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Exploring the Role of Classroom-Based Assessments in Fostering Higher Order Thinking Skills in an All-Girls School: Challenges and Opportunities
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Dissertation
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2024-06
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Abstract
This study investigates the role of Classroom-Based Assessments (CBAs) in fostering Higher-Order Thinking Skills (HOTS) in an all-girls post-primary school in Ireland. Using a qualitative
methodology, data was collected through five semi-structured interviews with teachers of six subjects and analysed using a thematic analysis framework. The findings indicate that CBAs can
enhance HOTS, with particularly positive outcomes for high-achievers. However, logistical issues, teacher training, and large class sizes may mitigate their effectiveness. This research exposes a lack
of confidence among girls undertaking Maths CBAs, while highlighting the need to seamlessly integrate CBAs into curricula. Overcoming these challenges is key to maximising the effectiveness
of CBAs in developing HOTS.
Keywords
classroom assessment, All-girls school, Higher order thinking skills, HOTS