Designing Effective Computerized Assessments for Promoting Higher-Order Thinking Skills in Online Environments


Adaptive learning, Computerised assessments, Higher-order thinking skills, Online education. Critical thinking


            Developing higher-order thinking is crucial to promoting in-depth learning in virtual learning environments. The study investigates the possibility of computerised tests that align with Bloom's Taxonomy to improve higher-order thinking among a varied population of online students to fill the current research gap. Qualitative data via structured student interviews and quantitative data from computerised assessments were collected. Online students participating in the "Essentials of Spoken and Presentation Skills" course were given various evaluation items corresponding to Bloom's Taxonomy's hierarchical structure. The research results provide evidence-based recommendations for using computerised tests to encourage higher-order thinking skills successfully. These insights can assist educators and instructional designers in creating interesting and valuable learning experiences for the online learning environment. Based on their comments in the structured interviews, students in the experimental group strongly believed that the course contents and activities had improved their higher-order thinking. The outcomes of performance tests showed that students participating in higher-level activities significantly improved. A thorough understanding of the efficiency of computerised examinations in promoting critical thinking, analysis, evaluation, and creativity among online students will result from such extensive research endeavours.


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