Higher-Order Thinking Skills (HOTS) must be implemented in every subject, including the English Language in the 2013 curriculum by the Ministry of Education and Culture in Indonesia. HOTS is the upper three levels of cognitive learning (analyzing, evaluating, and creating) coined by Bloom, known as Bloom's Taxonomy. The concepts of HOTS are too vague to guide the teacher in teaching and assessing HOTS because the construct of HOTS is abstract and multi-nature. HOTS assessment has also been

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... nded because every teacher has their perceptions in assessing different students. Therefore, this study investigates EFL teachers' strategies in assessing students' HOTS and its challenges. The research used a qualitative method, particularly descriptive study-the data about how teachers assess students' HOTS and its challenges collected through questionnaires and an interview. The research participants were EFL teachers of public schools in Indonesia. The findings indicated that from 22 EFL teachers, the strategies used mostly are summative assessment and authentic assessment in assessing students' HOTS. Besides, the teachers never made HOTS questions because of a lack of understanding of HOTS assessment. This implied that teachers faced challenges in assessing students' HOTS. The challenges are divided into two aspects; teachers' understanding of the concept of HOTS assessment and students' aspects.