1) The document discusses higher order thinking skills (HOTS) in teaching English as a foreign language. It covers Bloom's taxonomy, characteristics of HOTS assessments, and constructing HOTS-based test items. 2) Teachers' perceptions of HOTS are that it is only for science subjects, is a new critical thinking concept that is hard to apply, and is time-consuming. 3) Effective HOTS instruction includes determining learning objectives, teaching through questioning, practice before assessment, and providing feedback to improve learning.

1. HOTS IN ENGLISH AS A
FOREIGN LANGUAGE (EFL)
LEARNING
Dr. Sri Setyarini, M.A.,Ling
Universitas Pendidikan Indonesia

2. The Agendas of the Curriculum 2013
4Cs
Character Education
The Curriculum
2013

5. Teachers’ Perceptions about HOTS
ONLYFORSCIENCE
SUBJECTS
CRITICALTHINKING
ANEW
CONCEPT HARDTOAPPLY
Setyarini et al., (2018)
EXHAUSTING(TIMECONSUMING)

6. HIGHER ORDER THINKING SKILLS?
Why do we need
Empowering
Students
Printed/Spoken Information
• Ideologies
• Values
• Lessons

8. Bloom’s Taxonomy
Bloom (1956) Anderson & Krathwohl (2001)

11. Major Concepts of Higher Order Thinking
(King, et.al., 2012)
Context Metacognition
Procedural
Knowledge
Comprehensio
n & Creativity

12. Assessing Higher Order
Thinking Skills
Stimulation:
Is the information clear and effective to stimulate
thinking skills?
Cognitive Complexity:
The items should require higher levels of thinking
process (start from the simplest to the most
complicated)
Novelty:
The items allow students to construct new
information and create something new.
Contextual:
The items assessed should be closely related to the
students’ life and taught materials.

13. Characteristics of HOTS
Assessment Instruments
• Thinking-based questions
• Divergent
• Using multiple modes
• Contextual
• Comprehensive

14. Why multimodal
feedback?
Feasible
Relevant
Meaningful

15. WHAT CAN THE TEACHERS DO WITH
MULTIMODAL FEEDBACK?
• Audio
• Video
• Screen-cast recording
• Video Conference
• Instant Messaging
Revisited
Feedback

16. How is it related to HOTS?
MULTIMODALITY
SUBSTANCE
WORK-FLOW
CRITICAL
FEEDBACK

17. Substance (Look at the bigger picture)
TEACHER STUDENTS
CONTENT
• Analysis
• Interpretation
• Inference
• Evaluation
• Reflection
• Expected Results
(manageable amounts
of revisions to
accomplish)

18. Work-flow
TEACHER STUDENTS
PROCEDURE
Metacognitive strategies
Procedural knowledge
Decision making
• File Sharing and Transfer
• Time efficiency
• Budget and costs

19. Step 1: DetermineLearningObjectives
• Define behavior students should exhibit
• Target behaviors in higher order thinking skills
Step 2:Teach throughQuestioning
•Develop appropriate questions
•Employ questioning techniques
•Encourage interactive discussions
Step 3: Practice before assess
•Choose activities that promote active learning
learning
•Utilize all components of active learning
Step 4: Review, Refine, and Improve
•Monitor class activities
•Collect feedback from students
Step 5: Providefeedbackand
assessment of learning
•Provide feedback to students
•Create opportunities for self-assessment
•Utilize feedback to improve instructions
Model of HOTS-based Multimodality Learning
Duran, Limbach, and Waugh (2006)

20. How to construct HOTS-based Test Items
LOTS-based Question:
• Apakah isi dalam makanan ini?
• Terbuat dari apakah makanan ini?
HOTS-based Questions:
• Jika isi dari makanan ini diganti
dengan sayuran, maka apa yang akan
terjadi?
• Bagaimana jika kue ini dimasak
dengan cara dipanggang? Apa yang
berbeda?

21. Constructing HOTS-based Assessment
LOTS-based Questions:
1. What does this sign mean?
2. To whom is it addressed?
HOTS-based Questions:
1. If you see this sign, what would you do? Why do
you do that?
2. Why do think that we cannot feed the animal?

22. Constructing HOTS-based Assessment!
LOTS-based Questions:
1. Count how many objects do you see in the
pictures!
HOTS-based Questions:
1. Look at the pictures. If your brother asks you to
go there, what will you play first?

23. Constructing HOTS-based Assessment
LOTS-based Questions:
1. Mention at least 4 Province names in that
island!
2. What province do you like?
HOTS-based Questions:
1. If you want to go to Riau, what province do you
pass? Why?

24. Now, let’s do the practices!
HOTS-BASED TEST ITEM(S):
LOTS-BASED TEST ITEM(S):

25. Let’s do the practice!
LOTS-BASED TEST ITEM(S):
HOTS-BASED TEST ITEM(S):

26. Let’s try to
be HOTS!