This study introduces the Revised Bloom’s Taxonomy and discusses its implications for curriculum development, and instructional planning. The Revised Taxonomy has two dimensions: Knowledge and Cognitive Process. Using the taxonomy table to classify objectives, activities, and assessments helps to examine relative emphasis, curriculum alignment, and missed educational opportunities. Based on this evaluation, teachers can decide where and how to improve the planning of the curriculum and the delivery of instruction and assessment. There is a need to deal with the “issues of goals” again, research revised taxonomy from various aspects, and introduce the teacher training programs.

Keywords: Bloom’s taxonomy of objectives, revised Bloom’s taxonomy, curriculum development