Bloom’s Taxonomy: Reforming Pedagogy Through Assessment

The study analyses the scope and role of Bloom’s Taxonomy in reforming teaching-learning practices classroom. propounds that process assessment items should transcend beyond lower domains learning i.e. remembering, understanding applying to higher namely analysing, evaluating creating. However, this establishes teacher always teach accordance with normative patterns students also learn accordingly. In case, if system is predominantly focused on domains, will never domains. This employs categorise analyse each item included annual question papers designed by Boards Intermediate Secondary Education (BISE) Karachi, Hyderabad, Sukkur Mirpurkhas for subject English grade XII. At Sindh province level, it has been found 74% exhausted whereas only 26% used Given practices, teachers would remain but altering course, pedagogical can remarkably be reformed transformed from sheer memorization rote-learning critical thinking, solution-making, knowledge-building analytical skills