OPERATIONALIZING BLOOM'S TAXONOMY FOR THE ASSESSMENT OF COMMUNICATIVE OUTPUT IN ENGLISH LANGUAGE CLASSROOMS

The assessment of productive skills (speaking and writing) remains a central challenge in English language teaching due to the complex interplay among linguistic, cognitive, and communicative competencies. Bloom’s Taxonomy offers a hierarchical cognitive framework that can enhance assessment validity and reliability by targeting cognitive processes beyond mere linguistic accuracy. This paper examines how the revised Bloom’s Taxonomy can be systematically incorporated into productive skills assessment. Drawing on cognitive and pedagogical literature, the study outlines an analytical model linking cognitive levels with assessment descriptors and task types. Furthermore, it discusses implications for scoring rubrics, curriculum alignment, and teacher assessment literacy. The findings suggest that Bloom’s-based assessment facilitates higher-order thinking, fosters learner autonomy, and promotes deeper communicative competence, thereby supporting more equitable and cognitively informed evaluation practices.