in Improving Students' Creative Thinking Skills

The objective of the study is to determine the stage of the process of developing electronic portfolio assessment instruments and obtain a valid and reliable electronic portfolio assessment instrument that can be used as an alternative effective assessment in improving students’ creative thinking on redox reaction materials. The research method employed was Research and Development (RD) with a 4-D development model: define, design, develop, and disseminate. The data sources for this study were obtained from chemistry education lecturers, chemistry teachers, and eleventh-grade students in one of the high schools in Bandung. The instruments used in this study were interview guidelines, instrument content validation sheet, task assessment observation sheet, creative thinking skills assessment task and rubric, portfolio assessment rubric, pre-test and post-test questions and rubrics on chemical reaction equations that have tested for validity. The developed electronic portfolio assessment instrument was realized in a task and assessment rubric based on 21st-century creative thinking indicators. The results reveal that the developed electronic portfolio assessment instrument has good quality because it fulfils the valid requirements with a CVR value of 1.00 and fulfils the reliable requirements with a Cronbach Alpha value of 0.702-0.982. Electronic portfolios can be used as one of the assessment tools for science learning. The developed electronic portfolio assessment instrument may promote students’ creative thinking on redox reaction material based on the N-Gain 0.72 with the high category and has good effectiveness based on the N-Gain 0.61 with the medium category. Based on the category of mastery learning, the effectiveness is 9.66%.

Chemistry Teacher’s Perception About Higher Order Thinking Skills Assessment

Higher order thinking skills are an assessment that must be integrated into 2013 Curriculum learning process. The purpose of this study is to investigate the chemistry teacher’s perception about higher order thinking skills assessment. Descriptive qualitative was used in this study. This study implicated 10 chemistry teacher from 10 senior high school in West Kalimantan. Data on chemistry teacher’s perception about higher-order thinking skills assessment were obtained from questionnaire consist of 10 questions. The results showed that most of the chemistry teachers in West Kalimantan already know and implement higher order thinking skills assessment in learning, like final exam and daily test. The HOTS assessment has been implemented by most teachers, but the implementation was not optimal even though in terms of knowledge all teachers already know about the HOTS assessment.

Developing critical thinking skills assessment of excretory system

This study aims to developing valid, reliable and practical Assessment to measure or to treat the critical thinkings skills of senior high school students on excretory system. The method used on this study is the development research (DR) that consists of synthesising theory and needs analyzes, step design (variable construction, indicator development, questions arrangement, making the instrumen, scoring and evaluation). Evaluation steps divided into three parts, namely: validation, reliability, and items analyzes. The quality of the test questions was determined by theoretical validation and empirical validation. The quality of the item was analised using the results of a field trial included the difficulty level, discriminatory power, and distractor. This study produced a valid questions in terms of content, construct, and language, with a final koefisien kappa above 0,61. The reliability of the test was 0,84. The result of students questionnaire analyzes in the phase of field trial gained an average of 3,60 (scale of 5). The average of value obtained from the student questionnaire indicates that the Critical Thinking Skills questions of exretory system is easy to use (practical). Thus, the development research produced 32 questions of critical thinking are valid, applicable, and easy to use.

Developing the MathSci 21st app: Enhancing higher-order thinking skills assessment in mathematics and science education within an Islamic context

