Teacher Skills in Preparing Evaluation Instruments: Case Study of Teacher’s Understanding to Construct Hots Instrument

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Mixed-method study reveals teachers' 66.4% understanding in preparing HOTS questions, indicating a need for training.

Teachers show a significant lack of understanding in constructing higher-order thinking questions, achieving only 66.4%.
Analysis reveals that most teachers primarily use questions at the lower-order thinking skills level (C1-C3).
A mixed-method study with an explanatory-sequential approach involved eight teachers with diverse experiences in education.
Training workshops may empower teachers to enhance their skills in preparing evaluation instruments for higher-order thinking.

Risnita et al. (2024) studied this question.

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