ASSESSMENT PRACTICES IN LANGUAGE SKILLS COURSE

(PUBLIC SPEAKING AND ENGLISH FOR INTERPERSONAL

AND TRANSACTIONAL COMMUNICATION): THE COGNITIVE
PROCESSES IN HIGHER EDUCATION ASSESSMENT TASKS

Muhammad Fikri
1202617028

A Skripsi in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF JAKARTA
2022
 LEMBAR PENGESAHAN

Skripsi ini diajukan oleh:

Nama : Muhammad Fikri
No. Reg : 1202617028
Program Studi : Pendidikan Bahasa Inggris
Fakultas : Bahasa dan Seni
Judul Skripsi
Assessment Practices in Language Skills Course (Public Speaking and English for
Interpersonal And Transactional Communication): The Cognitive Processes in
Higher Education Assessment Tasks
Telah berhasil dipertahankan di hadapan dewan penguji, dan diterima sebagai
persyaratan yang diperlukan untuk memperoleh gelar sarjana Pendidikan pada
Fakultas Bahasa dan Seni Universitas Negeri Jakarta.

DEWAN PENGUJI

Ketua Penguji Anggota Penguji

Dosen Pembimbing I Dosen Pembimbing II

Sudarya Permana, M.Hum Dr. Sri Sulastini, M. A.

NIP. 197404032001121004 NIP. 19601024.198803.2.001

Anggota Penguji Anggota Penguji

Ahli Materi Ahli Metodologi

Lasito, M. App. Ling Siti Wachidah , Ph. D

NIP. 198002222008121000 NIP. 195710041989032000

Jakarta, 08 Februari 2022

Dekan Fakultas Bahasa dan Seni

Dr. Liliana Muliastuti, M.Pd

NIP. 196805291992032001

ii
iii
 ABSTRACT

Muhammad Fikri. 2022. Assessment Practices In Language Skills Course

(Public Speaking And English for Interpersonal and Transactional
Communication): The Cognitive Processes In Higher Education Assessment
Tasks. Thesis, Jakarta: English Department, Faculty of Languages and Arts, State
University of Jakarta.

This research aims to describe the cognitive processes involved in assessment tasks in
English for Interpersonal Communication (EITC) and Public Speaking (PS) courses. The
research methodology for this study was a descriptive qualitative research design
involving document analysis. The RPKPS of English for Interpersonal Communication
and Public Speaking courses were used as data sources. The cognitive processes involved
in assessment tasks were investigated using Revised Bloom's Taxonomy. The results of
this study found the courses cognitive process involved 86% of higher-order thinking
skills and 14% of lower-order thinking skills. The category are apply (14%), analyze
(29%), and Create (57%). Overall, the create level of thinking was the most involved in
the EITC and PS courses assessment test, indicating that students are working at a higher
level of thinking. There are two kind of knowledge dimension used in the assessment task
of EITC and PS. They are conceptual and procedural, 43% of conceptual and 57% of
procedural knowledge dimension on both courses. Therefore, the higher order tinking
dominates the assessment tasks with the expected cognitive process and knowledge
dimension for higher education.
Keywords: Assessment tasks, Cognitive Process, Assessment Method, Higher
Education Course, Document Analysis.

iv
 ABSTRAK

Muhammad Fikri. 2022. Assessment Practices In Language Skills Course

(Public Speaking And English for Interpersonal and Transactional
Communication): The Cognitive Processes In Higher Education Assessment
Tasks. Thesis, Jakarta: English Department, Faculty of Languages and Arts, State
University of Jakarta.

Penelitian ini bertujuan untuk mendeskripsikan proses kognitif yang terlibat dalam tugas
penilaian dalam mata kuliah English for Interpersonal Communication (EITC) dan Public
Speaking (PS). Metodologi penelitian dalam penelitian ini adalah penelitian deskriptif
kualitatif dengan desain analisis dokumen. RPKPS dari mata kuliah English for
Interpersonal Communication dan Public Speaking digunakan sebagai sumber data.
Proses kognitif yang terlibat dalam tugas penilaian diselidiki menggunakan Taksonomi
Bloom yang Direvisi. Hasil penelitian ini menemukan proses kognitif mata kuliah
melibatkan 86% kemampuan berpikir tingkat tinggi dan 14% kemampuan berpikir tingkat
rendah. Kategorinya adalah menerapkan (14%), menganalisis (29%), dan mengkreasikan
(57%). Secara keseluruhan, tingkat berpikir mengkreasikan adalah yang paling terlibat
dalam tes penilaian mata kuliah EITC dan PS, yang menunjukkan bahwa siswa bekerja
pada tingkat berpikir yang lebih tinggi. Ada dua jenis dimensi pengetahuan yang
digunakan dalam tugas penilaian EITC dan PS. Mereka adalah konseptual dan
prosedural, 43% dari konseptual dan 57% dari dimensi pengetahuan prosedural pada
kedua kursus. Oleh karena itu, berpikir tingkat tinggi mendominasi tugas penilaian
dengan proses kognitif dan dimensi pengetahuan yang diharapkan untuk pendidikan
tinggi..
Keywords: Assessment tasks, Cognitive Process, Assessment Method, Higher
Education Course, Document Analysis.

v
 ACKNOWLEDGEMENT

All praise is for Allah—Lord of all worlds, for the presence of plenty of
mercy and his grace, so that this research can complete a skripsi with the title:
Assessment Practices In Language Skills Course (Public Speaking And English
For Interpersonal And Transactional Communication): The Cognitive Processes
In Higher Education Assessment Tasks.

A Skripsi submitted in partial fulfillment of the requirements for the

Degree of Sarjana Pendidikan of English Language Education Study Program,
Faculty of Languages and Arts, State University of Jakarta.

In arranging this skripsi, a lot of people have provided motivation, advice,

and support for the researcher. In this valuable chance, the researcher aims to
express his appreciation to all of them. First, the researcher’s deepest appreciation
goes to his beloved parents, his mother Sylvia Juanita Zanny and his father Alm.
Zulkarnain for not being demanding parents and always giving endless love,
prayer, and support.

The researcher presents his sincere appreciation to Dr. Liliana Muliastuti,

M.Pd. as the dean of FBS UNJ, also to the researcher's supervisors, Ms. Ellis
Tamela, M. Pd. as supervisor I and Dr. Sri Sulastini, M.A. as supervisor II who
have helped the researcher patiently to finish this skripsi by giving suggestion,
guidance, and correction since the preliminary of manuscript until the completion
of this skripsi.

The researcher's greatest thanks go to Dr. Sudarya Permana, M,Hum. as

the head of ELE-SP of FBS UNJ and all of the researcher's lecturers in ELE-SP
for motivation and useful knowledge. The researcher's deepest thanks also go to
his examiners Lasito, M. App. Ling and Siti Wachidah , Ph. D for their valuable
corrections and suggestions, also for all staff either in department or in faculty
who have helped the researcher in managing all formal needs during this skripsi
arrangement.

vi
 The researcher's thankfulness also goes to all his friends in ELE-SP,
particularly to his companions they are Alif, Dinda, and Intan for being a nice
place to share, also to his comrades Goya, Hafidz, Arlyn, and Kezia for being the
researcher's good friends. Last but not least, the researcher's appreciation to the
researcher himself for doing all this hard work, never quitting, and just being his
at all times.

Jakarta, 03 Januari 2022.

