Abstract
This article critically examines the scope and implementation of Bloom’s Taxonomy in the assessment and teachinglearning process. Bloom’s revised taxonomy consists of six categories: remember, understand, apply, analyze, evaluate, and create. The objective of this article is to explore the extent to which the application of Bloom’s Taxonomy categories in English literature students helps develop their cognitive and knowledge skills. This outcome-based literature teaching-learning process aims to enhance their analyzing skills, allowing them to evaluate literature and generate their ideas, which can be implemented in various ways. Additionally, this article seeks to promote outcome-based higher education in language and literature. While it is relatively easy to achieve this in language education through exercises and grammar topics, it becomes more challenging when it comes to literature. However, by applying Bloom’s Taxonomy categories in the literature teaching-learning process, outcome-based education can be effectively implemented. The process of teaching literature is a crucial aspect of education. It involves analyzing and interpreting various literary works to help students develop critical thinking skills and a deeper understanding of the human experience. The taxonomy consists of six levels: remembering, understanding, applying, analyzing, evaluating, and creating. Each level builds upon the previous one, with the goal of promoting higher-order thinking skills in students. By using Bloom’s Taxonomy, educators can design more effective lesson plans and assessments that encourage critical thinking and problem-solving abilities in their students.
Keywords: Bloom’s Taxonomy, Cognitive Skills, Literature, Outcome-Based Education, Teaching-Learning Process.