The study analyses the scope and role of Bloom's Taxonomy (1956) in reforming teaching-learning practices in the classroom by employing a systematic balance of questions from both the lower and higher domains of learning in the summative assessment. Thus, this study analyses the annual question papers designed by the Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad, Sukkur, and Mirpurkhas for the subject of English grade XII from the year 2014 to 2018. It employs Bloom's Taxonomy to analyze and categorize each item included in these annual question papers to ascertain the higher and lower domains of learning. At Sindh province level, it has been found that 74% of questions refer to the lower domains whereas only 26% are used for higher domains. Given the formative assessment practices, teachers and students remain focused only on the lower domains, but by altering the course, the pedagogical practices and teaching-learning process in Sindh province can remarkably be reformed and transformed from sheer memorization and rote-learning to critical thinking, solution-making, knowledge-building process, and analytical skills.