Assessment plays a crucial role in the learning process and significantly impacts students’ understanding of tasks and their engagement. With the increasing popularity of e-learning, cognitive assessment methods are becoming more prevalent, and they can help develop students’ high-order thinking skills (HOTS). Thinking-Aloud Peer Assessment (TAPA) is one such method that enables students to provide feedback on their peers’ assignments while articulating their thinking processes. This study aims to investigate the impact of TAPA on HOTS in elementary school students. The four-week TAPA method was used to assess the students’ math lessons in e-learning. Pre- and post-tests using the Ricketts Critical Thinking Questionnaire and Cassidy and Long Problem-Solving Questionnaire were conducted to measure the method’s effect on the student’s HOTS. The questionnaires’ reliability was calculated using Cronbach’s alpha coefficient, resulting in scores of 0.84 and 0.81, respectively. Data analysis involved an analysis of variance test, revealing a significant difference between the experimental and control groups in all questionnaire components. The results suggest that the TAPA method can positively impact the development of students’ HOTS. Overall, the study highlights the potential of TAPA as a valuable tool for fostering HOTS. By addressing its limitations and building upon its strengths, educators can leverage this method to better equip students for their cognitive development in eLearning environments.

评估在学习过程中起着至关重要的作用，并显着影响学生对任务的理解和参与度。随着电子学习的日益普及，认知评估方法变得越来越普遍，它们可以帮助培养学生的高阶思维技能（HOTS）。有声思考同伴评估（TAPA）就是这样一种方法，它使学生能够在阐明他们的思维过程的同时，对同伴的作业提供反馈。本研究旨在调查 TAPA 对小学生 HOTS 的影响。采用为期 4 周的 TAPA 方法来评估学生在电子学习中的数学课程。使用 Ricketts 批判性思维问卷和 Cassidy 和长问题解决问卷进行事前和事后测试，以衡量该方法对学生 HOTS 的影响。使用Cronbach's alpha系数计算问卷的可靠性，得分分别为0.84和0.81。数据分析涉及方差检验分析，揭示了实验组和对照组在所有问卷组成部分之间的显着差异。结果表明，TAPA 方法可以对学生 HOTS 的发展产生积极影响。总体而言，该研究强调了 TAPA 作为促进 HOTS 的宝贵工具的潜力。通过解决其局限性并发挥其优势，教育工作者可以利用这种方法更好地帮助学生在电子学习环境中进行认知发展。