The innovation of digital assessment holds profound potential for enhancing educational quality. To measure higher-order thinking skills, intrinsic to effective problem-solving in science and mathematics education, and to cultivate digital literacy, a specialized platform is imperative. This study delineates the developmental trajectory of the MathSci 21st app, designed to assess mathematics and science proficiency within the Islamic context. Emphasizing the pivotal role of higher-level thinking skills in the contemporary landscape, the research method unfolds across distinct phases: Akker (preliminary research), prototype stage (prototyping), summative evaluation, and systematic reflection and documentation. This article confines its focus to preliminary research and prototype stages. The validation of the application prototype engaged a panel of ten experts, while a controlled trial encompassed 32 high school students and one educator. Utilizing observation sheets, questionnaires, and tests as research tools, comprehensive data analysis was executed employing both quantitative and qualitative methods. Research outcomes affirm the feasibility of the Prototype MathSci 21st app, an Android-based competency assessment tool characterized by its integrated and contextual dimensions. Android-based applications not only heighten efficiency and efficacy but also exhibit environmental conscientiousness by reducing paper usage. Additionally, their user familiarity augments acceptability. Significantly, the MathSci 21st app expedites assessment, empowering educators to provide prompt feedback and expedite future learning analysis. This study pioneers a digital assessment paradigm tailored to intricate higher-order thinking skills, thereby addressing critical educational imperatives in mathematics and science within the Islamic milieu.

Development of Quizz-Based Creative Thinking Skill Assessment in Thematic Learning of Elementary School Class V Students

This research and development aims to develop Quizizz-based assessment instruments of creative thinking skills. This study applies the type of development research using the ADDIE model (Analysis Design-Develop-Implement-Evaluate). The Quizizz-based creative thinking skills assessment instrument was tested on a limited scale with 15 students from 3 different schools (SDN 1 Pasir Gintung, SDN 1 Kota Baru, and SDN 2 Kampung Baru). The improved instrument was tested on a large scale in 3 schools (SDN 1 Pasir Gintung, SDN 1 Kota Baru, and SDN 2 Kampung Baru). Data collection techniques using non-test in the form of questionnaires and interviews. Data analysis in this research is descriptive qualitative and quantitative analysis. (1) Qualitative descriptive analysis techniques are used to analyze data from experts and user validation results. (2) Quantitative analysis descriptive techniques are used to analyze the data obtained from the questionnaire scores. The results of this study indicate that research on the development of Quizizz-based creative thinking skills assessment instruments in thematic learning of fifth grade elementary school students is declared valid (suitable for use), the instrument questions are categorized as sensitive and practical.

Performance of ChatGPT on UK Standardized Admission Tests: Insights From the BMAT, TMUA, LNAT, and TSA Examinations

Large language models, such as ChatGPT by OpenAI, have demonstrated potential in various applications, including medical education. Previous studies have assessed ChatGPT's performance in university or professional settings. However, the model's potential in the context of standardized admission tests remains unexplored. This study evaluated ChatGPT's performance on standardized admission tests in the United Kingdom, including the BioMedical Admissions Test (BMAT), Test of Mathematics for University Admission (TMUA), Law National Aptitude Test (LNAT), and Thinking Skills Assessment (TSA), to understand its potential as an innovative tool for education and test preparation. Recent public resources (2019-2022) were used to compile a data set of 509 questions from the BMAT, TMUA, LNAT, and TSA covering diverse topics in aptitude, scientific knowledge and applications, mathematical thinking and reasoning, critical thinking, problem-solving, reading comprehension, and logical reasoning. This evaluation assessed ChatGPT's performance using the legacy GPT-3.5 model, focusing on multiple-choice questions for consistency. The model's performance was analyzed based on question difficulty, the proportion of correct responses when aggregating exams from all years, and a comparison of test scores between papers of the same exam using binomial distribution and paired-sample (2-tailed) t tests. The proportion of correct responses was significantly lower than incorrect ones in BMAT section 2 (P<.001) and TMUA paper 1 (P<.001) and paper 2 (P<.001). No significant differences were observed in BMAT section 1 (P=.2), TSA section 1 (P=.7), or LNAT papers 1 and 2, section A (P=.3). ChatGPT performed better in BMAT section 1 than section 2 (P=.047), with a maximum candidate ranking of 73% compared to a minimum of 1%. In the TMUA, it engaged with questions but had limited accuracy and no performance difference between papers (P=.6), with candidate rankings below 10%. In the LNAT, it demonstrated moderate success, especially in paper 2's questions; however, student performance data were unavailable. TSA performance varied across years with generally moderate results and fluctuating candidate rankings. Similar trends were observed for easy to moderate difficulty questions (BMAT section 1, P=.3; BMAT section 2, P=.04; TMUA paper 1, P<.001; TMUA paper 2, P=.003; TSA section 1, P=.8; and LNAT papers 1 and 2, section A, P>.99) and hard to challenging ones (BMAT section 1, P=.7; BMAT section 2, P<.001; TMUA paper 1, P=.007; TMUA paper 2, P<.001; TSA section 1, P=.3; and LNAT papers 1 and 2, section A, P=.2). ChatGPT shows promise as a supplementary tool for subject areas and test formats that assess aptitude, problem-solving and critical thinking, and reading comprehension. However, its limitations in areas such as scientific and mathematical knowledge and applications highlight the need for continuous development and integration with conventional learning strategies in order to fully harness its potential.

