19 Tarling: Journal of Language Educaton Vol. 4, No. 1, Desember 2020 htp://ejournal.iainpurwokerto.ac.id/index.php/tarling/index Submission : 2020-07-16 Accepted : 2020-12-07 Revision : 2020-09-02 Publishion : 2020-12-09 Hots-Based Analysis on English Reading Comprehension Formative Assessment Aulia Putri Ardiana*; Agus Husein As Sabiq IAIN Purwokerto, Indonesia aulia.ardiana@gmail.com Absrak The Minisry of Education and Culture has directed the assessment model at Higher-order Thinking Skills (HOTS), but in reality, sudents are less trained in solving the model of this assessment. This cause the learning outcomes of sudents tend to be less by the teachers. Therefore, the assessments made by teachers should be on the basis of HOTS. This sudy aimed to fnd out the assessment level of reading comprehension formative assessment adminisered by the English teachers in reference to HOTS. This research is classifed as quantitative descriptive research involving two English teachers in SMA 2 Brebes. The items of formative assessment are analyzed using the cognitive level of the revised Bloom. As the results, the researchers fnd that the quesions categorized as HOTS level obtain 18 out of 91 quesions or (19.78%). Meanwhile, 73 out of 91 quesions or (80.22%) are categorized as LOTS level. It can be implied that HOTS based quesions are not at the dominant level. However, the tes meets the requirements of minimum sandard by the Minisry of Education and Culture in the National Exam (UN) that is between 15%-20%. But, it is sill a little bit less to the position of PISA quesions which requires 20%. Keywords: HOTS, LOTS, Formative Assessment, Reading Comprehension. https://doi.org/10.24090/tarling.v4i1.3975