Higher Order Thinking Skills (HOTS) – Based Assessment: A Proposed Model for Arabic Learning

Abstract

The integration of higher-order thinking skills (HOTS) in learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based assessments for Arabic learning.  Good Arabic learning cannot  be separated from the meodel applied. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing Arabic language learning, wich will affects to achievement of graduate competencies which include attitudes, knowledge, and skills in accordance with national goals  of education