n.s.

rajendran, upsi, september2013

PEMANTAPAN KONSEP
ITEM KBAT
MESYUARAT PEMANTAPAN KONSEP ITEM
KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)
LANGKAWI, KEDAH
11 SEPTEMBER 2013
Lembaga Peperiksaan Malaysia

N.S.Rajendran
Fakulti Pendidikan dan Pembangunan Manusia
Universiti Pendidikan Sultan Idris
n.s.rajendran, upsi, october2012
There is an art of
thinking


(Isaac DIsraeli)
n.s.rajendran, upsi, october2012
Assessing the quality of Graduates?
Or Deciding on students to be admitted?
1. Why are man-holes round and not square?
(Microsoft Interview question)

1. Explain why many animals have stripes?
2. Why do humans have two eyes?
(NST, Oct.14,2012 Oxford relies on
interviews to pick students)
n.s.rajendran, upsi, october2012
How to score the presidential debate?
(Thomas Freedman, NST, 18.12.12)

I thought the most useful thing I could do is to offer the
scoring system I'll be using to determine who did best.

Instead of campaigning on how good is his plan, he has
campaigned on how bad is Romney's.


So, I am scoring the debate with these criteria in mind. I
have argued for a year now that the candidate who offers
such a plan wins the election.

Read more: How to score the presidential debate - Columnist - New Straits Times
http://www.nst.com.my/opinion/columnist/how-to-score-the-presidential-debate-
1.158523#ixzz29hr7cCd9


n.s.rajendran, upsi, october2012
It improves students academic achievement.
It helps in students intellectual development.
HOTS are required by everyone to survive in
todays world of technology.
Students on the whole only possess LOTS.
High IQ does not necessarily reflect ones
acquisition of HOTS
HOTS can be taught and learned.
Why Do We Need to Teach HOTS?
n.s.rajendran, upsi, october2012
Knowledge exists potentially in the human soul like a seed in
the soil; by the learning the potential becomes actual.
Al-Ghazali A.I.Tibawi, Islamic Education its Traditions and
Modernization into the Arab National Systems, Luzac &
Co. Ltd., 1972)
Education is the manifestation of the perfection already in
man.
Swami Vivekananda
Education, Sri Ramakrishna Math, Madras, 1998.
n.s.rajendran, upsi, october2012
Good Thinking Dispositions
7 key Intellectual Tendencies
(Perkins, Jay and Tishman, 1992)
1. The disposition to be broad and adventurous
2. The disposition toward sustained intellectual
curiosity
3. The disposition to clarify and seek
understanding
4. The disposition to be planful and strategic
5. The disposition to be intellectually careful
6. The disposition to seek and evaluate reasons
7. The disposition to be metacognitive
n.s.rajendran, upsi, october2012
8 Ways of Knowing Multiple
Intelligences (Howard Gardner)
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
n.s.rajendran, upsi, october2012
Split Brain Theory
(Dr. Roger Sperry)
Left Brain Right Brain
Language
Logic
Numbers
Sequence
Linearity
Analysis
Lists
Rhythm
Spatial Awareness
Gestalt (Whole
Picture)
Imagination
Daydreaming
Colour
Dimension

n.s.rajendran, upsi, october2012
Successful Intelligence
(Robert Sternberg)
Analytical
Creative Practical
What Is Higher-order
Thinking?

Higher-order thinking by students involves the
transformation of information and ideas. This
transformation occurs when students combine facts
and ideas and synthesise, generalise, explain,
hypothesise or arrive at some conclusion or
interpretation. Manipulating information and ideas
through these processes allows students to solve
problems, gain understanding and discover new
meaning.

n.s.rajendran, upsi, october2012
(Department of Education, Queensland, A guide to Productive Pedagogies:
Classroom reflection manual , 2002, p. 1)
What Is Higher-order Thinking?
Continued.
When students engage in the construction of knowledge, an
element of uncertainty is introduced into the instructional
process and the outcomes are not always predictable; in
other words, the teacher is not certain what the students will
produce. In helping students become producers of
knowledge, the teachers main instructional task is to create
activities or environments that allow them opportunities to
engage in higher-order thinking.