Development Of An Instrument For Assessment Of Creative Thinking Skills Based On Collaborative Problem Based Learning

Learning model Collaborative Problem Based Learning (CPBL) has the potential to improve students' creative thinking skills by providing collaborative learning and students are trained in how to solve problems that are very close to their lives. To find out the students' creative thinking skills, standard, valid, and reliable CPBL- oriented assessment instruments are needed. In connection with the description of the thoughts and research results above, the general objective of this study: to develop an assessment instrument for creative thinking skills and the feasibility of the developed assessment instrument. The validation results show that the creative thinking skills assessment instrument has a score of 3.67-4.00 with a very valid category. The results of the reliability test showed that the instrument for assessing creative thinking skills had a Cronbach's Alpha value of 0.864 in a very strong category.

Development and validation of a higher-order thinking skills assessment scale for pre-service teachers

Higher-order thinking skills (HOTS) are highly required to be possessed by prospective teachers in the 21st century but there are limited studies on the development of appropriate measurement tools for this HOTS. Therefore, this study was conducted to develop a HOTS quantitative assessment instrument for pre-service teachers by collecting data from a sample of 701 pre-service teachers in China. The EFA (n = 310) confirmed a "4-dimensional, 14-factor" assessment structure which includes four main dimensions:critical thinking, problem-solving, teamwork, and practical innovation skills. Moreover, the correlated and hierarchical models run by CFA (n = 392) were consistent with the measurement theory structural assumptions, and the scale was observed to have ideal values of internal consistency reliability, convergent validity, and discriminant validity. The findings suggest that the PT-HOTS Test Scale is reliable and valid to measure the level of HOTS possessed by preservice teachers.

Rubric-based Learner Modelling via Noisy Gates Bayesian Networks for Computational Thinking Skills Assessment

In modern and personalised education, there is a growing interest in developing learners’ competencies and accurately assessing them. In a previous work, we proposed a procedure for deriving a learner model for automatic skill assessment from a task-specific competence rubric, thus simplifying the implementation of automated assessment tools. The previous approach, however, suffered two main limitations: (i) the ordering between competencies defined by the assessment rubric was only indirectly modelled; (ii) supplementary skills, not under assessment but necessary for accomplishing the task, were not included in the model. In this work, we address issue (i) by introducing dummy observed nodes, strictly enforcing the skills ordering without changing the network’s structure. In contrast, for point (ii), we design a network with two layers of gates, one performing disjunctive operations by noisy-OR gates and the other conjunctive operations through logical ANDs. Such changes improve the model outcomes’ coherence and the modelling tool’s flexibility without compromising the model’s compact parametrisation, interpretability and simple experts’ elicitation. We used this approach to develop a learner model for Computational Thinking (CT) skills assessment. The CT-cube skills assessment framework and the Cross Array Task (CAT) are used to exemplify it and demonstrate its feasibility.