The researcher

vii
 TABLE OF CONTENTS

LEMBAR PENGESAHAN..................................................................................II

ABSTRACT……………………………………………………………………. III

ABSTRAK………………………………………………………………………IV

ACKNOWLEDGEMENT....................................................................................V

TABLE OF CONTENTS....................................................................................VI

LIST OF TABLES...............................................................................................IX

LIST OF FIGURES..............................................................................................X

LIST OF APPENDICES.....................................................................................XI

CHAPTER I INTRODUCTION......................................................................1
1.1 Background.......................................................................................................1
1.2 Problem Identifications.....................................................................................4
1.3 Objectives/Purpose of the Study.......................................................................4
1.4 Research Questions...........................................................................................5
1.5 Scope of the Study............................................................................................5
1.6 Significance of the Study..................................................................................6

CHAPTER II LITERATURE REVIEW..........................................................7

2.1 Assessment in Higher Education......................................................................7
2.1.1 Definition of Assessment Tasks..............................................................7
2.2 Assessment Type..............................................................................................8
2.2.1 Formal and Informal...............................................................................8
2.2.2 Diagnostic, Formative, and Summative Assessment..............................9
2.2.3 Assessment for Learning, Assessment of Learning, and Assessment as
Learning................................................................................................10
2.3 The Concept of Assessment............................................................................10
2.4 The Principles of Assessment.........................................................................11
2.5 Method of Assessment....................................................................................13
2.5.1 Selected Response and Short Answer...................................................13
2.5.2 Extended Written Response..................................................................13

viii
 2.5.3 Performance Assessment......................................................................13
2.5.4 Extended Written Response..................................................................13
2.6 Cognitive Process Dimension.........................................................................14
2.7 Higher Order Thinking and Lower Order Thinking.......................................15
2.7.1 Higher Order Thinking Skills................................................................16
2.7.2 Lower Order Thinking Skills................................................................16
2.8 Knowledge Dimension...................................................................................17
2.8.1 Factual...................................................................................................17
2.8.2 Conceptual.............................................................................................18
2.8.3 Procedural.............................................................................................18
2.8.4 Meta-Cognitive.....................................................................................18
2.9 Course Learning Outcome (CLO)..................................................................20
2.10Review of Relevant Studies............................................................................20
2.11Theoretical Framework...................................................................................22

CHAPTER III METHODOLOGY...................................................................25

3.1 Research Question..........................................................................................25
3.2 Time and Place of the Study...........................................................................26
3.3 Design and Methodology................................................................................26
3.4 Data and Source of Data.................................................................................27
3.5 Data Collection Instruments and Procedures..................................................28
3.5.1 Document Analysis...............................................................................28
3.6 Data Analysis Procedures...............................................................................29

CHAPTER IV FINDINGS AND DISCUSSION.............................................32

4.1 Data Description.............................................................................................32
4.2 Findings..........................................................................................................33
4.2.1 Assessment Tasks in ELE-SP UNJ.......................................................33
4.2.2 The Proportion of Assessment Tasks in LOT Category.......................34
4.2.3 The Proportion of Assessment Tasks in HOT Category.......................35
4.2.4 The Proportion of Assessment Tasks in HOT Category.......................36
4.3 Discussion.......................................................................................................39
4.3.1 The Cognitive Processes Involved in Courses of PS and EITC............39
4.3.2 Types of Asessment Tasks in PS and EITC Courses............................40
4.3.3 The Proportion of Assessment Tasks Required Students Perform LOT
and HOT................................................................................................41
4.4 Limitation of the Study...................................................................................42

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CHAPTER V CONCLUSION AND RECOMMENDATION......................44
5.1 Conclusion......................................................................................................44
5.2 Implication of the Study.................................................................................45
5.3 Recommendation............................................................................................46

REFERENCES 47

APPENDICES 50

x
 LIST OF TABLES

Table II.1. Matrix of revised Bloom’s Taxonomy................................................19

Table II.2. Framework of the Study......................................................................23
Table III.1. Data Source.......................................................................................27
Table III.2. For data analysis procedure for document analysis...........................29
Table III.3. Matrix of revised Bloom’s Taxonomy..............................................30
Table III.4. Example to conclude the category of BRT........................................30
Table IV.1. Assessment Task Types, LOT, and HOT in EITC and PS Course....33
Table IV.2. Knowledge dimension and cognitive process in English for
Interpersonal and Transactional Communication Course..........................36
Table IV.3. Knowledge dimension and cognitive process in Public Speaking
Course........................................................................................................37
Table IV.4. BRT Category....................................................................................38

xi
 LIST OF FIGURES

Figure II.1. Cognitive Process Dimension............................................................17

Figure II.2. Knowledge Dimension......................................................................19
Figure IV.1. Lower Order Thinking.....................................................................34
Figure IV.2. Higer Order Thinking.......................................................................35

xii
 LIST OF APPENDICES

Appendix 1 Data Analysis.....................................................................................50

Appendix 2 Permission to Use the Data................................................................52
Appendix 3 RPKPS English in Interpersonal & Transactional Communication. .53
Appendix 4 RPKPS Public Speaking....................................................................71

xiii
 CHAPTER I

INTRODUCTION

1.1 Background

Assessment is part of educational practices in schools and universities. It is a

process of teachers reviewing their own teaching to improve students’ learning.

Students’ learning can be seen by the quality of the education program or study

program. The program must have a good quality standard in which the assessment

tasks is aligned with the course learning outcomes (CLO). Assessment is a

measurement instrument (Clark I. , 2011). As a measurement instrument,

assessment has significant potential to increase the learning effectiveness of

students, if it is designed in line with the formulation of learning objectives.

The quality of learning influenced by assessment expects students to do as the

learning plan to learn in the classroom and has the exact learning outcomes. The

assessment is a kind of feedback for the teacher to evaluate the learning process

for the next teaching activity (Ďurišová, Kucharčíková, & Tokarčíková, 2015). It

can become an evaluation to make a better learning process and to find the

weakness of the teaching activity.

In higher education, students are expected to develop higher-order thinking

skills that can provide critical thinking and problem-solving. The higher-order

thinking is to analyze, evaluate, and create (Anderson & Krathwol, 2001). The

assessment in higher education must include this level of thinking into their

education program, so the students can reach the standard quality of their learning

1
outcomes in university. Based on Permendikbud Nomor 3 (2020) the standard

quality of higher education in Indonesia consists of the principle of assessment,

technique, and assessment, mechanism and procedures, implementation of results,

report of the assessment, and student graduation. This means assessment is one of

the important things that a teacher needs to pay attention to achieve learning

outcomes.

Nowadays, the assessment is used to determine the capability of students. The

assessment tasks needed to fit the CLO, so the students achieved what they

needed in the course. According to (Noweski, et al., 2012), the 21st-century skills

are skills that students or young people need to obtain to be implemented in work

and daily life. The skills are critically, systematically, innovative. To reach this

kind of skill, the educator needs to align assessment tasks and learning outcomes

with the standard of HOT in higher education. To know that we need to see

whether learning activities that reflect student learning experiences show that

students are given the opportunity to learn to comprehend what is the learning

objective. Anderson and Krathwohl (2003) said serious misalignment can be

problematic. Even high-quality instruction will not likely influence student

performance on examinations if the instruction is not matched with assessments,

for example. Similarly, if evaluations are not matched with objectives, the

assessment results will not represent the achievement of those goals. The focus of

this research is assessment practices. In addition to seeing the suitability of the

assessment tasks and the learning objectives, this research will focus on the

cognitive process in the assessment task. Because the assessment tasks have a

2
greater influence/more determines the student's decisions about how and what

he/she learns.

This research would like to know how the assessment tasks function properly

in the learning process. This research will limit the research on the course Public

Speaking and English for Interpersonal and Transactional Communication in

English Language Education Study Program (ELE-SP) at Universitas Negeri

Jakarta (UNJ). Most of the researchers probably know Intended Learning

Outcomes is the goal of what a learner will have acquired and will be able to do

upon successfully completing their studies, but in ELE-SP ILO is called CLO. It

has the same meaning but only different terminology. From this point onward,

This research will use CLO as the alternate terminology of ILO.

In the Advances in Social Science, Education and Humanities Research

(ASSEHR), volume 330, Paseleng, Chrismawati, and Laoli (2019) conducted a

study on cognitive processes. The students’ attitude involving cognitive process in

using social media was the sole subject of the study. Paseleng, Chrismawati, and

Laoli concentrated only on students’ cognitive domain involved in their attitudes

when using social media. Bechard, Karvonen, and Erickson (2021) investigated

the theoretical underpinnings and methods that went into creating the Dynamic

Learning Maps Cognitive Processing Dimension Taxonomy, which identifies

cognitive processes that are acceptable for map-based alternate assessments.

Based on the findings of the previous two research, this study will focus on the

cognitive processes involved in the ELE-SP Universitas Negeri Jakarta's PS and

EITC course, which focuses on the assessment task.

3
 From the explanation, it appears that more discussion of the cognitive

processes involved in the assessment tasks is required. According to Loring W.

Anderson (2003), Tasks for assessment are like the tools in a carpenter's toolbox.

A skilled assessor, like a good carpenter, has several tools that he or she learns to

utilize effectively to achieve the goal.