(Department of Education, Queensland, A guide to productive pedagogies:
classroom reflection manual , 2002, p. 1)

n.s.rajendran, upsi, october2012
n.s.rajendran, upsi, January2010
Kemahiran Berfikir Aras Tinggi (KBAT)
Menggunakan potensi minda untuk menangani cabaran
baru
Menginterpret, menganalisis dan memanipulasikan
maklumat
Berfikir tentang maklumat, idea dan pandangan secara
kritis
Membuat kesimpulan, membuat inferens atau generalisasi
Menghasilkan pandangan, idea, pemikiran atau cadangan
yang asli
Membuat ramalan
Mencadangkan penyelesaian
Mencipta
Menyelesaikan masalah berkaitan dengan kehidupan
Menilai idea
Membuat pilihan dan keputusan
(Rajendran, 2008:2010)
BLOOMS TAXONOMY AND
THINKING SKILLS
Blooms Taxonomy HOTS & LOTS
Knowledge
Comprehension
Lower-Order Thinking Skills
(LOTS)
Application
Analysis
Synthesis
Evaluation
Higher-Order Thinking
Skills (HOTS)


n.s.rajendran, upsi, october2012
(Rajendran, 2008)
Taxonomy of Thinking Skills
Higher Order and Lower Order
Thinking (Onosko and Newmann,
1994 & Rajendran, 1998)
Cognitive Domain
(Bloom, et al, 1956)
Lower Order Thinking
Limited use of the mind.
Routine, mechanistic application
Repetitive operations such as listing
information previously learned formulae,
applying procedural rules, an other
routinised or algorithmic mental
activities.
Recall of recognized information
Describe, compare, contrast, summarize,
relate, apply, provide example and solve
1. Knowledge
Remembering previously learned
information

2. Comprehension
Understanding the meaning of
information
(Rajendran, 2010, pg.19)
Higher Order and Lower Order
Thinking (Onosko and Newmann,
1994 & Rajendran, 1998)

Cognitive Domain
(Bloom, et al, 1956)
Higher Order Thinking
Expanded use of the mind to meet new
challenges.
Interpret, analyze or manipulate
information.
Critically think about information, ideas
and opinions.
Draw conclusions, inferences or
generalizations.
Produce original communications, make
predictions, propose solutions, create,
solve life-like problems, judge ideas,
express opinions and make choices and
decisions
3. Application
Using learned information in relevant
situations (putting knowledge and
comprehension to work).
4. Analysis
Breaking down information into its
separate components so that its
structure can be understood.
5. Synthesis
Putting components together to
create a pattern or structure which
could be new or different
6. Evaluation
Judging the value of information or
material based on personal or given
criteria.

(Rajendran, 2010, pg.19)
n.s.rajendran, upsi, october2012
Strategies and Techniques
To Be Used in Classrooms

Open-ended questions
Questioning Technique
Discussion
Metacognition
Graphic Organizers
Project Work Inquiry
Problem Solving Method
n.s.rajendran, upsi, october2012
Classroom activities that employ
collaborative problem solving seem to have
the potential for teaching children how to
deal with complex tasks and to work with
and learn from each other.
For this to happen the traditional telling-
listening relationship between teacher and
student should be replaced by one that is
more complex and interactive.
n.s.rajendran, upsi, october2012
SKILLS AND PROCESSES THAT CUT
ACROSS SUBJECTS
Decision making
Problem solving
Constructing Metaphor
Analyzing arguments
Making inferences
Drawing conclusions
Making generalization
Judging ideas
Create
Making predictions
n.s.rajendran, upsi, october2012

Appendix 2
Copyright@N.S.Rajendran, Disember 2003
Classroom Assessment Techniques
No. Classroom Assessment Techniques
1. Analysis Memo
2. Portfolio
3. Project Paper
4. Multiple choice questions
5. Quiz
6. Questioning (verbal and written)
7. Journal
8. Outline/ Listing
9. Project Proposal
10. Process Analysis
11. Fast Write
12. Open- ended writing (guided or non- guided)
13. Writing summary
14. Interview transcript
15. Use of rubrics
16. Assessment of Group Work
(Rajendran, 2010, pg.136)
Mental Operation
Questions
Blooms Taxonomy Guilfords Structure
of the Intellect
1. Factual Knowledge or
comprehension
Cognitive or
memory processes
2. Empirical Application or
analysis
Convergent thinking
3. Productive Synthesis Divergent thinking
4. Evaluative Evaluation Evaluative thinking
Categories of Questions
n.s.rajendran, upsi, September2011
Levels of Classroom Questions
Category Type of Thinking Examples
Factual Students simply recall
information.
Define
Who was?
What did the text say?
Empirical Students integrate and
analyze given or recalled
information.
Compare
Explain in your own
words
Calculate the
Productive Students think creatively
and imaginatively and
produce something
unique.
What will life be like?
Whats a good name
for.?
How could we?
Evaluative Students make judgments
or express values.
Which painting is best?
Why do you favour this?
Who is the best?
n.s.rajendran, upsi, September2011
Level Questions
Knowledge Who invented telephone?
When was Malayan Union introduced in
Malaysia?
Comprehension What is the main idea in this story?
Narrate the story in your own words?
Application Looking at the map, state the possible
locations for the cultivation of rice.
Read the following paragraph and correctly
identify those words that are serving the
functions of nouns

