<p>　　Based on the Revised Bloom’s Taxonomy, this study aimed to investigate the cognitive process levels and knowledge types measured on the English reading comprehension tests of college entrance examinations administered from 2002 to 2006 in Taiwan. A descriptive analysis was conducted to examine the similarities and differences of the content and cognitive skills intended to be assessed between the two tests, hoping to serve as a reference for English teachers while helping learners develop the needed cognitive skills in reading and test preparation. Results showed that for both tests, four major levels in the Revised Bloom’s Taxonomy (Remember, Understand, Apply, and Analyze) along with eight sub-levels, and three types of knowledge (Factual, Conceptual, and Procedural) along with three subtypes were identified, with a total of five major question types and nine subtypes of questions. Items on Remember Factual Knowledge and Understand Factual Knowledge, which belong to lower cognitive levels, were the majority in the two tests. Few items were found at higher levels of Apply and Analyze. The major differences between the SAET and the DRET were the frequency, occurrence, and distribution of items testing different cognitive sub-skills and knowledge subtypes. It was found that Executing/Apply items were more favored in the SAET, whereas the DRET had more items on Inferring (a subtype under Understand category).</p>