The study is an attempt to find out the influence of assessment process on students higher order learning in science subjects in Bangladesh. The main objectives of the study are: (1) to identify the nature of the question items of science subjects; (2) to examine what kind of learning is influenced by the question items; and (3) to identify the role of science exams on students higher order learning. Findings of the study showed that, majority of the science question items are mostly knowledge based. The nature of the items mainly demanded the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question items do not play any significant role on students higher order learning. The foregoing discussions suggest that the nature of the assessment process used at the examinations make a bad or negative impact on students learning. Therefore, the nature of the question items of the science examination should be changed for influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of learning. The items should be designed in such a way that it encourages the students for self-thinking.