New Perspectives in Science Education

The significance of tasks and assessments in the development of Higher-Order Thinking Skills (HOTS) among students is pivotal. This study was undertaken to address a central research question: How can the development of HOTS among first-year calculus students be assessed? To guide the investigation, a sub-question was formulated: What type of assessment questions can be designed to help students develop HOTS? The study focused on improving problem-solving abilities in first-year calculus students by developing HOTS at the UKZN. Three participants, one from Math 130 and two from Math 140, engaged in the study. The primary objective was to create purposeful assessment questions aligned with module content to foster the development of HOTS. To effectively develop HOTS through assessment, it is crucial to formulate assessments with well-structured formats featuring relevant questions and tasks. These assessments not only promote HOTS development but also offer insights into students' higher-order thinking abilities. An analysis of written responses and interviews revealed lack in critical thinking and problem-solving skills. For example, students struggled to identify applications of mathematics and establish linkages between derivatives of a function and trigonometry, exposing shortcomings in their higher-order thinking skills. These findings contribute to understanding how well-designed assessment questions can evaluate the development of HOTS among first-year calculus students. By refining assessment strategies, educators can foster higher-order thinking skills in their students, promoting a more comprehensive understanding of the subject matter.