The Evaluation of the Secondary-School English Curricula According to Bloom’s Revised Taxonomy

Abstract

This study aims to evaluate the extent of the objectives in theSecondary-School English curriculum concerning cognitive levels inBloom’s taxonomy. This aim underlies the first question of the study.The second and third questions inquire about the comparison amongthe grades and the homogeneity. Along with the adoption of thequalitative method, document and content analysis were implementedto categorize the objectives. The number of the curriculum objectiveswas 245 from 5th to 8th graders. Three notable outcomes were reached.First, each grade substantially suggests lower-order thinking skills.Besides, understanding is the surpassing level regardless of the grades.Lastly, receptive skills were dominantly consulted in lower-orderthinking levels, while higher-order thinking skills were mainly appliedin productive skills. Consequently, the research concludes that theobjectives in the curriculum are not sufficient enough in developinghigher-order thinking skills of secondary-school students.