This research uses Bloom's taxonomy in English-language writing and speaking skills assessment rubrics. A descriptive qualitative research method was adopted, and data were collected through observations, interviews, and English major students' course grades. Five lecturers and 25 students participated in the research, and the findings revealed that applying Bloom's taxonomy in an assessment rubric focuses on cognitive assessment at the two lowest levels, namely knowledge and understanding. We also identified five benefits of applying Bloom's taxonomy, mainly motivating students and improving learning performance based on the criteria. Therefore, the assessments helped the lecturers and students achieve their teaching and learning goals. The findings presented here have implications for developing learning curricula, improving basic competencies, creating indicators for achieving semester learning plans, and achieving educational goals at local and international levels.