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AbstractThis phenomenological inquiry explored the experiences of teachers in assessing higher order thinking skills of secondary students in mathematics lessons at Banaybanay District, Division of Davao Oriental. In exploring the experiences of the ten participants, I employed the qualitative primary instrument of data gathering was through in-depth interview. Major findings phenomenological study of which revealed that on the experiences of teachers, the following were the emergent themes namely challenges in designing appropriate assessment tools, strategies for encouraging higher-order thinking, and balancing standardized testing and higher- order thinking assessment. In addition, on their coping mechanisms from the challenges encountered, the following three themes emerged namely adaptation of instructional approaches, collaborative professional development, and effective feedback and communication. Lastly, on the teachersinsights, the following three themes emerged specifically nuances in student progress and understanding, impact on teaching pedagogy and curriculum design, and strategies for continuous improvement. Findings can inform the development of teacher training programs that specifically target the design and implementation of assessments aimed at evaluating higher-order cognitive processes. Professional development initiatives should focus on equipping educators with the skills and strategies necessary to effectively assess critical thinking, problem-solving, and analytical abilities. Additionally, the research may shed light on the need for curricular adjustments, emphasizing the integration of activities that foster higher-order thinking throughout the mathematics curriculum. The research may have implications for the adoption of innovative instructional technologies that facilitate the assessment of HOTS in a more dynamic and engaging manner.Keywords: Higher order thinking skills, secondary students, mathematics, phenomenology

Copyright © 2025 Diane R. Masong. This is an open access article distributed under the Creative Commons Attribution License.