Abstrak / Ringkasan
Cognitive assessment is a crucial component of the learning evaluation process in elementary schools, as it measures students’ thinking abilities from basic to higher-order levels. This domain includes remembering, understanding, applying, analyzing, evaluating, and creating. This article aims to analyze the implementation of cognitive assessment in the 2013 Curriculum and the Merdeka Curriculum. The research method employed is a literature review through analysis of curriculum policy documents and relevant theories of cognitive assessment. The findings indicate that the 2013 Curriculum emphasizes authentic assessment based on competency mastery standards, while the Merdeka Curriculum focuses on flexibility and formative assessment oriented toward individual student development. Therefore, although both curricula aim to measure cognitive competence, they differ in approaches, instruments, and technical implementation.