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

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