Abstract

As mathematics education shifts toward critical thinking, problem-solving, and higher-order cognitive skills, assessment practices must evolve beyond traditional knowledge recall. This study examines the relationship between assessment practices and cognitive demand among public secondary school mathematics teachers in Nueva Vizcaya, Philippines. Employing a quantitative descriptive-correlational design supplemented by content analysis, the study investigates teachers’ assessment planning, item construction, implementation, and evaluation practices. Using Bloom’s Revised Taxonomy, teacher-developed assessment items are classified according to six cognitive levels to determine their alignment with intended learning outcomes. Findings from a simulated sample of 120 mathematics teachers and 1,200 assessment items suggest strong assessment practices but uneven cognitive demand, with 73% of items concentrated at remembering, understanding, and applying levels. The hypothetical cognitive alignment index of 59.5% indicates potential gaps between intended competencies and actual assessment tasks, while a simulated positive correlation (r = .56) suggests an association between assessment practices and cognitive alignment. These preliminary illustrations inform the proposed Cognitive Alignment-Based Mathematics Assessment Enhancement Framework, emphasizing competency mapping, assessment design, validation, and continuous improvement. The study highlights the potential of taxonomy-guided assessment practices to promote meaningful mathematical reasoning, strengthen assessment literacy, and support more cognitively responsive mathematics education.