Journal of Educational Measurement, Evaluation and Research

ABSTRACT

The rapid expansion of digital learning environments has transformed educational practices, necessitating innovative approaches to assessment. Measuring higher-order thinking skills (HOTS), such as analysis, evaluation, and creativity, presents unique challenges in online contexts. This study explores the development and validation of assessment tools designed to measure HOTS in digital learning environments. Using a mixed-method approach, the research integrates theoretical frameworks, digital assessment strategies, and psychometric validation techniques. The findings reveal that technology-enabled assessments, when properly designed, can effectively capture complex cognitive processes. The study contributes to advancing digital pedagogy by providing a structured model for measuring higher-order thinking skills.

KEYWORDS: Higher-Order Thinking Skills, Digital Learning, Assessment, Bloom’s Taxonomy, Educational Measurement, Psychometrics