Аннотация
Background In the era of rapid technological advancement, Science, Technology, Engineering, and Mathematics (STEM) education is crucial for equipping students with the skills to solve complex real-world problems. However, designing assessment tasks that foster higher-order thinking skills while optimizing cognitive resources remains a key challenge.Purpose This paper addresses this challenge by integrating two influential frameworks: Bloom’s Revised Taxonomy, which categorizes cognitive processes into six hierarchical levels, and Cognitive Load Theory, which optimizes cognitive resources by distinguishing among three types of cognitive load.Sample As a theoretical paper, no empirical sample was analysed; the focus is on conceptual integration to inform future studies.Design and methods This study integrates two frameworks through a constructivist lens, mapping cognitive processes to cognitive load. A literature review informed a theoretical model linking prior knowledge, cognitive load, and cognitive processes in the context of STEM assessment.Result The integration of Bloom’s Revised Taxonomy and Cognitive Load Theory yields a unified framework for assessment design, clarifying how cognitive processes correspond to load types. The framework emphasizes schema acquisition and higher-order thinking as essential for cultivating 21st-century skills such as scientific creativity. In addition, the model generates a set of research questions and hypotheses to guide future empirical investigations in STEM education.Conclusion This integrated approach is the first to systematically articulate the relationships between cognitive load types and both lower- and higher-order thinking skills, thereby providing a theoretical foundation for enhancing the efficiency and effectiveness of assessment design in STEM education.