<![CDATA[This article analyzes the alignment of Islamic Religious Education assessment with Anderson-Krathwohl's revised taxonomy at MTs Nurul Yaqin, North Cikarang. It addresses the gap between teachers' recognition of C1-C6 terminology and their ability to translate the taxonomy into assessment items with clear cognitive demand. This qualitative single-case study involved three Islamic Religious Education teachers and one head of madrasah. Data were collected in the second semester of the 2025/2026 academic year through four interviews, two observation sessions, and document analysis of 14 assessment-related documents containing 160 items. The analysis used a coding matrix of cognitive process, knowledge dimension, stimulus, expected response, and scoring criteria. The findings show that teachers had sufficient declarative taxonomy knowledge but weaker operational assessment literacy. Document coding identified 62 items at C1, 50 at C2, 28 at C3, 12 at C4, 6 at C5, and 2 at C6. The main mismatch occurred when blueprints used higher-order labels, but final items only required definitions or textbook information. C6 tasks were also often treated as product assignments without analytic rubrics. The study contributes a four-layer mismatch typology: objective, stimulus, response, and scoring alignment. ]]>
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