Analyzing high school physics teachers’ understanding of cognitive process and knowledge dimensions in assessment design using the revised Bloom’s taxonomy

Abstract

Assessment plays a fundamental role in shaping the quality of science education, particularly in physics, where both conceptual understanding and procedural competence are essential. This study aims to analyze the understanding of high school physics teachers regarding the cognitive process and knowledge dimensions in assessment design based on the Revised Bloom’s Taxonomy (RBT). A total of 32 physics teachers from various regions in Indonesia participated in the study. Data were collected through document analysis of teacher-designed assessments and a questionnaire that measured their comprehension of the RBT framework. The results indicate that most teachers demonstrated a stronger grasp of the cognitive process dimension—especially in the “applying” and “analyzing” categories—while showing limited understanding of the procedural knowledge dimension. Differences were also observed based on gender and school location. These findings highlight the need for more targeted professional development programs to improve assessment literacy among physics teachers, especially in integrating both dimensions of RBT into classroom practices.