ANALYSIS OF ENGLISH FORMATIVE ASSESSMENT FOR 11TH-GRADE STUDENTS OF SMA N 1 BOBOTSARI BASED ON THE COGNITIVE DIMENSION OF REVISED BLOOM'S TAXONOMY

Dianti Kartika, Murdi (2023) ANALYSIS OF ENGLISH FORMATIVE ASSESSMENT FOR 11TH-GRADE STUDENTS OF SMA N 1 BOBOTSARI BASED ON THE COGNITIVE DIMENSION OF REVISED BLOOM'S TAXONOMY. Skripsi thesis, UIN Prof. K.H. Saifuddin Zuhri.

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Abstract

One of the assessments a teacher uses to know the progress of a student's learning is called formative assessment. Teachers can use the cognitive dimension of revised Bloom's Taxonomy to conduct the level of questions in the test as a part of the assessment. This research aimed to know the mostly applied cognitive dimension and the proportion between LOTS (Lower Order Thinking Skill) and HOTS (Higher Order Thinking Skill) in the formative test items based on the Revised Bloom Taxonomy. The source of data is the English daily test in the first semester of eleventh grade prepared by an EFL teacher. This research applied the descriptive qualitative method. To collect the data, this research used documentation. The result after reviewing daily test items was founded that from 58 total questions used by the 11th-grade English teacher at SMA N 1 Bobotsari Purbalingga, there were 42 or 72% questions in the LOTS category, which was divided into three levels, namely remembering (C1); 15 questions (24,14%), understanding (C2); 19 questions (32,76%) and applying (C3); 9 questions (15,51%). While in HOTS category reached 16 questions or 28%, it only has one level, namely analyzing (C4). Based on the analysis of the researcher, the test was dominated by LOTS in understanding level (C2), which the teachers mainly apply for assessing students' competencies based on the cognitive dimension of the Revised Bloom Taxonomy. Therefore, the percentage of questions that support mastery of critical competencies—30% for C1 and C2, 40% for C3 and C4, and 30% for C5 and C6—was not reached. Keywords: formative assessment, cognitive dimension, Revised Bloom's Taxonomy.

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