Development of Hots-Based Cognitive Assessment Tool in Social Science Learning Using the ASSURE Model

Abstract

The purpose of this study was to design and assess a Higher-Order Thinking Skills (HOTS)-based cognitive assessment tool for Grade 6 Araling Panlipunan learners at Sinamar Norte Elementary School and Sinamar Sur Elementary School. Employing the Research and Development (R&D) method and the ASSURE instructional design model, the study aimed to develop a valid and reliable assessment tool capable of measuring higher-order cognitive processes, particularly analysis, evaluation, and creation. The developed instrument consisted of 30 multiple-choice items aligned with the Most Essential Learning Competencies (MELCs) for Araling Panlipunan 6. Following expert validation, the assessment tool obtained a feasibility rating of 93.53%, interpreted as Highly Feasible, indicating excellent content validity and instructional quality. The finalized instrument was administered to 151 Grade 6 learners from the two participating schools for empirical validation. Item analysis revealed that the majority of the assessment items were of average difficulty and demonstrated acceptable discrimination indices. Furthermore, 27 out of the 30 items were found to be valid based on item validity testing. Reliability analysis using Cronbach’s Alpha yielded a coefficient of 0.87, indicating high internal consistency. The learners obtained a mean score of 19.84 out of 30 (66.13%), suggesting a moderate level of Higher-Order Thinking Skills. The findings indicate that the developed assessment tool possesses satisfactory psychometric properties and can serve as a practical model for Bachelor of Elementary Education (BEED) pre-service teachers in designing assessments that promote critical thinking, problem-solving, and civic engagement. The study concludes that integrating HOTS-oriented assessment tools enhances assessment literacy and supports the goals of the Philippine basic education curriculum.