Textbooks are an essential learning resource to provide crucial material mastery in schools. Reading plays an important role in conveying the material in the textbook, yet students often struggle to interpret the idea or meaning from the texts. To determine whether the students understand the reading material, it is necessary to check their understanding through a reading assessment. Reading assessments are necessary to improve students' comprehension and supporting instructional decisions. The process of reading assessment will indirectly develop students’ critical thinking. However, not all textbooks published have make a balance frequency of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in their reading assessment. One of the textbooks that provide reading assessments is the “English for Nusantara” textbook for Junior High School Students 7th Grade. This study used a checklist instrument to collecting data. This study aims to 1) identify the types of reading comprehension assessments that are developed in the "English for Nusantara" textbook, and 2) analyze the types of reading comprehension assessments in the "English for Nusantara" textbook that represent higher-order thinking from the perspective of revised Bloom's taxonomy. The findings reveal two main points. Firstly, there are 135 reading assessments categorized as perceptive, selective, interactive, and extensive readings, with interactive reading being the most dominant types of reading. Secondly, the distribution of LOTS accounts for 79% dominated with remembering (C1). While, HOTS represents 21% dominated with analyzing (C4). This suggests a lower proportion of HOTS compared to LOTS in the “English for Nusantara” textbook.