Students' Perceptions, Creative Thinking Skills, and Practicum Results in Online and Offline Models

This study aims to describe perceptions, practicum results, and students' creative thinking skills in online and offline practicums. This research is ex post facto. The subjects of this study were 70 students of the 2016 and 2017 batches of the Department of Biology Education, University of Muhammadiyah Malang. The two batches experienced different treatments; the 2016 batch took offline practicums, while the 2017 batch took practicums online due to the Covid-19 pandemic. The research instruments consisted of (1) student perception sheets, (2) tests, and (3) creative thinking skills assessment instruments. Data were analyzed descriptively and inferentially using one-way ANOVA and Hotelling's T2. The study results show students' perceptions of offline and online practicum. Students tend to understand the material better in offline practicum than online, and students also think that offline practicum is more interesting than online. Other findings indicate that students find it difficult to understand procedures in online practicums compared to offline ones. In addition, students experience technical problems in offline practicums, especially those related to networks. In contrast, technical issues can be overcome in online practicums because students can consult directly with practicum assistants. Analysis of student practicum results shows no difference between offline and online practicum results from the aspects of understanding and activeness. Meanwhile, from the aspect of report value, the online practicum is better than the offline one. This study also shows that students' creative thinking skills in offline practicums are higher than online in terms of the four aspects of creative thinking and three aspects of assessment, namely data analysis, work methods, and lists of references. In general, student perceptions, practicum results and creative thinking skills in offline practicums are better than in online ones.

Pengembangan Instrumen Penilaian untuk Mengukur Critical Thinking Skill Materi Relasi dan Fungsi

The development of critical thinking skills assessment instruments for students of class VIII MTs on the subject of relations and functions as well as describing the quality of the instrument (validity, reliability, level of difficulty, discriminatory power) are the main objectives of this research. The development model refers to Tessmer's formative research with stages: (1) preliminary, (2) self-evaluation, (3) prototyping (expert reviews one-to-one, and small group), and (4) field test. The grid, performance test questions and critical thinking skills descriptions, as well as assessment rubrics are assessment instruments developed with characteristics that refer to the critical thinking skill indicators according to Facione (interpretation, analysis, evaluation and inference). The results showed: (a) the performance test and the description test had high validity; (b) the reliability category of the performance test and description test items is good; (c) Question number 1 on the performance test and description has an easy level of difficulty and item number 2 has a moderate level of difficulty; (d) The distinguishing power of item number 1 on the performance test and description is in the satisfactory category and item number 2 is in the very satisfactory category. The results of the study indicate that the category of research instruments developed for relation and function material has a quality that is feasible to use Keywords: Development, Assessment Instrument, Critical Thinking Skill

Pemberdayaan Guru-Guru Bahasa Inggris SMP Kota Banjarmasin dalam Mengembangkan Soal Berbasis HOTS untuk Mengukur Kemampuan Membaca

Having the ability to think critically is very important, especially for school-age teenagers who are still in the process of self-discovery and have not been able to sort out information. Teacher is an important figure in preparing students with critical thinking skills since teachers have a great opportunity to instill positive things that support the development of their students. That is why, it is important for teachers to be able to train their students to think critically and develop instruments that can measure students’ critical thinking skills. This activity aims to train teachers in developing instruments of critical thinking skills assessment in reading English texts. The method used is a participatory method in which emphasizing active participation of 35 teachers of English MGMP SMP in Banjarmasin. The implementation of this activity consists of delivering the material, evaluating the understanding of the material, assisting the compilation of questions, and analyzing question items. The findings show that 96% of the items compiled have met the standards of critical thinking assessment in the field of reading skills. In addition, more than 65% of the total items are formulated correctly according to the concept of assessment. This means that this activity has reached the target which 71% of the total participants scored more than equal to 6. It is concluded that the participants of the training have a good understanding of the concept of critical thinking assessment and are able to compile multiple choice questions based on critical thinking skills.

