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19271026
 A Report about the Evaluation of English Teaching Curriculum Objectives
according to Bloom’s Taxonomy’s Characteristics
 
Remember Understand  Apply Analyze Evaluation Creating

Elementary 13 84 24 13 1 1
School

Secondary 4 154 30 22 11 20
School

High School 7 90 59 60 27 68

In the graphic given above, an analysis of the goals and achievements in the English
curriculum according to Bloom's taxonomy is given. In this graph, the three stages in
which the English education program is carried out are given. These are primary school,
secondary school and high school. The goals and achievements given at these three levels
are classified in accordance with the categories remember, understand, apply, analyze and
create in Bloom's taxonomy. While remembering, understanding categories of these 6
categories are considered as low order skills, apply, analyze, evaluate and create
categories are considered as high-order skills. When we examine this graphic, it is clearly
stated that the category of low order skills, namely remember and understand, occupies a
large place in elementary and secondary school levels.
Unlike low order skills, it can be said that the category of high order skills, so, apply,
analyze, evaluate and create, takes up very little space. This is because in CEFR language
levels, it can be said that these levels are still at A1-A2 level. In other words, the levels
that a student at this level should grasp are mostly based on remembering and
understanding. In addition, the apply category has an important contribution to the active
use of communicative language skills.
It is seen that high order skills are activated at the high school level. At this level, a large
percentage is covered by Analyze, Evaluate and Create skills. This is because, as I
mentioned earlier, the CEFR progresses in line with the language levels. At this level, it
can be said that it is a process in which the B1-B2 level is active and mostly students take
part.