Higher and lower-order cognitive skills: The case of chemistry

A major driving force in the current effort to reform science education is the conviction that it is vital for our students to develop their higher-order cognitive skills capacity in order to function effectively in our modern, complex science and technology-based society. In line with this rationale, this study focuses on the use of examinations for studying student performance in chemistry examination on items that require higher-order cognitive skills (HOCS) or lower-order cognitive skills (LOGS). This usage of examinations is explored and demonstrated via "post-factum" data analysis of two case studies: the General Examination (in chemistry) and the Panhellenic Chemistry Competition administered nationally in Greece for secondary-school graduates in 1991. The main findings were: (a) students performed considerably lower on questions requiring HOCS than on those requiring LOGS; (b) performance on questions requiring HOCS may not correlate with that on questions requiring LOGS for which affective factors, LOCS-orientation in teaching and the extent of prior examination preparation may be responsible; and (c) examinations that contain items of both types can be effectively used to identify HOCS- and LOGS- students within various contexts of chemistry teaching. Based on the above and previous related studies, the fostering of students' HOCS by appropriate teaching and assessment strategies is advocated.