The main objective of this qualitative-quantitative content analysis study was to compare IELTS Academic and TOEFL iBT four modules in terms of the cognition and knowledge dimensions of Revised Bloom’s taxonomy. To this end, two authentic tests including all major modules of speaking, listening, reading, and writing in each domain, namely iBT TOEFL and IELTS Academic exams were analyzed qualitatively and quantitatively. These tests were randomly selected from the collection of authentic tests available in trustworthy resources. The contents of these tests were codified using a coding scheme developed by Razmjoo and Kazempourfard (2012). In this coding scheme, English alphabets and numbers were assigned to levels of cognition and knowledge, respectively. The results indicated that in general TOEFL iBT codes are more inclined toward the higher orders of thinking and knowledge and the codes are not noticeably divergent; while, the majority of the codes in the IELTS Academic test are skewed toward the lower codes of the BRT. This shows the higher stance of the TOEFL iBT test concerning the higher orders of thinking and knowledge in the BRT. A significant difference was also found between the TOEFL iBT and IELTS Academic tests concerning the highest and the lowest levels of BRT.
