Development and validation of authentic assessment to assess higher order thinking skills

Development and validation of authentic assessment to assess higher order thinking skills

The purpose of the study was to develop and validate an authentic assessment module to assesshigher order thinking skills. This study used Collect-Relate-Create-Donates (CRCD) model by BenShneiderman as the basis for the contents of the module. The module was developed by usingADDIE (Analysis, Desig...

Full description

Saved in:
Bibliographic Details
Main Author: Razmawaty Mohamed
Format: thesis
Language:eng
Published: 2020
Subjects:
BF Psychology
Online Access:https://ir.upsi.edu.my/detailsg.php?det=5695
Tags: Add Tag
assessment 1
id oai:ir.upsi.edu.my:5695
record_format uketd_dc
institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic BF Psychology
spellingShingle BF Psychology
Razmawaty Mohamed
Development and validation of authentic assessment to assess higher order thinking skills
description The purpose of the study was to develop and validate an authentic assessment module to assesshigher order thinking skills. This study used Collect-Relate-Create-Donates (CRCD) model by BenShneiderman as the basis for the contents of the module. The module was developed by usingADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Thismodule underwent validation process using Fleiss' Kappa agreement coefficient by eightexperts. This study was also designed to determine the effect of the module towards higherorder thinking skills (HOTS) amongst the students in terms of their reasoning and problemsolving. A sample of 30 students was selected from a secondary school in Selangor. This studyinvolved the administration of pre- and post-tests on the 30 form four Biology students. The modulewas conducted during Biology lesson for 12 weeks. The validation showed that Fleiss' Kappaagreement coefficient for face validation is 0.63 which is at substantial agreement and0.89 (almost perfect agreement) for content validation. The students were given pre- and post-testswhich consisted of HOTS items adapted from Examinations Syndicate. The pre- and post-tests alsoincluded items that measured the students' ability in problem-solving and reasoning. The datashowed that the mean for the post-test (M = 21.20; SD = 4.96) was higher than the mean for pre-test(M = 12.07; SD = 3.59). Hence, the data showed that there was an increase in mean scores of thepost-test compared to the pre-test. Students have shown improvement in HOTS after using themodule. In conclusion, the authentic assessment module was effective in enhancingstudents' ability in HOTS particularly in reasoning and problem-solving. This implicatesthat the use of the authentic assessment module can be expanded toform four students in other schools to assess their higher order thinking skills.
format thesis
qualification_name
qualification_level Master's degree
author Razmawaty Mohamed
author_facet Razmawaty Mohamed
author_sort Razmawaty Mohamed
title Development and validation of authentic assessment to assess higher order thinking skills
title_short Development and validation of authentic assessment to assess higher order thinking skills
title_full Development and validation of authentic assessment to assess higher order thinking skills
title_fullStr Development and validation of authentic assessment to assess higher order thinking skills
title_full_unstemmed Development and validation of authentic assessment to assess higher order thinking skills
title_sort development and validation of authentic assessment to assess higher order thinking skills
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2020
url https://ir.upsi.edu.my/detailsg.php?det=5695
_version_ 1747833220326490112
