Critical Thinking within the Context of the Revised Bloom’s Taxonomy in Written Language Tests

Critical Thinking within the Context of the Revised Bloom’s Taxonomy in Written Language Tests Yulis Setyowati1, Susanto2, Ahmad Munir3 1,2,3 Universitas Negeri Surabaya, Indonesia Universitas Wijaya Putra, Indonesia , , 1 Abstract Keywords Critical thinking is still infrequently taught in the classroom, particularly in Indonesia, despite the fact that many experts believe it is a vital problem in the education area. As a result, the purpose of this research was to picture the use of the revised Bloom taxonomy to investigate critical thinking in language tests. The article analyses the test items in language tests which consists of the High thinking order level based on the revised Bloom's theory. To begin, this current work summarizes past research, which found that critical thinking has been studied in a variety of areas in language teaching but has yet to address language evaluation using the revised Bloom's taxonomy. It is necessary to present the six-level Anderson and Krathwohl (2001) taxonomy, which is then referred to as the revised Bloom's taxonomy, before discussing how to promote critical thinking. Then, the finding indicates that the item tests which are considered to be high order skills consistently direct students to think critically and systematically. critical thinking; the revised bloom taxonomy; HOTS; test items I. Introduction Amongst the most important aspects of education is critical thinking. In general, most educational institutions, especially universities, emphasize critical thinking as a key feature of their graduates' abilities. University graduates will be able to handle novel situations and respond to actual challenges in the workplace that did not exist when they were in college. This is why critical thinking is an important talent that distinguishes a highly qualified graduate. Critical thinking is the ability to study and evaluate information, including attitudes, values, and character, as well as one's entire self Ekahitanond, (2013). Furthermore, obtaining the human character in a person is a skill. Some research on critical thinking have been conducted, such as Ekahitanond's (2013) study on fostering critical thinking through peer feedback, and Aghaei's (2018) study of the relationship between critical thinking and listening comprehension. The majority of studies on critical thinking focused on English language skills, such as listening in Aghaei's study, reading in Wilson's Wilson (2016); Mbato (2019), writing in Mall-amiri (2014), speaking in Soodmand and Rahimi, 2014), reading comprehension in Barjesteh & Vaseghi, 2012; Fahim & Haghighi, 2014, and so on. Those research did not look into how the revised Bloom's taxonomy in language assessment can help students acquire critical thinking skills. As a result, this paper provides a picture of why and How language assessment based on the revised Bloom's taxonomy helps university students develop critical thinking skills. According to Astuti et al (2019) Education is an obligation of every human being that must be pursued to hold responsibilities and try to produce progress in knowledge and experience for the lives of every individual. Education is one of the efforts to improve the ability of human intelligence, thus he is able to improve the quality of his life (Saleh and ______________________________________________________________ DOI: https://doi.org/10.33258/birci.v5i2.5348 14706 Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Volume 5, No 2, May 2022, Page: 14706-14715 e-ISSN: 2615-3076 (Online), p-ISSN: 2615-1715 (Print) www.bircu-journal.com/index.php/birci email: Mujahiddin, 2020). Education is expected to be able to answer all the challenges of the times and be able to foster national generations, so that people become reliable and of high quality, with strong characteristics, clear identities and able to deal with current and future problems (Azhar, 2018). Critical thinking has been acknowledged as one of the most crucial talents in education, as well as in the personal and social lives of individuals. It is also used to characterize the extent to which various abilities or competencies are acquired or mastered. The reason for the requirement of critical thinking in language instruction is success in the modern world, where the rate of new knowledge creation is growing rapidly. In addition, individual variances in student learning result from the promotion of critical thinking as a key objective of English language learning and teaching. It also encourages individuals to think and examine critically their own learning, as well as to seek and build competence in their own areas of accelerating professionalism (Setyowati, 2019) In addition, individual variances in student learning result from the promotion of critical thinking as a key objective of English language education. It also encourages individuals to think critically and assess their own learning, as well as to strive for and build knowledge in their own areas of professionalism (13). II. Review of Literature 2.1 The Revised Bloom Taxonomy and Critical Thinking The Revised Bloom's Taxonomy (1956) is chosen as the theoretical framework to define critical thinking and evaluate data in this study since it is widely regarded by educators as a framework for socio-cognitive presence in classrooms. It also elucidates the features of higher-order thinking skills, against which numerous educational systems are measured and assessed. In particular, educators will use the revised Bloom's taxonomy to investigate issues linked to higher-order thinking and the relationship between language and cognition. It provides instructors with a model for delivering ideas and concepts at diverse levels of thought remembering, understanding, applying analyzing, evaluating, and creating. In addition, the Revised Taxonomy is a classification of cognitive domains that is "ahead of its time" in many ways (Krathwohl, 2014), which facilitates the updating of skills in education domains. The taxonomy is a key paradigm of critical thinking skills, which is the primary issue in the current 4.0 education period. Bloom's (1956) taxonomy of critical thinking identifies the cognitive level of analyzing, evaluating, and creating as essential components of critical thinking Davies (2015) and numerous types of studies have been undertaken in the field of critical thinking and the revised Bloom taxonomy. English language skills: writing (Wilson, 2016); (Mbato, 2019), (Mall-amiri & Sheikhy, 2014), speaking (Soodmand & Rahimi, 2014), reading comprehension (Barjesteh & Vaseghi, 2012; Fahim & Haghighi, 2014), and others. Consequently, numerous studies have demonstrated that critical thinking is evidently related to The Bloom's taxonomy, particularly the skills of analyzing, evaluating, and creating (Aghaei et al., 2018); (Wilson, 2016); (Mbato, 2019); (Mall-amiri & Sheikhy, 2014); (Soodmand & Rahimi, 2014); (Barjesteh & (...truncated)