1.2 Problem Identifications

As mentioned in the background of the study, the assessment practices is

expected to be in line with CLO. In higher education, assessment for learning

includes higher-order thinking, but some of the practices in the field still use low-

order thinking (LOT) that consists of remembering, understanding, and applying

(Anderson & Krathwol, 2001). It is originally from Bloom's Taxonomy, which is

Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation

(Bloom, 1956). It is revised by them and divided into two orders of thinking. They

are Low Order Thinking and Higher Order Thinking. The assessment for CLO

required the cognitive process based on taxonomy level proposed by Anderson

and Krathwohl’s revision of Bloom’s Taxonomy. by the end of a course or

program, it is achieved what the learner will know and be able to do.

This study would help to gain a better understanding of the cognitive

processes involved in the assessment task by analyzing two of the courses which

are Public Speaking and English for Interpersonal and Transactional

Communication. This research will analyze the assessment practices model and

compare the assessment practices cognitive process in the RPKPS.

4
1.3 Objectives/Purpose of the Study

This research aims to obtain information about the cognitive process from the

assessment practices in the PS and EITC course, with a focus on the many types

of assessment tasks and the cognitive processes involved in each one in RPKPS.

1.4 Research Questions

This research formulates the research question as follows, based on the

background of the study as mentioned above:

1. To what extent do assessment tasks (ATs) of ELE-SP language-skills course

units promote the development of HOT in students?

This research separated the main topic into three sub-research questions in

order to provide a clear answer:

1.1 How can the assessment tasks (ATs) be classified based on their respective

knowledge dimension and cognitive dimension?

1.2 What proportion of the assessment tasks (ATs) are of Low Order Thinking

(LOT) types?

1.3 What proportion of the assessment tasks (ATs) are of High Order Thinking

(HOT) types?

1.5 Scope of the Study

In this research, This research focuses on the cognitive process using HOT

and LOT in ELE-SP UNJ with the course language skills using the summative

assessment tasks employed in the PS and EITC courses. This research analyzes

the assessment tasks with the revised Bloom Taxonomy that is remembering,

5
understanding, applying, analyzing, revising, and creating. Then, using the

Bloom’s revised taxonomy (BRT) Table (Anderson L. W., 2002) the types of

cognitive processes (LOT or HOT) involved in the assessment tasks will be

determined. This research chooses these courses because speaking skills are the

talents that students wish to improve, pay attention to, and feel they lack. When

students hear and comprehend the target language accurately and can speak it

well, they will be more successful and willing in foreign language training

(Darancik, 2018). The assessment tasks referred in this study are the assessment

tasks that are in the RPKPS of both courses. This research uses the data from PS

and EITC because the data is easy to access and related to This research major.

1.6 Significance of the Study

The result of the study should give a comprehension for the assessment

practices in the language skills course at ELE-SP UNJ. It is expected to become a

reflection for the course and to evaluate the assessment tasks, so it can be aligned

with the learning outcomes. The study's findings offer new insight into assessment

techniques in higher education, specifically how the LOT and HOT levels of

cognitive processes have been integrated into course unit assessment practices in

order to assist students' effective learning and maximal accomplishment of the

CLOs. Furthermore, the findings may prompt lecturers to reflect on their own

professional procedures, particularly in terms of assessment

6
 CHAPTER II

LITERATURE REVIEW

2.1 Assessment in Higher Education

Assessment is part of the educational system to find out the quality of the

education. According to Gronlund (1998), assessment is a variation of tasks that is

collected by teachers to obtain information regarding the performance and

achievement of the students. Based on Russel (2012), assessment is the method of

obtaining and synchronizing data to help in decision making. Assessment learning

classroom is the process to obtain data with a variation task to make decisions of

the performance and achievement of the students.

2.1.1 Definition of Assessment Tasks

Assessment is the collection of data to describe or better understand an

issue (Huitt, Hummel, & Kaeck, 2001). Assessment is a way of supporting

learning. It helps teachers, learners, parents and others to understand the

depth and breadth of learning undertaken so that progress and next steps can

be discussed and planned.

A task is an activity that has a specific goal. The learner use language

for the purpose of communicating in order to achieve a goal (Willis, 1996).

The goal of tasks, according to this concept, is to provide language with a real

purpose; learner-to-learner communicative interaction.

Assessment Tasks or Assignments are instructional tools for gathering

proof that a student has mastered specified course or unit objectives. It

7
 enables us to assess whether or not students have learned depending on a set

of criteria that we define. Our students can produce proof in a variety of

ways, including through the creation of an artifact like an essay, film,

performance, or presentation, as well as through their performance on a quiz,

exam, or skills demonstration.

2.2 Assessment Type

There are three kinds of assessment types. It is Types of assessment based on

method (formal and informal), types of assessment based on time (formative and

summative), and types of assessment based on purpose (AfL, AoL, AaL).

2.2.1 Formal and Informal

Formal assessments are the systematic, pre-planned data-based tests

that measure what and how well the students have learned. Formal

assessments determine the students’ proficiency or mastery of the content and

can be used for comparisons against certain standards. In formal assessment,

teachers may use assignments, quizzes, tests, performance, projects, and

surveys (Chappuis & Port Townsend, 2017).

Informal assessment is those spontaneous forms of assessment that can

easily be incorporated into the day-to-day classroom activities and that

measure the students’ performance and progress. Informal assessments are

content and performance driven. According to Brown (2004), the forms of

informal assessment are incidental, unplanned comments and responses,

followed by feedback for the student.

8
2.2.2 Diagnostic, Formative, and Summative Assessment

Diagnostic assessment is a type of pre-assessment in which teachers

assess students' strengths, weaknesses, knowledge, and skills prior to teaching

them. Following instruction, an identical evaluation may be given to

determine if students have fulfilled the course's required learning objectives.

Teachers can organize relevant and efficient lessons and give students with a

personalized learning experience using this type of assessment. When

submitted before the beginning of a course, the diagnostic evaluation is a tool

for teachers to better understand what students already know about a topic.

A diagnostic assessment is a written assignment that is completed at the

start and end of a course. Post-course assessments can be compared to pre-

course assessments to illustrate how far students have progressed in specific

areas. These evaluations enable the instructor to personalize the program to

the needs of current and prospective students.

Formative assessment is a kind of assessment that happens continuously

during the growth process of the students in the course (Saifi, Mahmood,

Gujjar, & Ali Sha, 2011). The focus of this assessment is the progress of the

students throughout the course with the active participation between students

and teachers.

Summative Assessment refers to assessment that happens at the end of

the unit of instruction. The information obtained in this assessment is the

ability of students to grasp the objective of the learning activity. According to

Gibson and Shaw (2011), the form of summative assessment consists of unit

tests, exams (midterm, semester), and final presentations or projects.

9
 2.2.3 Assessment for Learning, Assessment of Learning, and Assessment

as Learning

Assessment of learning is an assessment that is carried out after the

learning process is complete. The learning process is complete does not

always occur at the end of the year or at the end of students completing

education at a certain level. Each educator conducts an assessment that is

intended to provide recognition of the achievement of learning outcomes after

the learning process is complete, meaning that the educator undertakes an

assessment of learning.

Assessment for learning is carried out during the learning process and is

usually used as a basis for improving the teaching and learning process. With

assessment for learning, educators can provide feedback on the learning

process of students, monitor progress, and determine their learning progress.

Assessment as learning has a function similar to assessment for

learning, which functions as a formative and is carried out during the learning

process. The difference is that assessment as learning involves students

actively in the assessment activities. Students are given the experience to

learn to assess themselves. Self-assessment (self-assessment) and peer-to-

peer assessments are examples of assessment as learning.

2.3 The Concept of Assessment

Boud, David and Falchikov (2005) defined assessment procedures in higher

education as any process that can be used to evaluate undergraduate students'

knowledge, abilities, or skills, as well as their grasp and understanding of the

10
concepts learned. According to Marzano (2000), assessment procedures should be

used to collect information on students' achievements or behavior related to their

learning outcomes. According to Boud (2009), assessment procedures in tertiary

education are always carried out in a traditional manner, centered on

examinations, assignments, and other types of testing. Some present evaluation

techniques in tertiary education, according to Boud (2000), are unlikely to assist

students to prepare for lifetime learning. "Higher education has typically

concentrated on preparing students for knowledge acquisition rather than

involvement in learning," according to Boud and Falchikov (2006). According to

Knight (2002), summative evaluation in higher education is "in disarray." Current

assessment techniques, he believes, have a negative impact on students' learning

as a result of an overemphasis on grades and learning outcomes, and as a result,

do not always take learning processes into consideration.

