Developing Teachers’ Competence in Designing Hots-Based Assessments Through Professional Training Programs: A Quantitative Evaluation
DOI:
https://doi.org/10.64008/jdpp.v2i2.71Keywords:
educational service, HOTS assessment, professional training, quantitative evaluation, teacher competenceAbstract
This community service study aimed to develop teachers’ competence in designing Higher Order Thinking Skills (HOTS)-based assessments through a professional training program conducted at MA Al Ulum, Siak Regency, in March 2026. The participants consisted of 21 teachers from various subject areas. The service employed a one-group pretest–posttest quantitative evaluation design. The implementation flow included needs analysis, preparation of training modules, workshops on HOTS assessment principles, guided instrument development, peer review sessions, classroom-based simulations, and post-training evaluation. Data were collected through competency tests, observation sheets, and participant response questionnaires, then analyzed descriptively and inferentially. The results indicated a significant improvement in teachers’ competence, with the mean score increasing from 58.4 in the pretest to 84.7 in the posttest, while participant satisfaction reached 91.3%. Statistical testing showed a significant difference at p < 0.05. The findings suggest that structured professional training can effectively strengthen teachers’ pedagogical competence in constructing valid, analytical, and contextual HOTS-based assessments for classroom learning. The program also encouraged collaborative reflection and sustainable assessment practices aligned with curriculum and educational quality standards.
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