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Research Article

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

Authors

  • Darryl Jhet P. Bartolome College of Arts and Sciences, Nueva Vizcaya State University, Bayombong, Nueva Vizcaya, Philippines https://orcid.org/0009-0002-9457-2896

    djbart178@gmail.com

  • Jane D. Navalta College of Arts and Sciences, Nueva Vizcaya State University, Bayombong, Nueva Vizcaya, Philippines

Abstract

This study examined the alignment between the Table of Specifications (TOS) and periodical examinations in Grade 6 Mathematics at San Mateo West Central School during the 2023–2024 academic year, focusing on the cognitive distribution of test items using Bloom’s Revised Taxonomy. Employing a descriptive-comparative design, the research analyzed both the initial teacher-classified TOS and a re-evaluated version through taxonomic content analysis. Findings revealed that teachers initially overestimated the cognitive demand of test items, with a significant emphasis on lower-order thinking skills (LOTS), particularly understanding (56.5%), and minimal representation of higher-order thinking skills (HOTS), such as evaluating (8.5%) and creating (1.5%). Upon reclassification, the majority of test items fell under the applying level (72.5%), with creating questions entirely absent. This discrepancy indicated a misalignment between intended learning outcomes and actual assessments. The study also identified key strengths, such as the emphasis on procedural knowledge, and notable weaknesses, particularly the imbalanced cognitive distribution and lack of HOTS representation. Based on these findings, the study will serve as a basis for assessment program enhancement titled “Strengthening Teachers’ Competence in Test Construction” to enhance teachers’ ability to classify and construct valid, reliable test items across cognitive levels. The study accentuates the necessity of targeted teacher training and policy reform to promote assessments that better support critical thinking, creativity, and real-world application.

Keywords:

Cognitive Level Table of Specifications Taxonomic Content Analysis Test Items

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(2), (2025)

Pages

194-207

Published

11-10-2025

How to Cite

Bartolome, D. J. P., & Navalta, J. D. (2025). Misalignment in Cognitive Levels: A Taxonomic Analysis of Tables of Specification and Mathematics Examinations. Journal of Education, Learning, and Management, 2(2), 194-207. https://doi.org/10.69739/jelm.v2i2.1025

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