October 12, 2025Open Access

Misalignment in Cognitive Levels: A Taxonomic Analysis of Tables of Specification and Mathematics Examinations

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Descriptive-comparative analysis shows misalignment in cognitive levels of math assessments, suggesting improvements in teacher training and testing.

Teachers overestimated cognitive demand, emphasizing lower-order thinking skills with 56.5% in understanding.
Most test items were at the applying level (72.5%), while higher-order thinking skills like creating were absent.
The study utilized a descriptive-comparative design, analyzing both the initial and re-evaluated Tables of Specifications.
Findings highlight the need for targeted teacher training to improve assessment practices and better support critical thinking.

Bartolome et al. (2025) studied this question.

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Descriptive-comparative analysis shows misalignment in cognitive levels of math assessments, suggesting improvements in teacher training and testing.