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Secondary literature informed a conceptual definition and an assessment framework for HOTs. The framework categorized PLE questions across English Language, Social Studies (SST), Science, and Mathematics. Results show 86.8% LOT and 13.2% HOT, recommending Revised Bloom’s Taxonomy and inclusion of more HOT items.","African Educational Research Journal Vol. 6(4), pp. 240-249, October 2018  \nDOI: 10. 30918/AERJ.64.18.083 ISSN: 2354-2160  \nFull Length Research Paper  \nAssessment of higher order thinking skills: A case of Uganda Primary Leaving Examinations  \nJohn Mary Vianney Mitana1,2*, Anthony Mugagga Muwagga1 and Cornelius Ssempala1  \n1School of Education, College of Education and External Studies, Makerere University, Uganda. 2Luigi Giussani Institute of Higher Education, P. O Box 40390, Kampala, Uganda.  \nAccepted 19 October, 2018  \n\n| ABSTRACT\u003Cbr>The study set out to give a conceptual definition and assessment of Higher Order Thinking skills (HOTs), and establish the proportion of HOTs and Lower Order Thinking skills (LOTs) questions within the 2010- 2016 Uganda Primary Leaving Examination (PLE) questions. The study used secondary literature to define HOTs and provide an assessment framework for HOTs. The assessment framework was then used to categorise all PLE questions for the years 2010 to 2016. All the examinable subjects within the PLE, English Language, Social Studies (SST), Science and Mathematics were categorised according to the HOT and LOT categories. The study reveals an overall mean value of 86.8% of LOT questions and a mean value of 13.2% of HOT questions. The study recommends the use of the Revised Bloom’s Taxonomy framework in the categorisation of assessment items and that more HOT questions are included in the PLE.\u003Cbr>Keywords: Higher order thinking, creativity, educational assessment, human development, development, Uganda Primary Leaving Examinations. |\n| --- |\n| *Corresponding [author. E-mail: j. mitana@lgihe.org](author. E-mail: j. mitana@lgihe.org). |\n\nINTRODUCTION  \nIn most of the societies around the world, education is considered a great asset for economic development (Ozturk, 2001) . It contributes towards socio-economic and political modernisation as well as the well-being of individuals within a society (Ogawa and Nishimura, 2015) . This normally happens by increasing a “person’sand a nation’s productivity (Ozturk, 2001:39) . Education can largely contribute to economic development when learners develop the knowledge, skills and values required and appropriate for the labour market (Ozturk, 2001 ; UNESCO, 2000) . To tune education towards an economic development perspective, Altinyelken (2015) argues that the current global shift from inputs and outputs to outcomes and from processes to results is a great minds-shift in education and development. His argument is in favour of the current global paradigm shift from measuring a nation’s quality of education based on  \nattendance and completion rates towards the intended learning outcomes more particularly higher-order thinking skills.  \nIn Africa, although statistics indicate that the continent has achieved a steady progress in the education sector, it is still a matter of debate. Most African countries have achieved Universal Primary Education enrolment rates above 90 per cent (Altinyelken, 2015; Ogawa and Nishimura, 2015) . On a theoretical note, such a progress ties in with the Sustainable Development Goals (SDGs) on education and global focus on human capital development for national sustainable development. The reality on the ground, however, seems to suggest that there are salient challenges concerning the quality of assessment of learning outcomes and systemic reforms which might impend the process of human capital development (Allen et al. , 2016) . This situation is  \nbecoming even more pronounced as studies continuously reveal that the school enrolments alone are not sufficient for national development or individual’s wellbeing (UNESCO, 2000; Wagner, 2011) .  \nAt the national level, Uwezo (2015) reports that there are also many Ugandan children and youth who are in school but either not learning or not learning what is relevant for their future life achievements. Odongo (2018) has equally argued that many of the students, in Uganda, who are “successf","cbCaimH9mTNnG0AG","https://ap.wps.com/l/cbCaimH9mTNnG0AG","pdf",97173,"English","en",105,"# Introduction\n# Assessment framework and categorisation approach\n# HOTs vs LOTs findings (2010-2016)\n# Subject-wise categorisation\n# Conclusions and recommendations","[{\"question\":\"What does the study aim to assess about Higher Order Thinking (HOTs)?\",\"answer\":\"The study defines HOTs conceptually and assesses them by building an assessment framework. It then measures how frequently HOTs appear in PLE questions.\"},{\"question\":\"How were PLE questions from 2010 to 2016 categorized?\",\"answer\":\"The study used a framework derived from secondary literature to categorise all PLE questions. Questions were sorted into HOT and LOT categories across multiple examinable subjects.\"},{\"question\":\"What proportions of HOTs and LOTs were found in the PLE questions?\",\"answer\":\"The study reports an overall mean of 86.8% LOT questions and 13.2% HOT questions across the examined years.\"}]","Assessment of Higher Order Thinking Skills - A Case of Uganda Primary Leaving Examinations | PDF",1792070260,25,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"assessment-of-higher-order-thinking-skills-a-case-of-uganda-primary-leaving-examinations","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/assessment-of-higher-order-thinking-skills-a-case-of-uganda-primary-leaving-examinations/590711/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/assessment-of-higher-order-thinking-skills-a-case-of-uganda-primary-leaving-examinations/590711.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":34},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What does the study aim to assess about Higher Order Thinking (HOTs)?","Question",{"text":128,"@type":129},"The study defines HOTs conceptually and assesses them by building an assessment framework. 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