The cognitive alignment of mathematics teachers’ assessments and its curriculum

Firdha Mahrifatul Zana, C. Sa’dijah, Susiswo Susiswo
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Abstract

This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.
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数学教师的评估与其课程的认知一致性
本研究旨在探讨印度尼西亚教师评估与数学课程之间认知水平的一致性与学生高阶思维能力(HOTS)发展的关系。本研究采用描述性探索设计和定性方法。本研究的参与者是来自玛琅市和楠竹区的 15 名高中数学教师。从教师使用的数学课程的评估结果和指标中收集数据。收集到的数据使用安德森和克拉斯沃尔的分类法进行分析,以确定评估和课程认知水平的一致性。在半结构式访谈中,我们记录了能够构建基于 HOTS 的评估的教师的回答。研究結果顯示:i) 數學指標主要針對低認知層次(即應用)的學生思維能力;ii) 教師的評估以低認知層次為主,並沒有創造層次的評估;及 iii) HOTS 類別的認知層次一致性相對較低。研究结果可用于改进教育课程和评估。这些研究结果也可作为数学教师的反思,让他们认识到调整认知水平的重要性,尤其是在发展学生的 HOTS 方面。
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