(Rajendran, 2010, pg.138)
Level Questions
Analysis Why did the plane explode in mid air?
How are the characters in the story similar
or different?
Comprehension What solutions would you suggest to
overcome this problem?
What do you predict would happen because
of this problem?
Evaluation Do you agree with the suggestions provided
to solve this problem?
Do you think the action by the character in
this story acceptable? Explain why do you
think so.
(Rajendran, 2010, pg.138)
Successful Intelligence in the
Classrooms
Language Mathematics History
Analytical Analyzing the
relationships
between two
characters in a
story.
Analyzing the
use of a language
in different
situations.
If one received
RM63.50 in
change from a
RM 100.00 paid,
how much was
the purchase?
If 4x + 8 = 40,
what is x?
What were the
similarities and
differences in the
Portuguese and
Dutch rule of
Malaya?
How significant
is August 31
st
to
Malacca?
(Rajendran, 2010, pg.39)
Language Mathematics History
Creative Suggest
another possible
ending to a story.
Deliberating on
other alternatives
to solve a
problem.
If the key 6 is
broken in your
calculator,
explain, how will
you show 562?
Is there more
than one way to
solve the problem
4x + 8 = 40, what
is x?
If you were the
ruler of Malacca
when the
Portuguese
attacked, what
would you have
done differently?
How will
Malaysia be in
2020?
(Rajendran, 2010, pg.39)
Language Mathematics History
Practical How much could
I use that I
learned in the
story?
How could I
convince my
friend to
participate in the
project?
Deciding on the
best possible
strategy to use in
solving a
mathematical
problem.
Relating what is
learned in
mathematics
class to daily
routines.
What lessons do
we learn from the
colonization of
Malaya by
others?
Design and draw
a poster depicting
the racial
harmony in
Malaysia.
(Rajendran, 2010, pg.39)
n.s.rajendran, upsi, october2012
Demikianlah di peringkat usia setengah abad ini
saya dikejutkan oleh berbagai-bagai penghormatan
yang bagaikan tiba-tiba bertimpa datangnya.
Timbul pertanyaan aneh. Adakah saya melakukan
sesuatu kesalahan, atau barangkali sesuatu
kesilapan? Tidakkah lagi saya pembicara bagi
golongan miskin tertindas? Adakah ini tanda
kelumpuhan saya? Atau, mungkinkah kerana saya
mengalami masalah darah tinggi dan masalah
jantung, maka sesuatu harus diberikan kepada
saya sebelum darah berhenti mengalir dan jantung
tidak lagi berdegup?

(Dipetik daripada Ucapan Sasterawan Negara Usman Awang Dalam
Majlis Penerimaan Anugerah Sastera Negara di Dewan Bankuet,
Bangunan Parlimen pada 7 Disember 1983).
Soalan Kefahaman
Soalan Proses Pemikiran
1. Apakah reaksi keseluruhan
anda tentang petikan ini?
Menganalisis
Mengaplikasi
2. Apakah maksud Adakah saya
melakukan sesuatu kesalahan ?
Membuat inferens
Mengintepretasi dan
menganalisis
3. Bagaimanakah Usman Awang
mentafsirkan penghormatan yang
diterimanya?
Membuat generalisasi
Menilai pendapat secara kritis
4. Adakah munasabah tafsiran
Usman Awang terhadap
penghormatan yang
diberikannya?
Menilai dan mengintepretasi
keputusan
Menyatakan pendapat
5. Apakah perkaitan tafsiran
Usman Awang dengan personaliti
anda?
Mengaitkan pengalaman
dengan kehidupan sendiri
Membuat keputusan


