Evaluation of Pupils' Mathematical Problem-Solving Skills: A Literature Review of HOTS-Based Instruments and Assessment Rubrics

Assessing pupils’ mathematical problem-solving skills requires an instrument capable of revealing both the quality of their thought processes and the accuracy of their solutions. This article aims to examine the characteristics and quality of Higher Order Thinking Skills (HOTS)-based instruments, as well as the design and use of assessment rubrics to evaluate pupils’ mathematical problem-solving skills. The method used was a literature review employing a descriptive-qualitative approach. The findings indicate that the characteristics of HOTS instruments need to be determined based on the demands of the cognitive process, rather than solely on the complexity of calculations or the use of real-life contexts. Instruments need to align ability indicators, task requirements and expected evidence of responses, and be supported by relevant evidence of validity and reliability. Assessment rubrics complement the instruments through criteria and descriptors that distinguish the quality of problem understanding, strategy selection, problem-solving execution, and interpretation of results. Analytical rubrics can provide detailed information regarding pupils’ abilities, but consistent application requires clarity in descriptors, response examples, and alignment of assessors’ perceptions. This study concludes that the integration of HOTS-based instruments and assessment rubrics forms the foundation for process- and outcome-oriented evaluation, whilst also providing information for feedback and the improvement of mathematics learning.