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Determining instructions of higher-order thinking skills (HOTS) in the Curriculum 2013, teachers so far still meet some difficulties. One of the constraints is due to teachers’ knowledge of designing HOTS assessments appropriately. As a result, this paper presents research findings on teachers’ understanding of constructing HOTS assessment. A case study was done with two instruments, namely document analysis in the form of teacher-made assessments and interviews with the teachers. The participants of this study were two English teachers from different Junior High Schoolsone public and private schools which have implemented the Curriculum 2013. The teachers got misconceptions about HOTS-based assessment particularly in difficulty level of the assessment materials instead of the cognitive complexity. Consequently, the assessment materials may only promote the students’ HOTs especially dealing with analyzing and evaluating skills. Meanwhile, creating skills has not been constructed in the assessment. In addition, the interview results with the teachers also claimed that multiplechoices were still considered as the most appropriate assessment to measure the students’ HOTS compared to essay and openended questions. The analysis results also showed that creating as the highest level of HOTS was mostly demonstrated in the form of written products of the students. Overall, it is concluded that the teachers’ understanding of HOTS-based assessment was relatively low and needs to be improved through attending some training, workshops, and seminars.

Teachers’ Understanding in Constructing Higher Order Thinking-Based Assessments: Voice from English Teachers’ Experience