🧠 Established Questionnaires to Measure HOTS

 

🧠 Established Questionnaires to Measure HOTS

No	Instrument / Source	Main Focus	Scale Type	Target Group	Reference
1	Bloom’s Taxonomy-Based HOTS Test / Questionnaire	Measures cognitive levels at analyze, evaluate, create	Multiple-choice or Likert-type (self-assessment)	Students (various levels)	Anderson & Krathwohl (2001); King, Goodson, & Rohani (2011)
2	Higher Order Thinking Skills Test (HOTS Test)	Measures ability to apply reasoning, analysis, synthesis, evaluation	Objective test items (MCQs, problem-solving)	Secondary / University students	Resnick (1987); Heong et al. (2011)
3	Heong et al. (2011) HOTS Questionnaire	Students’ perceptions of HOTS use and application	5-point Likert scale	Secondary & pre-service teachers	Heong, Y. M., Othman, W., Yunos, J. M., Kiong, T. T., Hassan, R., & Mohamad, M. M. (2011). Procedia - Social and Behavioral Sciences, 59, 111–119
4	Marzano’s New Taxonomy HOTS Inventory	Measures higher-level cognitive and metacognitive skills	5-point Likert scale	Teachers and students	Marzano & Kendall (2007)
5	Watson-Glaser Critical Thinking Appraisal (WGCTA)	Focuses on inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments	Objective test	Adults, university students	Watson & Glaser (1980, 2010)
6	Cornell Critical Thinking Test (CCTT)	Evaluates reasoning, deduction, induction, and credibility judgments	Objective test (multiple choice)	High school, university students	Ennis & Millman (1985)
7	Torrance Tests of Creative Thinking (TTCT)	Focuses on creative and divergent thinking (part of HOTS “create” domain)	Performance-based tasks	Students (all levels)	Torrance (1974, 2008)
8	Problem Solving Inventory (PSI)	Measures individuals’ perceptions of their problem-solving ability	Likert-type questionnaire	University students	Heppner & Petersen (1982)
9	21st Century Skills and HOTS Questionnaire	Integrates HOTS within communication, collaboration, and creativity framework	5-point Likert	Pre-service & in-service teachers	Binkley et al. (2012); P21 Framework
10	Facione’s Critical Thinking Disposition Scale (CCTDI)	Measures disposition toward critical thinking (open-mindedness, inquisitiveness, etc.)	5-point Likert scale	Students, teachers	Facione et al. (1994)

🧩 Examples of HOTS Questionnaire Dimensions (Heong et al., 2011)

Dimension	Example Item
Analyzing	“I can identify the main ideas and supporting details in complex texts.”
Evaluating	“I can judge the quality of an argument based on evidence.”
Creating	“I can propose new solutions to problems in my studies.”

🧪 How HOTS is Usually Measured

1. Objective Tests → Multiple-choice or essay questions mapped to higher Bloom’s levels.
2. Performance Tasks → Projects, case studies, problem-solving tasks.
3. Self-report Questionnaires → Students rate their perception of HOTS use or ability.
4. Observation Checklists / Rubrics → Teachers assess students’ HOTS demonstration.

🧾 References for Further Reading

• Heong, Y. M., et al. (2011). The level of Marzano Higher Order Thinking Skills among technical education students. Procedia - Social and Behavioral Sciences, 59, 111–119.
• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.
• Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report).
• Binkley, M., et al. (2012). Defining Twenty-First Century Skills. OECD.