Teaching and testing have evolved significantly over the years, incorporating technological advancements and innovative pedagogical strategies to enhance student learning and assessment. There have been many changes in testing procedures in recent years. It is the assessment system that has the most discerning effect on learning. The present study aims to assess the use of taxonomy while designing question papers and developing test items. The paper comprises a reflective analysis of I B. Tech. question paper of two Engineering Colleges, affiliated with JNTU & Osmania University, Hyderabad. Questions were analyzed individually to examine if the taxonomy was used in each question and the type of cognition was analyzed from each question. Bloom's hierarchy of cognitive learning was employed to categorize and modify the data. While most questions in the papers incorporated action verbs, they predominantly assessed lower-order thinking skills, thereby limiting the evaluation of higher-order thinking skills. The written examination greatly assessed understanding and remembering components of the cognitive domain. To effectively stimulate students' cognitive abilities, it is crucial to enhance the evaluation of their mental and reasoning skills. This can be achieved by crafting balanced questions that target both lower-order thinking skills (LOTS) and higherorder thinking skills (HOTS).