2.4 The Principles of Assessment

According to Brown (2004), there are five elements to assessment in

language teaching and learning. Practicality, reliability, validity, authenticity, and

washback are some of them. The first principle, practicality, refers to analyzing

the assessment in terms of cost, the time required, and usefulness. It is necessary

for the assessment to be simple to administer in the classroom. Second, reliability

refers to the assessment's consistency and dependability, which means that

regardless of when or who scores it, the same score will be obtained from the

same sort of students. The most fundamental concept, validity, dictates that the

language assessment be properly and structurally created in accordance with the

specific talent to be tested. The fourth element, authenticity, necessitates the use

11
of language that is as natural as feasible. It means that the assessment activities

should be based on real-world scenarios and include issues that are significant,

relevant, and fascinating. The last concept, washback, refers to the impact of the

testing. Washback refers to the influence of the use of tests on persons and

institutions (Fulcher, 2013). The five assessment principles give crucial

information for developing and selecting assessment methods.

There are five principles for conducting assessments, according to paragraph

20 of National Higher Education Standard Policy No. 44/2015. (Kemdikbud,

2015). The first premise is educational, which indicates that evaluation should

motivate students to improve their planning and learning methods, as well as to

reach graduate learning outcomes. The authenticity principle is the second

principle. Assessment should be geared toward the continuous learning process

and learning outcomes that reflect students' abilities as they progress through the

process. The objective principle is the third principle. The assessment should be

based on the established standard. When it comes to grading their students,

teachers are not allowed to be subjective. Accountability is the fourth principle.

Teachers are responsible for reporting the assessment results, whether to internal

or external parties such as the school or parents. Transparency is the final

principle. Because the goal is to aid learner improvement, the assessment should

be transparent. All parties, particularly kids and their parents, should have access

to the assessment's results and reasoning (KEMENDIKNAS, 2013).

Earl and Katz (2006), proposed that in order for teachers to make the best

decisions concerning pupils, they must follow the basic measuring concepts. They

12
believe that teachers must be credible, fair, and objective, as well as relevant to

their ultimate goals.

2.5 Method of Assessment

According to Stiggins (2004), there are four methods of assessment. They

have selected response and short answer, extended written response, performance

assessment, and personal communication.

2.5.1 Selected Response and Short Answer

Selected response and short answer methods consist of those in which

students select the correct or best response from a list provided. Formats

include multiple-choice, true/false, matching, short answer, and fill-in

questions.

2.5.2 Extended Written Response

Extended written response assessment requires students to construct a

written answer in response to a question or task rather than to select one from

a list.

2.5.3 Performance Assessment

Performance assessment is an assessment based on observation and

judgment; we look at performance or product and make a judgment as to its

quality.

13
 2.5.4 Extended Written Response

Gathering information about students through personal communication

is just what it sounds like—we find out what students have learned through

interacting with them.

2.6 Cognitive Process Dimension

The ability of persons to connect, analyse, and consider an event or event is

referred to as cognitive. As a result, the cognitive process is linked to the level of

intellect (intellegence) that distinguishes a person with a wide range of interests,

particularly those targeted at learning new concepts. Some psychologists

characterize cognitive with a variety of terminology, including Pamela (Susanto,

2011). Minet defines cognitive development as the growth of the mind, which is a

mental process (Minet, 2014). While Davis, Christodoulou, Seider, and Gardner

argue that intelligence capabilities are the ability to solve problems or create

works that are valued in a culture or more, Davis, Christodoulou, Seider, and

Gardner argue that intelligence capabilities are the ability to solve problems or

create works that are valued in a culture or more (Davis, Christodoulou, Seider, &

Gardner, 2011). Based on some severe opinions of the experts above the

researchers concluded that cognitive is conscious mental activity, such as

thinking, remembering, learning and using language. Cognitive function is also

the ability of attention, memory, consideration, problem solving, and abilities such

as planning, assessing, monitoring and evaluating. The ability to adjust to the

environment is like but not the same as Clark's definition of cognitive (Clark R.

C., 2002). While Piaget defined cognitive abilities as "abundant knowledge,

reasoning capability, creativity (creativity), linguistic skills, and memory" (Lefa,

14
2014). The process of thinking children in addressing difficulties with their

environment in order to generate work that is valued by the environment and

culture comes to a close with cognition. Perception, memory, thought, symbol,

reasoning, and problem solving are all part of the cognition process.

In BRT, the cognitive process dimension is characterized as a learning

concept that entails the acquisition of knowledge (Krathwohl, 2002). The first one

defined it as the ability of the human brain to think, which includes tasks like

remembering and recalling, knowledge, thinking, and problem-solving (Bloom,

1956). This is a cognitive process in which the nomenclature has been changed

from noun to verb and the order of the final two stages has been switched, such as

knowledge to remember, comprehension to understand, application to apply,

analysis to analyze, synthesis to create, and assessment to evaluate. In conclusion,

the mental processes involved in learning knowledge and comprehension are

referred to as cognition processes. Thinking, knowing, remembering, judging, and

problem-solving are examples of cognitive processes. Language, imagination,

perception, and planning are examples of higher-level brain activities.

2.7 Higher Order Thinking and Lower Order Thinking

Originally from Bloom Taxonomies which is knowledge, comprehension,

application, analysis, synthesis, and evaluation (Bloom, 1956). Then it is revised

by Anderson and Krathwohl into remembering, understanding, applying,

analyzing, revising, and creating (Anderson & Krathwol, 2001). The complexity

of thinking is then used to divide this cognitive process into two categories.

Complexity refers to the cognitive process that the brain employs to process

information (Sousa, 2016) in (Shrum & Glisan, 2010). The lower three levels

15
(remember, understand, and apply) depict a convergent thought process in which

the learner focuses on previously learned material. Because the learner's

processing leads to new insights, discoveries, and creations that were not part of

the initial material gained, the three levels (analyze, evaluate, create) define a

divergent thinking process.

2.7.1 Higher Order Thinking Skills

The top three levels of Bloom's revised taxonomy which is often

displayed as a pyramid, with ascending levels of thinking at the top of the

structure are analyzed, evaluated, and create. These levels of the taxonomy all

involve critical or higher-order thinking.

Analyze involves students using their own judgment to begin analyzing

the knowledge they have learned. At this point, they begin understanding the

underlying structure of knowledge and can distinguish between fact and

opinion.

Evaluating involves students making judgments about the value of

ideas, items, and materials. Evaluation is one of the higher-order thinking

because at this level students are expected to mentally assemble all they have

learned to make informed and sound evaluations of the material.

Students will then combine parts into a coherent form or functioning

whole at the highest level, create. They can also use generating, planning, or

producing to reorganize elements into a new pattern or structure (Krathwohl,

2002).

16
2.7.2 Lower Order Thinking Skills

Lower Order Thinking Skills (LOTS) are the foundational skills and

practices you need to have to move to Higher Order Thinking Skills (HOTS).

LOTS consists of remembering, understanding, applying.

Remembering is an order thinking to know how good you are at

recalling and remembering data from your brain.

Understanding means that we can explain main ideas and concepts and

make meaning by interpreting, classifying, summarizing, inferring,

comparing, and explaining.

Applying is Demonstrating your ideas inferred from previous levels.

You come up with a solid idea to proceed to further levels of higher critical

thinking.

Figure II.1. Cognitive Process Dimension

17
2.8 Knowledge Dimension

There are four types of knowledge dimensions according to Krathwohl

(2002).

2.8.1 Factual

First is Factual, Students must understand the fundamental aspects of a

discipline in order to get familiar with it and solve difficulties in it. Factual

knowledge can be defined as the terminology, precise details, and fundamental

features of any area. This is the knowledge that may and must be acquired by

exposure, repetition, and memory commitment.

2.8.2 Conceptual

Then, Conceptual. It is the interconnections between the basic pieces of

a bigger structure that allow them to work together. Knowing the

interrelationships and/or functions among the details and elements that make

up a larger structure is referred to as conceptual knowledge. Knowing

information classification and categorization, knowing principles and

generalizations, and knowing theories, models, and structures are all part of

this concept. In a nutshell, conceptual knowledge is the ability to organize data

in meaningful ways.

