Benjamin Bloom's taxonomy of educational objectives plays a crucial role in developing assessments that measure higher and lower level cognitive skills. Since it is important to assess how well students master the information within the levels of the taxonomy, the present study first presents the higher and lower levels of Bloom's taxonomy and then seeks to investigate whether the exam questions of General English courses are based on both higher and lower order thinking levels. This study was carried out through qualitative methods of data collection. The findings of the study suggested that the analyzed exam papers lacked the higher level cognitive skills contained in Bloom's Taxonomy. Based on the findings, some assumptions have been made with the aim of suggesting how the exam papers which are being written or will be written should refer to Bloom's taxonomy.