<![CDATA[Training on writing assessments based on Bloom's Taxonomy is a strategic step in improving the quality of education, especially for students of the Primary School Teacher Education Study Program (PGSD) at STKIP Melawi. This research aims to design, implement, and evaluate effective assessment writing training using Bloom's Taxonomy framework, which includes six cognitive levels: knowledge, understanding, application, analysis, synthesis, and evaluation. The method used in this research is a quasi-experimental approach with a pretest-posttest design in the experimental group. This training was attended by 30 randomly selected PGSD students. Before the training, participants were given a pretest to measure their initial abilities in writing Bloom's Taxonomy-based assessments. During the training, students are taught how to formulate learning objectives, compose assessment questions, and carry out assessments appropriate to each cognitive level. After training, a posttest is carried out to measure the increase in student abilities. The research results showed a significant increase in students' ability to write Bloom's Taxonomy-based assessments after attending the training. The average posttest score increased compared to the pretest, indicating the effectiveness of this training. Additionally, students reported an increase in their understanding of the importance of this taxonomy in creating comprehensive and in-depth assessments. Bloom's Taxonomy-based assessment writing training has proven effective in improving the ability of PGSD STKIP Melawi students in preparing better and more meaningful assessments. It is hoped that the results of this research can become the basis for developing similar training programs in other educational institutions, in order to increase the competency of prospective teachers in designing assessments that are able to measure various students' cognitive levels holistically.]]>
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