2.8.3 Procedural

Procedural is conditions for students to apply skills, algorithms,

techniques, and procedures, as well as how to do things, methodologies, and

inquiry. This knowledge type is critical for success in goal attainment because

it puts the “what” into action through the “how” process. Procedural

18
knowledge can be understood as knowledge of subject-specific skills and

algorithms, subject-specific techniques and methods, and criteria for deciding

when to use the right procedures.

2.8.4 Meta-Cognitive

Finally, Meta-Cognitive. knowledge of cognition in general as well as

awareness and knowledge of one's own cognition. This is arguably the least-

appreciated form of knowledge because it can be painful to dwell on what is

going on inside your head. We're afraid of what we'll find. Strategic

knowledge, understanding about cognitive tasks (i.e., contextual, conditional),

and self-knowledge are all examples of metacognitive knowledge. Because

people are complicated, and groups of people only add to the system's

complexity, possessing a good measure of metacognitive knowledge (that is,

engaging in this type of thinking) is vital to your performance, well-being, and

success.

Figure II.2. Knowledge Dimension

Then both of the cognitive process dimension and knowledge dimension will

result the matrix of revised Bloom’s Taxonomy (RBT)

Table II.1. Matrix of revised Bloom’s Taxonomy

19
 The Cognitive Process Dimension
Knowledge 1. Remember 2. Understand 3. Apply 4. 5. 6. Create
Dimension Analyze Evaluate
Factual Remember Understand Apply facts Analyze Evaluate Create
facts facts using using using
Conceptual Remember Understand Apply facts, facts, facts,
concepts/Princi concepts/princi concepts/princi concepts concepts concepts
ples ples ples , , ,
Procedural Remember Understand Apply principle principle principle
procedures procedures procedures s, and s, and s, and
procedur procedur procedur
es es es
Metacogni Remember Understand Apply metacog. Analyze Evaluate Create
tive meta metacog. Strategy using using using
Strategy metacog. metacog. metacog.
Strategy Strategy Strategy

2.9 Course Learning Outcome (CLO)

Course learning outcomes are central to your course’s curriculum. They

articulate to students, faculty, and other stakeholders what students will achieve in

each course and how their learning will be measured. “Course learning outcomes

are the big ideas students should be able to articulate, put into action, or utilize

(theoretically or pragmatically) after their course experience.” (Elhabashy, 2017).

The CLO must be aligned with the assessment tasks. CLO helps students

understand expectations of them as well as the criteria by which they will be

assessed and graded. It is expected that CLO fulfills the students' needs, the

assessment tasks is the primary source to get the information for the teacher to

know the result of the study and the level of understanding of the students in the

course. It will help the teacher to evaluate the assessment tasks if they are not

enough to reach the learning objectives.

2.10 Review of Relevant Studies

There are several studies that have studied the same field of by other

researchers.

20
 The research conducted by Tobing (2016) entitled The Cognitive Processes

Involved In Higher Education Course Assessment Tasks: A Case Of Academic

Presentation Course Of ELE-SP UNJ. This research focused on portraying

cognitive processes involved in summative assessment tasks in Academic

Presentation course. The result shows understand level of thinking was the most

involved in Academic Presentation course assessment task which means still on

the lower level of thinking.

Another research conducted by Jatiningsih (2016) entitled Assessment

Practices In Classroom Based Assessment (CBA) Course: A Case Study Of ELE-

SP UNJ. This research explored the assessment practices in Classroom Based

Assessment (CBA) Course. Results revealed all the assessment tasks provided

great support to their learning to achieve the ILOs

Paseleng, Chrismawati, and Laoli (2019) conducted a research entitled

Higher Education Students’ Attitude Involving Cognitive Process in Using Social

Media. This study aimed to provide an overview of the use of social media by the

college students for learning purposes as well to measure their cognitive process

when using the social media. The result showed that students mostly used a blog

on social media with the involvement of all cognitive domain levels.

The research conducted by Bechard, Karvonen, and Erickson (2021) entitled

Opportunities and Challenges of Applying Cognitive Process Dimensions to Map-

Based Learning and Alternate Assessment. This research focuses describes the

theoretical foundations and processes used to develop the DLM Cognitive

Processing Dimension (CPD) Taxonomy to characterize cognitive processes

appropriate for map-based alternate assessments. This research found that Lessons

21
learned from creating and using the DLM CPD Taxonomy can support the goal of

developing better models of cognition that are inclusive of students with

significant cognitive disabilities. The DLM CPD Taxonomy could be useful for

people designing curricula to be inclusive of all learners and support students

learning at their own rate.

2.11 Theoretical Framework

This study aims to analyze the level of the cognitive process involved in

assessment assignments given to students in the PS and EITC course, based on the

leading theories and review of conducted studies using the RPKPS. Assessment is

an important part of teaching since it allows for the measurement and evaluation

of student learning, as well as motivating and deciding the learning process of

students. assessment is a variation of tasks that is collected by teachers to obtain

information regarding the performance and achievement of the students

(Gronlund, 1998). Bloom's Revised Taxonomy is used to design the course

curriculum. This means that assessment as a technique for measuring cognitive

skills such as remembering, understanding, applying, analyzing, evaluating, and

creating should be included in the course. The assessment tasks are analyzed

using Bloom's Revised Taxonomy, which is based on the cognitive process. In

terms of taxonomy, the cognitive process is divided into two categories: lower-

order and higher-order thinking. Lower-order thinking encompasses skills such as

remembering, understanding, and applying information. Higher-order thinking

skills include the ability to analyze, evaluate, and create (Shrum & Glisan, 2010)

22
 According to Gronlund (1998), assessment is a variation of tasks that is

collected by teachers to obtain information regarding the performance and

achievement of the students.

For assessment purposes, This research used Earl and Katz (2006) theory to

determine the assessment tasks (Assessment of Learning, Assessment for

Learning, and Assessment as Learning). The theory of Stiggins (2004) is utilized

to evaluate the scoring criteria for its procedures (Selected Response, Written

Response, Performance Assessment, and Personal Communication). Meanwhile,

Brown (2004) theory is utilized to analyze methods (formal and informal),

followed by mixed theories for time assessment (Summative and Formative).

As previously stated, This research sought to categorize assessment

procedures based on the revised Bloom's taxonomy by Anderson and Krathwohl's

level of thinking (Anderson & Krathwol, 2001). Remember, understand, apply,

analyze, evaluate, and create are the levels of cognitive processes utilized to figure

out the assessment tasks used in the PS and EITC courses. The cognitive process

is then divided into two stages in terms of taxonomy: lower-order thinking

(Remember, Understand, and Apply) and higher-order thinking (Analyze,

Evaluate, and Create).

Table II.2. Framework of the Study

Cognitive Process
Assessment (Anderson & Krathwol,
Assessment Assessment types
Method 2001)
LOT HOT

Selected Response
Definition Time Formative Remember Analyze
and Short Answer

23
(Gronlund, (Brown,
Summative Written Response Understand Evaluate
1998) 2004)

Performance
  Diagnostic
Assessment
Apply Create

Assessment Personal
Purpose
of learning Communication

(Earl &
Assessment
Katz, (Stiggins, 2004)
as learning
2006)

Assessment
  for learning

Method Formal
(Brown,
  2004)
Informal      

24
 CHAPTER III

METHODOLOGY

This chapter represents the details of the research design, place and time of

the study, data and data sources, data collection techniques and procedure, data

collection instrument, and data analysis procedures.

3.1 Research Question

As mentioned in the chapter one there is research question to be answered.

This research formulates the research question as follows, based on the

background of the study as mentioned above:

1. To what extent do assessment tasks (ATs) of ELE-SP language-skills course

units promote the development of HOT in students?

This research separated the main topic into three sub-research questions in

order to provide a clear answer:

1.1 How can the assessment tasks (ATs) be classified based on their respective

knowledge dimension and cognitive dimension?

1.2 What proportion of the assessment tasks (ATs) are of Low Order Thinking

(LOT) types?

1.3 What proportion of the assessment tasks (ATs) are of High Order Thinking

(HOT) types?

25
3.2 Time and Place of the Study

This research is conducted in the English Language Study Program of the

State University of Jakarta. It was collected within two months starting from May

to December 2021. This research uses desk research, Secondary data, or data that

may be acquired without fieldwork (Hague, 2006). This research will use the

existing data from the course then analyze it.

3.3 Design and Methodology

The goal of this study was to gain a better understanding of the cognitive

processes involved in the assessment assignment in UNJ's English Language

Education Study Programs' English for Interpersonal and Public Speaking

courses. to be more precise, this research was pointing out the the purposes, the

types, of assessment, and the level of thinking as outlined in the literature review

by some experts.

