MEASURING HIGHER-ORDER THINKING SKILLS IN SCIENCE AMONG PRIMARY SCHOOL STUDENTS USING ITEM RESPONSE THEORY

Autors/ores

  • Sandag Gendenjamts Head, Department of Item Bank Development, Education Evaluation Center, Mongolia

DOI:

https://doi.org/10.46827/ejes.v10i12.5089

Paraules clau:

higher-order thinking skills, assessment, test instrument, measurement, reliability, validity

Resum

Higher-order thinking skills (HOTS) are crucial competence in education. Higher-order thinking skills can help learners solve problems and decision making efficiently by anticipating connections between divergent ideas. The present study aims to develop reliable and valid instruments to assess higher-order thinking skills in science among primary school students. The study followed eight stages of developing a model adapted from a previous study. The total sample of this research comprised 428 fifth-grade students from six primary schools located in urban and rural areas in Mongolia. The gathered data were analyzed using SPSS 22.0 and STATA 16.0 to examine the item characteristics curve, test reliability, and item correlation. The study recommends developing creativity skills through exercise-based activities, so those item developers could produce reliable and valid instruments to assess HOTS.

 

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Biografia de l'autor/a

  • Sandag Gendenjamts, Head, Department of Item Bank Development, Education Evaluation Center, Mongolia

    Gendenjamts Sandag is Head of Department at Education Evaluation Center in Mongolia. He earned a B.Sc from National University of Mongolia and M.Sc from Hiroshima University, Japan. His research interests include educational assessment and development of higher-order thinking skills through curriculum. He can be contacted at email: gendenjamts01@gmail.com

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Descàrregues

Publicat

2023-11-01

Número

Vol. 10 Núm. 12 (2023)

Secció

Articles

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