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

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.
Keywords Revised Bloom’s Taxonomy, Physics education, Assessment literacy,
Cognitive process dimension, Knowledge dimension, High school teachers

Daftar Penulis (Authors)