In order to achieve the above-mentioned goals, This research employs

qualitative research as the study's method. Qualitative research is concerned with

data derived from the words of a small number of people in order to gain the

perspectives of the participants. It also entails investigating a problem and gaining

a thorough knowledge of a central occurrence (Creswell, 2012). Lambert and

Lambert (2012) explained that a qualitative method needs to be the design of

choice when a straightforward description of a phenomenon is desired. It is a

method that is very useful when researchers want to know, regarding events, who

were involved, what was involved, and where did things take place. Qualitative

research entails the careful examination and recording of empirically problematic

moments and meanings in people's lives (Richards, 2003). This method is also

26
compatible with the instrument and the results of the research we are going to do,

which is document analysis, according to the opinions of Creswell (2012)

Qualitative-descriptive research also deals with data based on words.

Document analysis was used to gather valid evidence of students' degree of

thinking in assessment methods in order to collect the data. The document was

picked with the goal of examining and interpreting data in order to extract

meaning, gain comprehension, and develop empirical knowledge (Bowen, 2009).

Moreover, this study used descriptive qualitative study.

3.4 Data and Source of Data

The data in this research were collected by document analysis of cognitive

processes in the assessment tasks of the course language skills. Public Speaking

and English for Interpersonal and Transactional Communication are the language

skills.

The course outline (RPKPS) of EITC and PS was used as the data source for

this study. A systematic technique for assessing or evaluating documents, both

printed and electronic (computer-based and Internet-transmitted) material, is

known as document analysis. Document analysis, like other qualitative research

methodologies, necessitates the examination and interpretation of data in order to

elicit meaning, gain insight, and develop empirical knowledge (Corbin & Strauss,

2008).

Table III.3. Data Source

Research Questions Source Data Collection Method

To what extent do Course Outline (RPKPS) Document analysis
assessment tasks (ATs) of
ELE-SP language-skills

27
course units promote the
development of HOT in
students?
How can the assessment Course Outline (RPKPS) Document analysis
tasks (ATs) be classified
based on their respective
knowledge dimension and
cognitive dimension?
What proportion of the Course Outline (RPKPS) Document analysis
assessment tasks (ATs) are
of Low Order Thinking
(LOT) types?
What proportion of the Course Outline (RPKPS) Document analysis
assessment tasks (ATs) are
of High Order Thinking
(HOT) types?

3.5 Data Collection Instruments and Procedures

Data for this research was obtained through document analysis to collect data

from the RPKPS.

3.5.1 Document Analysis

Document analysis is a low-cost way to obtain empirical data as part of

a process that is unobtrusive and nonreactive (Bowen, 2009). The way why it

is low-cost because there is no need to observe or interview in person, so

there is no expenses to use to gather the data. The data collected was an

empirical data that could support and strengthen research. Document analysis

could be employed as a primary data gathering approach or as a

complementary to other methodologies in a variety of sectors of research.

Documents are "non-reactive" data sources, which means they can be read

and examined several times without being influenced by the researcher's

research process (Bowen, 2009). It is important for the data source to be

28
 unchanged, therefore the data will always be the same when they are

collected.

To answer the research questions, This research will use document

analysis to show the level of cognitive processes in the language skills course.

The document in this study was a course outline (RPKPS) of language skills.

The data was analyzed to get information on cognitive processes and the

proportion of LOT and HOT, then the focus on the course learning outcomes,

assessment tasks, and the indicators of the detailed tasks.

The document was analyzed through the following steps:

1. Identifying the Assessment tasks and indicators in RPKPS.

2. Tabulating the cognitive processes to identify the frequency of each

category.

3. Identifying the cognitive processes that are mostly involved in

language skills courses.

4. Identifying the proportion of LOT and HOT of all assessment tasks.

3.6 Data Analysis Procedures

Table III.4. For data analysis procedure for document analysis

Knowledge Dimension Cognitive Process Dimension

Ats
Noun Category Verb Category

         

         

         

29
 This research will categorize each of the identified BRT into the table. the

table consists of the knowledge dimension of the assessment tasks then will be

categorized into the cognitive process dimension and knowledge dimension then

classified into the BRT matrix. The table of BRT matrix is in table III.3.

Table III.5. Matrix of revised Bloom’s Taxonomy

Cognitive Process Dimension

The Knowledge 1. 2. 3. 4. 5. 6.
Dimension Remembe Understan Appl Analyz Evaluat Creat
r d y e e e
A. Factual A1 A2 A3 A4 A5 A6
B. Conceptual B1 B2 B3 B4 B5 B6
C. Procedural C1 C2 C3 C4 C5 C6
D. Metacognitive D1 D2 D3 D4 D5 D6

Then, the assessment tasks will be analyzed based on their knowledge

dimension and cognitive process. The data classified into the category of BRT

Matrix. The knowledge dimension analyzed based on the noun of the assessment

tasks then classified into knowledge dimension category of Factual, Conceptual,

Procedural, and Meta-Cognitive. The cognitive process analyzed based on the

verb of the assessment tasks then classified into cognitive process category of

Remember, Understan, Apply, Analyze, Evaluate, and Create. The example of

analyzed assessment tasks is in table. The example of the analyzed and

categorized table is in Table III.4.

Table III.6. Example to conclude the category of BRT

Ats Knowledge Dimension Cognitive Process

Dimension
Noun Category Verb Category

30
 Analyze the similarities and the Conceptual Analyze B4
differences in social functions, similarities (model &
text structures and linguistic and structure)
elements in the themed text differences
describing public places and in social
describing neighborhoods in functions
groups with 3-4 members.
Find video with the theme with the Conceptual Analyze B4
suggesting a healthy lifestyle theme (model &
or suggesting on how to treat suggesting a structure)
illness, summarize and healthy
analyze the text structure and lifestyle or
linguistic elements suggesting
on how to
treat illness

In this table This research will simplify the knowledge dimension Factual

as A, Conceptual as B, Procedural as C, and Meta-Cognitive as D. The knowledge

dimension category classified based on figure II.2.

The cognitive process dimension is also simplified in order of bloom’s

revised taxonomy, which is Remember as 1, Understand as 2, Apply as 3,

Analyze as 4, Evaluate as 5, and Create as 6. The Category classified based on the

figure II.1.

31
 CHAPTER IV

FINDINGS AND DISCUSSION

The data description, findings, and discussions regarding the study topics

are presented in this chapter to answer the following research questions:

1. To what extent do assessment tasks (ATs) of ELE-SP language-skills course

units promote the development of HOT in students?

a. How can the assessment tasks (ATs) be classified based on their respective

knowledge dimension and cognitive dimension?

b. What proportion of the assessment tasks (ATs) are of Low Order Thinking

(LOT) types?

c. What proportion of the assessment tasks (ATs) are of High Order Thinking

(HOT) types?

Following below is the Data Description, Findings, and the Discussion of

the Findings sections. The first section presents the source of data for this study. It

is then followed by the Findings section that presents obtained data with reference

to each of the research questions. This presentation is then followed-up by a

discussion of the findings in the next section.

4.1 Data Description

The source of data for this data was obtained using document analysis. The

document is the RPS that was used by lecturers who oversaw the course in

semester 112. The learning objectives, assessment activities (assignments,

presentations, midterm project, and final project), assignment directions, and the

32
table of course calendar were all listed in the course overview (competences,

indicators, and learning activities). The course outline was examined in order to

determine the sorts of assessment tasks, cognitive process information, and the

proportion of LOT and HOT. This research used the BRT (Bloom's Revised

Taxonomy) table (Krathwohl, 2002) as an instrument to support the analysis in

order to figure out the cognitive processes engaged in the assessment tasks.

4.2 Findings

4.2.1 Assessment Tasks in ELE-SP UNJ

Table IV.7. Assessment Task Types, LOT, and HOT in EITC and PS Course

Assessment Total Assessment LOT HOT

Task Types
tasks n % n % n %
1. Assessment as
learning
2. Formative
Portofolio assessment
2 29% 0 0% 2 29%
(Softcopy) 3. Formal
assessment
4. Performance
assessment
1. Assessment as
learning
2. Formative
Oral assessment
5 71% 1 14% 4 57%
Presentation 3. Formal
assessment
4. Performance
assessment
Total 7 100% 1 14% 6 86%

4.2.1.1 Portfolio

This assessment counts for 29% of the final score and asks

students to make analyze themed text and summarize and analyze the

text structure of a video. Portfolios are collections of students' work

33
 that allow lecturers, students, parents, and others to track their learning

progress (McTighe & Ferrara, 1998).

