EVALUATING READING ASSESSMENTS THROUGH THE LENS OF BLOOM'S TAXONOMY

Reading assessments play a central role in measuring students’ progress and language proficiency in ESL contexts. However, many assessments focus mainly on lower-order thinking skills, which may not reflect the true range of reading comprehension abilities. This article evaluates the design of reading assessments for B2-level ESL learners using Bloom’s Taxonomy as a framework. It examines whether typical reading tasks assess various cognitive skills, from basic understanding to higher-level analysis and creation. The article suggests practical improvements that could make assessments more comprehensive and aligned with real-world reading demands.