jlere Dil Eğitimi ve Araştırmaları Dergisi 2149-5602 2149-5602 Hakan ÜLPER 10.31464/jlere.982511 Other Fields of Education Alan Eğitimleri The Evaluation of the Secondary-School English Curricula According to Bloom’s Revised Taxonomy https://orcid.org/0000-0001-7769-9452 Dalkılıç Melek Nisa ONDOKUZ MAYIS ÜNİVERSİTESİ, LİSANSÜSTÜ EĞİTİM ENSTİTÜSÜ, İNGİLİZ DİLİ EĞİTİMİ (YL) (TEZLİ) https://orcid.org/0000-0002-4370-7626 Büyükahıska Dilek ONDOKUZ MAYIS ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, YABANCI DİLLER EĞİTİMİ BÖLÜMÜ, İNGİLİZ DİLİ EĞİTİMİ ANABİLİM DALI 10 22 2021 7 2 389 404 08 13 2021 09 17 2021 Copyright © 2015, Dil Eğitimi ve Araştırmaları Dergisi 2015 Dil Eğitimi ve Araştırmaları Dergisi

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.

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