This research aimed to find (1) the influence of open-book strategy on the achievement of higher-order thinking skill (HOTS) in multiple-choice questions, (2) the influence of Bloom's taxonomy comprehension on the achievement of HOTS in multiple-choice questions, and (3) interaction between Bloom's taxonomy comprehension and drafting strategy on the achievement of HOTS in multiple-choice questions. This study used an experimental design with 50 pre-service teacher students divided into 24 students in the experimental and 26 students in the control groups. The data analysis used the descriptive analysis and the 2 x 2 factorial analysis of variance. The results showed no significant effect from the open- book strategy on the achievement of HOTS in multiple-choice questions. Second, Bloom's taxonomy comprehension influenced the achievement of HOTS in multiple-choice questions. Third, there was no significant interaction between Bloom's taxonomy and drafting strategy to achieve HOTS in multiple-choice questions. However, the open-book strategy tended to improve the HOTS group with lower Bloom's taxonomy comprehension.

Topics
Students, Educational assessment, Bloom's taxonomy, Teaching, Books, Analysis of variance
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