4.2.1.2 Oral Presentation

This assessment counts for 71% of the final grade and requires

students to present their progress in developing their presentation

before recording themselves in video form.

4.2.2 The Proportion of Assessment Tasks in LOT Category

To answer the second question of the research, "What proportion of

the assessment tasks (ATs) are of Low Order Thinking (LOT) types?" The

research analyzed the proportion of low-level thinking in PS and EITC

assessment tasks. The research provided RPP information to support the data.

The following explains the proportion of low-level thinking involved in the

assessment tasks.

Lower Order Thinking

60

50

40

30

20

10

0
Remembering Understanding Applying

Lower Order Thinking

Figure IV.3. Lower Order Thinking

34
 Based on the chart above, there are no assessment tasks were involving

remember level of thinking. On the other hand, there were also no assessment

tasks were involving understand level of thinking. Meanwhile, there were also

14% of assessment tasks were involving apply level of thinking.

In conclusion, the proportion of the assessment tasks in a course unit

that requires students to perform Low Order Thinking (LOT) was 14%.

4.2.3 The Proportion of Assessment Tasks in HOT Category

To answer the fourth research sub-question, “what proportion of the

assessment tasks in a course unit requires students to perform High Order

Thinking (HOT)?”. The degree of higher-order thinking engaged in the

assessment activity was examined using the PS and EITC course outline. To

support the data, information from the RPP was also provided. The proportion

of higher-order thinking engaged in assessment tasks is explained below.

Higher Order Thinking

60

50

40

30

20

10

0
Analysing Evaluating Creating

Lower Order Thinking

Figure IV.4. Higer Order Thinking

35
 Based on the Figure 2, 29% of assessment tasks from the course

outline of PS and EITC were involving analyze level of thinking. On the

other hand, there were no assessment tasks from the course outline of PS

and EITC that were involved evaluate level of thinking. Meanwhile, there

were also 57% of assessment tasks from the course outline of PS and

EITC were involving create level of thinking.

In conclusion, the proportion of the assessment tasks in a course

unit that requires students to perform Higher-Order Thinking (HOT) was

86%.

4.2.4 The Proportion of Assessment Tasks in HOT Category

Based on the what This research mentioned in the previous chapter, to

analyze the table example of table III-II to analyze the BRT category which

include knowledge dimension and cognitive process.

Table IV.8. Knowledge dimension and cognitive process in English for

Interpersonal and Transactional Communication Course

Cognitive Process
Knowledge Dimension
ATS Dimension
Noun Category Verb Category
Analyze the the Conceptual Analyze B4
similarities and similarities (model &
differences in and structure)
social functions, differences in
text structures and social
linguistic elements functions
in the themed text
describing public
places and
describing
neighborhoods in
groups with 3-4
members.
Make a video with with the Conceptual are B3
the theme of theme of (model &

36
 giving and asking giving and structure)
for direction by asking for
using text direction
structures and
linguistic elements
that are
appropriate to the
context of the
situation.
Find video with with the Conceptual Analyze B4
the theme theme (model &
suggesting a suggesting a structure)
healthy lifestyle or healthy
suggesting on how lifestyle or
to treat illness, suggesting on
summarize and how to treat
analyze the text illness
structure and
linguistic elements

Table IV.9. Knowledge dimension and cognitive process in Public Speaking

Course

Public Speaking
ATS Knowledge Dimension Cognitive Process Dimension
Noun Category Verb Category
Compose and an Procedural Create C6
deliver an introductory
introductory speech
speech

Compose and graduation Procedural Create C6

deliver speeches
graduation
speeches
Compose and informative Procedural Create C6
deliver speeches
informative
speeches
Compose and persuasive Procedural Create C6
deliver speeches
persuasive
speeches

37
 Then, the table above simplified into table IV-IV that conclude the

BRT category used in the assessment tasks of EITC and PS course.

Table IV.10. BRT Category

Assignments Content Category Percentage

A-1 B4
EITC A-2 B3 43%
A-3 B4
A-4 C6
A-5 C6
PS 57%
A-6 C6
A-7 C6

From the previous Figure 1, 2, and 3, we’ve seen the high order

thinking (HOT) and lower-order thinking (LOT) proportion. In this table IV,

the findings are related to the BRT category from bloom's revised taxonomy.

It categorized based on the table II-I. It provides us with the data from each

assessment in the RPKPS. The data shows that English for interpersonal

communication courses has the knowledge dimension which is Conceptual.

But the cognitive process dimension that the assessment has is two types,

they are applying and analyzing. There are one assessment tasks using

applying level of thinking and two assessment tasks using analyzing level of

thinking. In A-1 and A-3, it categorized as Analyze (29%) because the verb is

“analyze”. In BRT (Krathwohl, 2002), the verb analyze is categorized as

analyze level of thinking process. It is identified as differentiating dimension

and the sub dimension is distinguishing. A-2, it is classified as apply level of

thinking process because on the process students are only used the text

38
 structure and linguistic elements that are given by the teacher. So, the verb

used in A-2 is “are” and it is classified as apply (14%) level of thinking

process, the dimension is implementing, then the sub dimension is using

(Krathwohl, 2002). On the other hand, the public speaking course is one

level higher for the knowledge dimension which is procedural. It also has the

highest cognitive process dimension that is creating. There are three

assessment tasks in PS course, they are A-4, A-5, A6, and A-7. The verb used

in PS course assessment tasks is “create”. The verb is classified as create

(57%) level of thinking process, it is because students are given tasks to

constructing and producing their own speech (Krathwohl, 2002). Therefore,

there is two kind of knowledge dimension used in the assessment task of

EITC and PS. They are conceptual and procedural, 43% of conceptual and

57% of procedural knowledge dimension on both courses. The cognitive

process dimension, creating, dominates all the assessments in the public

speaking course.

4.3 Discussion

According to the findings, the evaluation activities employed in the PS and

EITC course were portfolio and oral presentation. Portfolios were utilized to track

students' ongoing learning activities, while oral presentations were used to

progress students' developed speech text to perform in class.

4.3.1 The Cognitive Processes Involved in Courses of PS and EITC

The overall percentage from the paper has been determined in order to

answer the main research question. According to the statistics, students are

39
required to do Low Order Thinking in 14 percent of assessment problems in

the PS and EITC courses. From a total of 7 indications, one was found to

contribute to lower-order thinking in EITC course. Lower-Order Thinking also

demonstrates that the cognitive process used in the assessment is secondarily

used at level thinking applying (14%). The indicators found was related to the

level of comprehension. Students are expected to demonstrate their ideas

inferred from previous levels. On the other hand which is understanding. On

the other hand, there are 86% of assessment activities demonstrates that High

Order Thinking is required in the PS and EITC courses. The HOT 29% were

found in the EITC course, there are two assessments of analyze level of

thinking process. In this case, students are expected to use their own judgment

to begin analyzing the knowledge they have learned. At this point, they begin

understanding the underlying structure of knowledge and can distinguish

between fact and opinion (Krathwohl, 2002). Then, there are 57% of create

level of thinking process were found in the PS course. There are four

assessment tasks in this course, students are expected to combine parts into a

coherent form or functioning whole new creation. They can also use

generating, planning, or producing to reorganize elements into a new pattern

or structure. It was discovered that six of the seven factors related to higher-

order thinking. In Higher-Order Thinking, it also shows that the cognitive

process involved in the assessment is mostly on create level of thinking

(57%).

40
4.3.2 Types of Asessment Tasks in PS and EITC Courses

Because it was in the middle of a learning activity, the first assessment

item, the portfolio, was considered a formative assessment based on the time it

was implemented. Because it required some review and feedback for

improved learning, it was classified as assessment as learning. It was

considered a formal assessment based on its method because it was assessed

systematically, planned, and allowed with a set of procedures, whereas it was

considered a performance based on its scoring criteria technique because it

aimed to evaluate and used a scoring guide for judging quality that had several

dimensions, such as ideas and word choice.

