Abstract: The aim of this study was to review the teachers awareness profile, stages of concern and the teachers views towards the application of HOTS in SBA. There are seven stages of concern that have been studied namely: awareness, informational, personal, management, consequence, collaboration and refocusing. Concerns Based Adoption Model (CBAM) is a model used to obtain the profile and stages of concern among teachers in applying HOTS in SBA. A questionnaire has been adapted and modified in line with the objectives of the study. A total of 206 teachers who are pursuing a master degree have been randomly selected for this study. Results showed that the means for each stage of concern are as follows: awareness = 4.346; information = 4.846; personal = 5.07; management = 4.874; collaboration = 4.632 and refocusing = 4.702). This means all the teachers showed a high level of awareness for all the stages of concern. Teachers have a high level of awareness towards the application of HOTS in SBA. There are some aspects of concerns that can be improved such as awareness and informational. This can be proved through the analysis in the second stage, especially in the information domain which found that teachers lack the knowledge to apply HOTS. Most of the teachers interviewed thought HOTS application is the best way to produce students who are wise think to coincide with the wishes of the 21st century. The study findings have shown that the respondents have not yet reached the stage of very high concern. The respondents concern at high level can be categorized as new users who are already thinking about the application of HOTS in SBA. However, information on HOTS in SBA is still limited and teachers are still searching on how to apply it in teaching and learning.
Nurulwahida Hj Azid, Mardzelah Makhsin, Rozalina Khalid, Ridzuan Hashim and Norasmah Othman, 2018. Teachers Awareness Profiles and Stages of Concern Regarding the Application of Higher Order Thinking Skill (HOTS) in School Based Assessment (SBA). The Social Sciences, 13: 590-595.