While Bloom’s taxonomy is a well-established learning hierarchy, higher-order thinking skills (HOTS), defined as the three upper levels, are seldom attained due to traditional teaching practices and time constraints of units or subjects. Therefore, adopting innovative pedagogy models like experiential learning provides opportunities for the demonstration and development of HOTS. The study’s objective shows that field trips are crucial components of experiential learning, and when designed with a purpose, promote higher-order thinking skills. This study used a descriptive design, specifically videos, to collect qualitative data for small sample sizes followed by a structured questionnaire consisting of closed questions. All videos were transcribed, and thematic analyses were used. The quantitative data were analysed descriptively, and data were presented using frequency distribution. It was found that this field trip assessment design enabled the skills demonstration spanning Bloom’s learning spectrum. Furthermore, HOTS were used more frequently than basic thinking skills. A quantitative survey on student perceptions revealed that pre-trip activities are equally important as during-trip activities. Findings from this exploratory study provide insights for future education-related research in the field of HOTS, transferable skills, and values.

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