n.s.rajendran, upsi, october2012
Application of HOTS
Language Science Moral Education
Analyze Analyze the
reasons for traffic
jam in Kuala
Lumpur.
Identify the
reasons for global
warming.
Identify factors
that cause
indiscipline
among students
Compare Compare the
traffic jam
situation in Kuala
Lumpur and New
York.
Try out different
computer models
to solve this
global warming
problem.
Identify the
similarities and
differences
between
indiscipline
problem and
drug- related
problem amongst
students.
(Rajendran, 2010, pg.98)
Application of HOTS
Create Identify all possible
solutions to this
problem.
Identify new ideas
to solve this
problem.
Identify new
approaches to
address this
problem.
Inference/
Interpretation
What are the
strengths and
weaknesses in the
proposal given by
the private sector
to solve this
problem?
Making inferences
based on the initial
data gathered
about global
warming.
What could one
make out of the
concerns raised by
teenagers in
relation to
indiscipline
problems?
(Rajendran, 2010, pg.98)
Application of HOTS
Language Science Moral Education
Synthesize What possible
suggestion can one
give to solve this
problem?
Suggest possible
causes of global
warming based on
the inquiry.
Is it reasonable to
suggest that to
teenagers are to be
blamed solely for
this indiscipline
problem?
Evaluate Could improvement
in the public
transport system
help solve the
problem?
Evaluate each of
the possible
solutions based on
the cost effective
aspect.
What are the
consequences of
providing more
freedom to
teenagers?
Making choices/
Decisions
What will be ones
decision to solve
the problem?
Pick the best
possible solution to
solve the global
warming problem.
What could be the
best possible
solution to solve
this indiscipline
problem amongst
teenagers?
(Rajendran, 2010, pg.98)
1. Meyer (1977) telah mentafsirkan _______________
sebagai melibatkan pengelolaan operasi-operasi
mental tertentu yang berlaku dalam minda atau
sistem kognitif seseorang yang bertujuan
menyelesaikan masalah.
A. sintesis
B. analisis
C. pemikiran
D. penilaian

n.s.rajendran, upsi, october2012
2. Menurut Roger Sperry, otak kanan adalah
berkaitan dengan

A. Kemahiran sintesis
B. Kemahiran analisis
C. Kemahiran linguistik
D. Kemahiran linear

n.s.rajendran, upsi, october2012



3. Penyoalan adalah satu teknik berkesan yang boleh digunakan
untuk meningkatkan kemahiran berfikir pelajar. Pilih
kenyataan-kenyataan yang BENAR tentang penggunaan teknik
ini dalam bilik darjah.
Tiada perbezaan dalam interaksi di antara pelajar dan pelajar.
Akan mempastikan respons pelajar yang lebih panjang dan berkualiti.
Tiada korelasi yang tinggi di antara penyoalan aras tinggi dan
pencapaian pelajar
Akan meningkatkan bilangan soalan yang akan dikemukakan oleh
pelajar.
A. I & II
B. I & III
C. II & IV
D. I, II & III

n.s.rajendran, upsi, october2012
4. Kemahiran berfikir bersifat induktif yang boleh
dikuasai melalui aktiviti-aktiviti berikut dinamakan
______________.
Pemerhatian
Membuat hipotesis
Mengendalikan eksperimen
Membuat verifikasi atau pengesahan
A. Menyelesaikan masalah
B. Membuat Keputusan
C. Kemahiran Berfikir Aras Tinggi
D. Kemahiran Berfikir Secare Saintifik

n.s.rajendran, upsi, october2012
n.s.rajendran, upsi, october2012


Rajendran, N.S. (2010). Teaching and Acquiring Higher-Order Thinking Skills:
Theory and Practice. Tanjong Malim, Malaysia: Universiti Pendidikan
Sultan Idris Publishers.

Rajendran, N. (2010). Teaching thinking skills at institutions of higher-learning:
Lessons learned. Pertanika Journal of Social Sciences and Humanities, 18(3).

Resnick, L. B., (1987). Education and learning to think. Washington, DC:National
Academy Press.

Tishman, S., Jay, E. & Perkins, D.N. (1992). Teaching Thinking Dispositions: From
Transmission to Enculturation. Harvard University.