Abstract
Assessment plays a vital role in teaching and learning by providing evidence of learners’ attainment of intended learning outcomes and supporting the development of Higher-Order Thinking Skills (HOTS). In response to the MATATAG Curriculum, this study developed and evaluated formative and summative assessment tools aligned with the learning competencies and designed to promote HOTS in Araling Panlipunan 10. Forty-two (42) Araling Panlipunan teachers and assessment experts from selected public secondary schools under the Schools Division Office of Cabanatuan City served as evaluators. The study aimed to: (1) develop assessment tools promoting HOTS; (2) evaluate the tools in terms of content and construct validity, test construction, and alignment with intended learning outcomes and HOTS; (3) determine whether a significant difference existed between teachers’ and experts’ evaluations; and (4) identify recommendations for improvement. A developmental research design using a Research and Development (R&D) approach with an evaluative component was employed. The tools were developed through identification of learning competencies and assessment objectives, preparation of a Table of Specifications (TOS), test construction, and refinement based on evaluator feedback. Weighted mean and an inferential statistical test were used to analyze quantitative data, while qualitative feedback was examined for improvement. Findings showed that both groups rated the tools as Strongly Agree across the criteria, with no significant difference between their evaluations. The tools were found to be valid, well-constructed, and aligned with intended learning outcomes and HOTS. The study recommends their use as supplementary assessment resources and further refinement through classroom implementation and reliability testing.