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Some studies showed that critical thinking, particularly in Indonesia still is rarely promoted in a classroom even though many experts noted that critical thinking is a crucial concern in the education field. Thus this paper aimed at proposing the use of the revised Bloom taxonomy to explore critical thinking of university students through language assessment. The article provides the empirical evidence theory about the tremendous benefit of the revised Bloom’s theory in language assessment in promoting critical thinking skills of university students. To start with, this recent paper presents the previous studies which stated that critical thinking has been investigated in several areas in language teaching but not deal with language assessment based on the revised Bloom’s taxonomy. Before the topic of promoting critical thinking can be addressed, it is essential to present the six-level of Anderson and Krathwohl (2001) taxonomy which is then called the revised Bloom’s taxonomy. Then this paper explains in what ways the revised Bloom’s taxonomy in language assessment works to promote university students’ critical thinking skills. To complete the paper, a summary is displayed at the end of the paper to accommodate the overview of the main point of the paper Keywords—critical thinking; the revised Bloom’s taxonomy; language assessment.

Promoting University Students’ Critical Thinking Skills through Implementation of the Revised Bloom’s Taxonomy in Language Assessment: A Theoretical Prespective