This investigation seeks to improve Higher-Order Thinking Skills (HOTS) assessments in English items for Japanese national and public university entrance exams by analyzing 115 items from 65 universities. Focusing on these items’ types, formats, and features, the study identifies key deficiencies—such as 53.9% lacking necessary texts or diagrams for resolution—and proposes targeted enhancements illustrated with examples from Kobe University. The findings advocate for a refined approach to developing unbiased and cognitively demanding HOTS items, including a strategic pairing of Lower-Order Thinking Skills (LOTS) items preceding HOTS items to progressively assess candidates’ cognitive abilities. The study also explores the potential for assessing HOTS through well-designed multiple-choice items alongside traditional descriptive formats to measure advanced cognitive skills, thereby enhancing educational evaluation more effectively.