The Effect of Genre Approach to Improve University Students’ Critical Thinking Skills

This study aims to determine the impact of using a genre-based approach on students’ critical thinking skills through learning to write essays. This study uses a quasi-experimental design involving 54 students (experimental and control classes) taking writing course one at the Indonesian Language and Literature Education Study Program, Muhammadiyah University of Palembang, South Sumatra, Indonesia. Data were collected using a written essay test which was then assessed using the critical thinking skills assessment rubric. The collected data were analyzed using SPSS 20.00 by performing paired sample t-test, independent sample t-test, and MANOVA. The group of students who used the genre approach was proven to improve critical thinking skills compared to the group that used the conventional method. Thus, it is hoped that teachers can consider this genre approach as an alternative learning method for improving students’ critical thinking skills.

Peran Guru Sosiologi Menyiapkan Kemampuan Berpikir Kritis Siswa dalam Proses Pembelajaran Sosiologi Siswa di SMA N 2 Sipora

This research is motivated by the low critical thinking ability of students in learning in accordance with the indicators of critical thinking skills assessment in learning. Related to the low critical thinking ability of students in learning, the importance of the role of a teacher to prepare students' critical thinking skills in learning. The teacher is the most important component in learning activities that can interact directly with students. Teachers have an important role to form quality students. The purpose of this study was to analyze the role of sociology teachers in preparing students' critical thinking skills in the sociology learning process at SMA N 2 Sipora. This study uses a qualitative approach. The informant selection technique is purposive sampling, which is based on the researcher's criteria. The data was collected by interviewing 3 sociology teachers at SMA N 2 Sipora, 3 students in class X IPS 1 and the Curriculum Representative of SMA N 2 Sipora, then observing the sociology learning activities and the latest data was documentation in the form of photos, lesson plans documents and so on. In this study using data analysis from Miles and Huberman, namely data reduction, data presentation, and data verification. The theory used in the research on the role of the teacher in preparing students' critical thinking skills in the sociology learning process at SMA N 2 Sipora is constructivism theory. The results of this study are the first role of the sociology teacher as class manager, in the form of creating an atmosphere of fun learning activities, attracting students' attention and managing learning. Second, the role of sociology teachers as facilitators, designing learning media and innovative learning models. Third, the role of the sociology teacher as a motivator, providing direction, advice, and approaching. Fourth, the teacher's role as a demonstrator, the existence of performances and mastery of the material in advance or self-preparation.

Process Skills-Based E-Module: Impact On Analytical Thinking Skills

This study aims to determine the E-Module practicum application based on science process skills for high school students on temperature and heat material, describe students’ analytical thinking skills, and identify the effect of science process skills on students’ analytical thinking. Temperature and heat material skills in physics subjects at school. This study uses a mixed-method with an explanatory design. Data collection was carried out in April-May 2021 at senior high school 10 Muaro Jambi. The population of this study was all students of class X public Senior High School (SMAN) 10 Muaro Jambi. The research sample used was 30 science class students consisting of X science 1, X science 2, and X science 3 SMAN 10 Muaro Jambi. The sampling technique used is random sampling. The instruments used in this study were scientific process skills observation sheets and analytical thinking skills assessment questions. The regression analysis was used to determine how the variables were used. This study obtained the results after students used a practical guide based on science process skills. Students had good science process skills. The science process skill variable affected the students’ analytical thinking ability by 52.2%, and other variables influenced the remaining 47.8%. The impact of the research that researchers expect is that teachers can innovate the learning process using e-modules based on science process skills to improve other abilities possessed by students.

