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The paper presents a practical 4-step model for teachers to use in test design, drawing on Bloom’s Taxonomy to assess higher-order thinking (HOT). The model supports feasible test-construction procedures and can be applied across different fields of study. 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Nowadays, thinking skills play a vital role in tertiary education. To provide an approach for teachers, this paper identifies a 4-step model that can be implemented in test design with reference to Bloom’s Taxonomy for thinking skills. This model illustrates a feasible procedure of test construction built upon existing resource. The procedures can easily be applied to different fields of study. It providesan appropriate way for teachers who may want to add more ideas to their repertoire skills in addressing the learning of HOT (higher-order thinking) skills.  \nKeywords: thinking skills, Bloom’s Taxonomy, 4-step model  \n1. Introduction  \nOur rapidly changing and challenging world requires students to go beyond the building of their knowledge capacity; they need to develop their higher-order thinking skills, such as critical system thinking, decision making, and problem solving (Barak, Ben-Chaim, & Zoller, 2007) . Over two thousand years ago, Socrates identified intellect as having the ability to argue, question and discuss the concepts of knowledge, virtue and be able to understand new ideas and uncover new thoughts (Govier, 1997) . It ’s known that an intellect should think analytically and critically. Critical thinkers are not only mere accept knowledge but also organize, process and utilize. On contrary, passive thinkers suffer a limited view and merely focus on answering yes or no.  \nOver the decades, the aim of developing students’higher-order thinking (HOT) has been a major educational goal (Fisher, 1999; Marzano, 1993; Zohar & Schwartzer, 2005) . In Malaysia, the steady increasing influence of thinking skills in education is prominent (Yen & Halili, 2015) . The Minister of Education has suggested that the education system will be revised to encourage rational and analytical thinking (Rajendran Nagappan, 2001) . He also suggested that the capacity for logical rational thought, reasoning and critical thinking are essential for all students. In 2003, The National Higher Education Research Institute conducted a study among graduates, the findings showed that 561 unemployed respondents overrated themselves by believing that they are well qualified and met all requirements of the regular job market (National Higher Education Research Institute, 2003) . Is the real situation ideal as reported? According to the Department of Statistics Malaysia’s report (2011), many prospective employers complained that local graduates are viewed as technically proficient but lack of communication and analytical skills. From the aspect of employers, unemployment is the most obvious result that caused by lacking of thinking skills. And the trend of unemployment rate is increasing these years (The Malaysia Statisitics Department, 2011) . Back to school, a report of Malaysia education has noted that most lessons in schools haven’t sufficiently engaged students in constructive thinking where teachers relied on l","cbCaiuE1RXO62LOU","https://ap.wps.com/l/cbCaiuE1RXO62LOU","pdf",168764,"English","# Introduction\n# Higher-Order Thinking Skills\n# Framework of Assessment for Thinking Skills\n# 4-Step Test Design Model\n# Applications Across Fields of Study\n# Conclusion","[{\"question\":\"What problem does the paper address about tertiary education?\",\"answer\":\"It addresses the need for students to develop higher-order thinking skills rather than focusing only on recalling facts or surface-level understanding.\"},{\"question\":\"What main assessment approach does the paper propose?\",\"answer\":\"It proposes a 4-step model for teachers to implement in test design, referencing Bloom’s Taxonomy for thinking skills.\"},{\"question\":\"How can the proposed model be used in teaching?\",\"answer\":\"The model offers teachers a feasible procedure to construct tests and provides guidance to strengthen students’ HOT learning across different fields of study.\"}]","Flourishing Creativity & Literacy - No. 5 - Framework of Assessment for the Evaluation of Thinking Skills of Tertiary Level Students | PDF",1792067590,15]