Vol.8, No.1, February 2019.                                                                                                                                                                             ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

Using Peer Assessment to Enhance Higher Order Thinking Skills


Stanka Hadzhikoleva, Emil Hadzhikolev, Nikolay Kasakliev


© 2019 Stanka Hadzhikoleva, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 8, Issue 1, Pages 242-247, ISSN 2217-8309, DOI: 10.18421/TEM81-34, February 2019.


Received: 02 November 2018.
Accepted: 10 January 2019.
Published: 27 February 2019.




One of the priorities in the European Higher Education area is the task of attracting young people wishing to engage in science and development of their creative potential. The aim is to promote the interest of children, young people and the public in researches and their application in business. Essential for young people's success are their critical thinking skills, knowledge application and problem-solving skills, as well as assessment skills. The article proposes a methodology for assessment of higher order thinking skills based on Bloom’s Taxonomy. It provides a mechanism for systematic assessment of diverse skills from different levels of Bloom's cognitive domain. It is suitable for training students who have ambitions to become highly qualified specialists - scholars, medics, pedagogues, economists, legal practitioners, criminologists, etc.


Keywords – higher order thinking skills, critical thinking skills, methodology for assessment of higher order thinking skills.



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