A revised bloom's taxonomy evaluation of formal written language test items

This paper aims to portray the appropriateness of test items in language tests according Bloom's Taxonomy. Thirty written created by EFL lecturers were analyzed. Document analysis was applied, data categorized and examined. In for remembering, ‘crucial questions finding specific examples or data, general concepts ideas, abstracting themes comprehension test. Completing particular projects solve issues applying test, whereas SWOT conducted analyzing strategic plan should be demonstrated evaluation last, creating new things idea created, generalizing make conclusion. The findings item using remembering mental level stood at 66%, understanding 16%, 2%. While gets 9%, evaluating 2%, group 5%. addresses disparity between LOTs HOTs usage. Hence, Bloom taxonomy not distributed well tests. Keywords: items, formal tests, Revised