spelling oai:ir.upsi.edu.my:56952021-03-23 Development and validation of authentic assessment to assess higher order thinking skills 2020 Razmawaty Mohamed BF Psychology The purpose of the study was to develop and validate an authentic assessment module to assesshigher order thinking skills. This study used Collect-Relate-Create-Donates (CRCD) model by BenShneiderman as the basis for the contents of the module. The module was developed by usingADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Thismodule underwent validation process using Fleiss' Kappa agreement coefficient by eightexperts. This study was also designed to determine the effect of the module towards higherorder thinking skills (HOTS) amongst the students in terms of their reasoning and problemsolving. A sample of 30 students was selected from a secondary school in Selangor. This studyinvolved the administration of pre- and post-tests on the 30 form four Biology students. The modulewas conducted during Biology lesson for 12 weeks. The validation showed that Fleiss' Kappaagreement coefficient for face validation is 0.63 which is at substantial agreement and0.89 (almost perfect agreement) for content validation. The students were given pre- and post-testswhich consisted of HOTS items adapted from Examinations Syndicate. The pre- and post-tests alsoincluded items that measured the students' ability in problem-solving and reasoning. The datashowed that the mean for the post-test (M = 21.20; SD = 4.96) was higher than the mean for pre-test(M = 12.07; SD = 3.59). Hence, the data showed that there was an increase in mean scores of thepost-test compared to the pre-test. Students have shown improvement in HOTS after using themodule. In conclusion, the authentic assessment module was effective in enhancingstudents' ability in HOTS particularly in reasoning and problem-solving. This implicatesthat the use of the authentic assessment module can be expanded toform four students in other schools to assess their higher order thinking skills. 2020 thesis https://ir.upsi.edu.my/detailsg.php?det=5695 https://ir.upsi.edu.my/detailsg.php?det=5695 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia Abdullah, A., & Peters, R. F. (2015). Malaysias Post-PISA2012 Direction. InternationalJournal of Culture and History (EJournal), 1(1), 1520.Aitken, N., & Pungur, L. (2005). Literature Synopsis?: Authentic Assessment. Program, 18.Allen, M. J. (2008). Developing and Using Rubrics for Assessing , Grading , andImproving Student Learning. Learning, 116.Anderson, L. W., & Krathwohl, D. R. (2001). a Taxonomy for Learning , Teaching and Assessing aRevision of Bloom S Taxonomy of Educational Objectives.Ariffin, S. R., Abd Majid, R., Haron, Z., Idris, R., Alias, A., Samsuri, S., Abdul Hamid,N. A. (1989). Kemahiran pemikiran kritikal dan penyelesaian masalah pelajar- pelajar sains dimalaysia.Azmah, N., Yusuff, N., Rahaman, N. M., Abdullah, N., Ridzuan, P. D., Kebangsaan, S., Selangor, K. (2014). Primary school pupils acquisition of science process skills via hands-onactivities and authentic assessment 1, 3, 4(1), 1528.Baker, E. L. (1989). Higher order assessment and indicator of learning.Bartlett, J. (2015). Outstanding Assessment For Learning In the Classroom. Routeledge.Bell, B., & Cowie, B. (2001). The Characteristics of Formative Assessment. ScienceEducation, 85(5), 536553.Berry, R. (2008). Assessment for learning.Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research& Development, 18(1), 5775.Biggs, J., & Consultant, E. (2002). Constructive Alignment in Action?: ImaginativeCurriculum Symposium Monday 4 th November 2002 ALIGNING THE CURRICULUM TO PROMOTE GOOD LEARNING Professor John Biggs, (November), 17.Black, P. (2003). Everyday Assessment in the Science Classroom. National Science TeachersAssociation.Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards ThroughClassroom Assessment. Phi Delta Kappan, 80(2),Branch, R. M. (2009). Instructional Design?: The ADDIE Aproach.Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in your classroom.Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading.Chap, L. S., & Kim, C. M. (2013). Kesahan dan Kebolehpercayaan Penyelidikan. InPenyelidikan dalam Pendidikan (pp. 167183). Mc Graw Hill Education.Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment andlearning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice,21(2), 149166.Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context.Teaching and Teacher Education, 16(56), 523545.Dietel, R. J., Herman, J. L., & Knuth, R. a. (1991). What does research say aboutassessment? North Central Regional Educational Laboratory.Earl, L. (2003). Assessment of Learning, for Learning, and as Learning. Assessment as Learning:Using Classroom Assessment to Maximise Student Learning.Frey, B. B. (2013). Modern Classroom Assessment.Frey, B. B. (2014). Authentic Assessment. Modern Classroom Assessment, 199234.Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment.Practical Assessment, Research & Evaluation, 17(2), 118.Ghazali Darusalam dan Sufean Hussin. (2016). Metodologi Penyelidikan dalamPendidikan.Goodson, L., & Rohani, F. (1998). Higher Order Thinking Skills Definition Teaching Strategies Assessment. Thinking, 18, 458.Greenstein, L. (2012). Assessing 21st Century Skills. SAGE Publications Ltd.Group, A. R. (2002). Assessment for learning 10 principles. Assessment Reform Group, 1 3.Guides, S., & Choice, W. (2011). Rubric Basics, 34.Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. a. (2004). A five-dimensionalframework for authentic assessment. Educational Technology Research and Development,52(3), 6786.HOTS Assessment Weekly KPPM meeting. (2013), (May).Houghton, W. (2004). Constructive Alignment - And why it is important to the learning process.Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics,2546.Idris, A. R., Haji Ahmad, H., Hussin, S., Ghavifekr, S., & Ibrahim, M. S. (2014). AnalisisStrategik Dasar Pendidikan. Penerbit Universiti Malaya.Lembaga Peperiksaan. (2013). Pentaksiran KBAT.Lewis, M., & Wray, D. (1997). Extending Literacy: Developing Approaches to Non- Fiction.Lorna, E., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind.Assessment for learning, assessment as learning, assessment of learning.Malaysia Education Blueprint, M. (2013). Malaysia Education Blueprint 2013 - 2025.Education, 27(1), 1268. hMalaysian Examination Syndicate. (2007). Perealisasian Item.McAlister, B. (2000). The authenticity of authentic assessment. What the research says... ordoesnt say. Using Authentic Assessment in Vocational Education, 1932.McDavitt, D. S. (1994). Teaching for Understanding: Attaining Higher Order Learning and IncreasedAchievement through Experiential Instruction., 79.Mcgriff, S. J. (2000). Instructional System Design ( ISD ): Using the ADDIE Model.Instructional Systems, College of Education, Penn State University, 2.Mohamed, R., & Lebar, O. (2017). Authentic assessment in assessing higher order thinking skills.International Journal Of Academic Research In Business And Social Sciences, 7(2), 466476.Mokhtar, M. H. (2016). Pentaksiran Pendidikan Teori dan Praktis.Mueller, J. (2005). The Authentic Assessment Toolbox?: Enhancing Student Learning throughOnline Faculty Development. Merlot Journal of Online Learning & Teaching, 1(1), 7.Nitko, A. J., & Brookhart, S. M. (2007). educational assessment of students (5th ed.).Norris, S. P., & Ennis, R. H. (1989). Evaluating Critical Thinking. The PractitionersGuide to Teaching Thinking Series.PADU. (2015). Buletin ANJAKAN?: Buletin Transformasi Pendidikan Malaysia.n Pelajaran Malaysia, MAC, 2.Piaw, C. Y. (2014a). Asas Statistik Penyelidikan Buku 2. Malaysia: Mc Graw HillEducation.Piaw, C. Y. (2014b). Kaedah Penyelidikan (edisi keti). Shah Alam, Malaysia: Mc Graw Hill Education.Poor, E. (2005). Rubrics for Assessment. Assessment.Popham, W. J. (1997). Whats wrong and whats right with rubrics. Pritchard, A. (2014). Ways ofLearning.R. Kilbane, C. (Otterbein U., & B. Milman, N. (George W. U. (2014). teaching models. PearsonEducation.Rajendran, N. . (2013). Teaching & Acquiring Higher-Order Thinking Skills Theory and Practice.Universiti Pendidikan Sultan Idris.Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education.Assessment & Evaluation in Higher Education, 35(4), 435448.Reich, J., & Daccord, T. (2009). The Day in the Life of a Teenage Hobo Project:Integrating Technology with Shneidermans Collect-Relate-Create- Donate Framework.Social Education.S. Supramani. (2006). Penyoalan Guru: Pemangkin Pemikiran Aras Tinggi Murid. Jurnal PendidikanUniversiti Malaya, 225247.Stevens, D. D. (2013). Introduction To Rubrics (second edi). Stylus Publishing,LLC.Whitlock, B., & Nanavati, J. (2013). A systematic approach to performative and authenticassessment. Reference Services Review, 41(1), 3248.Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning.The Journal of Effective Teaching, 7(1), 314.Wyatt-Smith, C., & Klenowski, V. (2014). Assessment for Education?: Standards, Judgementand Moderation. SAGE.Yin Peen, T., & Yusof Arshad, M. (2014). Teacher and student questions: A case study in Malaysiansecondary school problem-based learning. Asian Social Science, 10(4),174182.

Similar Items