Understanding Mathematics Teachers' Assessment Practices: Experiences in Using the Revised Bloom's Taxonomy for Summative Assessment

Abstract

Summative assessment is a fundamental component of mathematics instruction, providing evidence of learners' achievement of intended learning outcomes. The Revised Bloom's Taxonomy has become an important framework for designing assessments that measure varying levels of cognitive processes, from remembering and understanding to analyzing, evaluating, and creating. This study explored the assessment practices and experiences of mathematics teachers in using the Revised Bloom's Taxonomy when developing summative assessments. A qualitative phenomenological research design was employed involving ten mathematics teachers selected through purposive sampling from public secondary schools. Data were gathered through semi-structured interviews, document analysis of teacher-made summative tests, and classroom observations and were analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers intentionally designed assessment items that reflected varying cognitive levels, balanced lower- and higher-order thinking skills, aligned assessments with curriculum competencies, and continuously refined their assessment practices through professional reflection and collaboration. Participants also encountered challenges related to item construction, time constraints, and designing higher-order thinking questions. The study highlights the importance of assessment literacy, sustained professional development, and collaborative assessment design in strengthening classroom assessment practices. The findings provide valuable insights for curriculum developers, school leaders, and mathematics teachers in improving the quality of summative assessment.