Assessment of Higher Order Thinking Skills: A Case of Uganda Primary Leaving Examinations

Autor/inn/en	Mitana, John Mary Vianney; Muwagga, Anthony Mugagga; Ssempala, Cornelius
Titel	Assessment of Higher Order Thinking Skills: A Case of Uganda Primary Leaving Examinations
Quelle	In: African Educational Research Journal, 6 (2018) 4, S.240-249 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Exit Examinations; Thinking Skills; Student Evaluation; English (Second Language); Social Studies; Science Education; Mathematics Skills; Taxonomy; Guidelines; Secondary School Students; Foreign Countries; Creativity; Definitions; Evaluation Methods; Uganda + Suchen Sie Ihr Suchwort? Final examination; Abschlussprüfung; Denkfähigkeit; Schulnote; Studentische Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; Gemeinschaftskunde; Naturwissenschaftliche Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Taxonomie; Richtlinien; Sekundarschüler; Ausland; Kreativität; Begriffsbestimmung
Abstract	The study set out to give a conceptual definition and assessment of Higher Order Thinking skills (HOTs), and establish the proportion of HOTs and Lower Order Thinking skills (LOTs) questions within the 2010- 2016 Uganda Primary Leaving Examination (PLE) questions. The study used secondary literature to define HOTs and provide an assessment framework for HOTs. The assessment framework was then used to categorise all PLE questions for the years 2010 to 2016. All the examinable subjects within the PLE, English Language, Social Studies (SST), Science and Mathematics were categorised according to the HOT and LOT categories. The study reveals an overall mean value of 86.8% of LOT questions and a mean value of 13.2% of HOT questions. The study recommends the use of the Revised Bloom's Taxonomy framework in the categorisation of assessment items and that more HOT questions are included in the PLE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01