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 the Secondary-School English curriculum concerning cognitive levels in Bloom’s taxonomy. This aim underlies the first question of the study. The second and third questions inquire about the comparison among the grades and the homogeneity. Along with the adoption of the qualitative method, document and content analysis were implemented to categorize the objectives. The number of the curriculum objectives was 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-order thinking levels, while higher-order thinking skills were mainly applied in productive skills. Consequently, the research concludes that the objectives in the curriculum are not sufficient enough in developing higher-order thinking skills of secondary-school students.