The Use Of Active Knowledge Sharing Strategies In Critical Thinking Ability In The 21st Century Generation

This study aims to see the students' Critical Thinking Ability. Through the use of Active Sharing Knowledge Strategies to prepare materials for the 21st-century generation of critical reading in Indonesian Mi/SD language learning courses. This research begins with a literature study carried out in May-June of the 2021/2022 academic year, at the Muhammadiyah University of West Sumatra, Faculty of Islamic Religion Prodi Pendidikan Guru Madrasah Ibtidaiyah. The sample of this study consisted of one class, the determination of the sample class using the purposive sampling technique. This type of research is survey research with a qualitative approach. The method used in this research is an experiment, which aims to determine a symptom or effect that arises, as a result of something certain treatment. The data obtained were analyzed using quantitative data analysis techniques. The data obtained is the students' critical thinking ability. critical thinking skills assessment is carried out according to six critical thinking indicators, namely: 1) Focus (focus), 2) Arguments (reasons), 3) Conclusion (inference), 4) Situation, 5) Clarity (Clarity), 6) Follow-up Review (Overviews). The results show that from the 17 critical thinking questions tested, different presentations were obtained. 45% of the students' answers were in the very good category and 55% in the good category. This proves that students' thinking on critical reading material.

Needs Analysis of Development of Critical Thinking Skills Assessment Instruments on Vocational School English Subjects

&lt;em&gt;This study aimed to analyze the needs for developing critical thinking skills technology-based assessment instruments in English subjects for vocational school and find out the factors that can support and inhibit developing and implementing critical thinking skills technology-based assessment instruments. This study used the qualitative research method with a case study design. The subject of study was 5 teachers and 15 eleventh-grade vocational school students at Tangerang. Observations, interviews, and documentation were conducted to collect the data. After collecting the data, the researcher used triangulation to confirm the data. The data collected were analyzed to answer the research questions using several stages, namely condensation, display, and verification. The results showed that the development of technology-based assessment instruments of critical thinking skills on vocational school English subjects needs to be developed. The schools have facilitation for conducting a technology-based assessment. Students have never taken on critical thinking skills assessment. Teachers and schools did not have the development of assessment instruments of critical thinking skills so teachers have never conducted critical thinking skills assessments on English subjects. Moreover, the students still have some obstacles in English learning such as vocabulary, pronunciation, and grammar. Therefore, the teachers should help to improve students’ vocabulary, pronunciation, and grammar before conducting a critical thinking skills assessment.&lt;/em&gt;

The Development of Historical Thinking Assessment to Examine Students’ Skills in Analyzing the Causality of Historical Events

&lt;p style="text-align:justify"&gt;This research aimed to develop a historical thinking assessment for students' skills in analyzing the causality of historical events. The development process of Gall and colleagues and Rasch analysis models were used to develop an assessment instrument consisting of two processes, including the analysis of the framework of cause and consequence, the validity, reliability, and difficultness test. This research involved 150 senior high school students, with data collected using the validation sheet, tests, and scoring rubric. The results were in the form of an essay test consisting of six indicators of analyzing cause and consequence. The instruments were valid, reliable, and suitable for assessing students’ skills in analyzing the causality of historical events. The developed instruments were paired with a historical thinking skills assessment to improve the accuracy of the information about students' level of historical thinking skills in the learning history.&lt;/p&gt;

The effectiveness of a proposed strategy for teaching Geography through artificial intelligence applications in developing secondary school students’ higher-order thinking skills and achievement

The study investigated the effectiveness of employing a proposed strategy for teaching geography using artificial intelligence applications in developing higher-order thinking skills and achievement among secondary school. The quasi-experimental method was used in this study. An observation card for higher-order thinking skills and an achievement test in the geography subject were used. The sample consisted of (60 female students) selected from the second year of secondary school students. The study showed significant differences at (0.05) between the mean scores of the students in the control and experimental groups on the achievement test in favor of the experimental group in the posttest. Also, differences were shown between the assessment means of the students in the control and experimental groups on the higher-order thinking skills assessment card in favor of the experimental group. The effect size came high. The study recommends the need to emphasize the expansion of the use of artificial intelligence applications in teaching geography.