The second assessment tasks type, oral presentation, was considered a

formative assessment because they constructed their speech text in a meeting

before recording themselves in video, with a 71% contribution to the final

score. In PS, The speech text they constructed in assessment task one required

two weeks, assessment task two required two weeks, assessment task three

required three weeks, and assessment task four required three weeks to

complete the speech text. They also required some input from the instructor

and peers in order to improve their learning and have it counted as a learning

assessment. This was a formal assessment because it was done in a

methodical, planned manner and required a rubric or scoring guide to evaluate

the quality, making it a performance evaluation.

41
 4.3.3 The Proportion of Assessment Tasks Required Students Perform

LOT and HOT

Portfolios were utilized to track students' ongoing learning activities,

while oral presentations were used to progress students' speech text before

recording their final draft. The findings of a document analysis of assessment

tasks in the EITC course revealed that the cognitive processes involved are

largely High-Order Thinking, which appeared in 67% of the assessment.

Meanwhile, only 33% of assessment tasks used Lower-Order Thinking.

According to the results of document analysis of assessment tasks in the PS

course, the cognitive processes involved are mostly High-Order Thinking,

which appeared in 100%of the cases. In the meantime, only 0% of assessment

tasks used Low-Order Thinking. It's possible that this occurs because teachers

are more concerned with enriching students' comprehension of topics than

with asking them to analyze and evaluate what they've learned.

To sum up, the findings of the study reveal that there are two types of

assessment tasks involved in PS and EITC courses. The assessment tasks

require students to perform both low-order thinking (14%) and high-order

thinking (86%) even though lower-order thinking is more involved in

assessment tasks especially for understand level of thinking that is mostly

involved in the tasks.

4.4 Limitation of the Study

Only the cognitive processes involved in PS and EITC course assessment

tasks were studied in this study. Although This research discovered that formative

and summative assessment were both used in the PS and EITC course evaluation,

42
This research concentrated solely on the cognitive processes involved in the

summative evaluation. However, there are several limitations to this study due to

the student population, data collection methods, and overall study design

approach. Furthermore, the author did not observe the classroom. This research

realized that should be a triangulation through interviews with the students and

lecturers, to decrease reliability. This research concentrated solely on analyzing

the material (course outline) in order to classify the assessment activities into the

cognitive processes involved. All the limits are due to This research's knowledge

and resources.

43
 CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

The purposes of this study are to investigate, obtain, and evaluate a

characterization of cognitive processes involved in the ELE-SP EITC and PS

course unit's assessment tasks. According to the findings, there are two types of

method assessment that are used in both courses. They are oral performance

(performance assessment) and portfolio (soft copy). The response type of each

assessment contains constructed-response and limited response. Portfolio and oral

presentation were defined as formative assessments based on the time of

implementation, whilst video was designated as summative assessments.

Portfolios were thought to be a kind of learning assessment, and oral presentations

were assumed to be a assessment of learning.

The existence of higher-order thinking skills such as analyze and create

dominates the cognitive process in assessment tasks, with the lowest level of

applying. In English for Interpersonal and Transactional Communication, the

cognitive process that happens in this course were analyze and apply, which more

dominates is analyze. In Public Speaking, the cognitive process that happens in

this course were creating, the highest level of cognitive process, this implies that

the course required higher-order thinking skills to perform the tasks and fulfill the

objective of this course.

44
 According to these primary findings, assessment tasks in English for

Interpersonal Communication and Public Speaking did implement the cognitive

process described in Bloom's Revised Taxonomy (Krathwohl, 2002), the courses

involved 86% of higher-order thinking skills and 14% of lower-order thinking

skills. There are three level of thinking skills. Create with 57% and Analyze with

29% contributed to higher order thinking. Then, apply with 14% contributed to

lower order thinking. In EITC, the knowledge dimension used in the assessment

tasks categorized as conceptual. This means in EITC course expected the students

to be able to interrelationships the basic elements within a larger structure that

enable each of the task to function together (Krathwohl, 2002). The cognitive

process in EITC mostly use the analyze level of thinking skills with one of the

assessment tasks uses apply level of task. In PS course, the knowledge dimension

used in the assessment tasks categorized as procedural. It means students learns

how to do something, methods and inquiry, and criteria for using skills,

algorithms, techniques, and methods using the subject specific skills (Krathwohl,

2002). Create level thinking skills was used in the assessment tasks of this course.

To conclude, there is two kind of knowledge dimension used in the assessment

task of EITC and PS. They are conceptual and procedural, 43% of conceptual and

57% of procedural knowledge dimension on both courses and the HOT dominates

the assessment which is aligned with the purpose of the study and the expected

assessment for higher education.

5.2 Implication of the Study

The implication of the study is the way how the course outline as the guide

for students to reach the objective of the course, the assessment task that the

45
students will do to achieve the course learning outcome and the kind of

assessment task used in the classroom. When creating a course outline, it's

important to pay attention to the course learning outcome and assessment task.

Because of the need to increase the quality of learning and assessment at ELE-SP

UNJ, this is required. It is to provide an understanding of how assessment tasks

are carried out, in this way all parties maintain accountability for the pedagogical

study program in order to generate qualified graduates as English teachers.

5.3 Recommendation

This research makes a recommendation based on the findings of this study

which is the cognitive process happens in the course assessment task. The

cognitive process mostly used higher-order thinking in the process, it is the

expected objective from the course in higher education. From this finding, the

assessment of the two courses is well designed to reach the requirement of the

21st-century skills which demand higher-order thinking skills to be prepared. The

recommendation is it needed for further research to do the data collection from the

actual class in the classroom, therefore the researcher is able to gain enough data

from the practical assessment. Because this study focuses just on the papers and

does not observe the teaching and learning activities that take place in the

classroom. It is also needed to interview students and lecturers. It is recommended

to use the data for triangulation.

46
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 APPENDICES

Appendix 1 Data Analysis

English for Interpersonal and Transactional Communication

Cognitive Process
Ats Knowledge Dimension Dimension
Noun Category Verb Category
Analyze the the Conceptual Analyze B4
similarities and similarities (model &
differences in social and structure)
functions, text differences
structures and in social
linguistic elements in functions
the themed text
describing public
places and describing
neighborhoods in
groups with 3-4
members.
Make a video with with the Conceptual are B3
the theme of giving theme of (model &
and asking for giving and structure)
direction by using asking for
text structures and direction
linguistic elements
that are appropriate to
the context of the
situation.
Find video with the with the Conceptual Analyze B4
theme suggesting a theme (model &
healthy lifestyle or suggesting a structure)
suggesting on how to
healthy
treat illness,
lifestyle or
summarize and
analyze the text suggesting
structure and on how to
linguistic elements treat illness

Public Speaking
Cognitive Process
Knowledge Dimension Dimension
Ats
Noun Category Verb Category

50
Compose and deliver an Procedural Create C6
an introductory introductory
speech speech

Compose and deliver graduation Procedural Create C6

graduation speeches speeches

Compose and deliver informative Procedural Create C6

informative speeches speeches

Compose and deliver persuasive Procedural Create C6

persuasive speeches speeches

Remember 0 0.00%
understanding 0 0.00% 14.29% LOT
applying 1 14.29%
analyzing 2 28.57%
Evaluate 0 0.00% 85.71% HOT
creating 4 57.14%
Total 7 100% 100%  

Courses Assessment Tasks Task Types Cognitive Percentage Knowledge

Process Dimension
Analyze the Portofolio Analyzing
similarities and (Soft copy)
differences in social
functions, text
structures and
linguistic elements in
the themed text
describing public
places and describing
neighborhoods in
EITC groups with 3-4 29% 43% Conceptual
members.
Find video with the Portofolio Analyzing
theme suggesting a (Soft copy)
healthy lifestyle or
suggesting on how to
treat illness,
summarize and
analyze the text
structure and
linguistic elements

51
 Make a video with the Oral Applying
theme of giving and performance
asking for direction by
using text structures
and linguistic 14%
elements that are
appropriate to the
context of the
situation.
Oral Creating
Compose and deliver Performance
an introductory
speech
Oral Creating
Performance
Compose and deliver
graduation speeches
PS 57% 57.00% Procedural
Oral Creating
Performance
Compose and deliver
informative speeches
Oral Creating
Performance
Compose and deliver
persuasive speeches
Total 100% 100%  

52
Appendix 2 Permission to Use the Data

53
Appendix 3 RPKPS English in Interpersonal & Transactional Communication

54
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56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
Appendix 4 RPKPS Public Speaking

71
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73
74
75
76
77
78
79
80
81
82
83
84
85
86
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