This study examinesthe degree of alignment between learning objectives and assessment questions in the Palestinian ninth-grade science textbook, applying Bloom’s Taxonomy within the cognitive domain as the evaluative framework. Employing a descriptive–analytical approach and systematic content analysis, the research covered all six textbook units. The study revealed a pronounced imbalance in the distribution of cognitive levels: lower-order thinking skills—particularly application and analysis—dominated, while higher-order skills, namely synthesis and evaluation, were minimally represented.Application tasks accounted for the largest share of both objectives and questions, suggesting a predominantly practical orientation in instructional activities. In contrast, the underrepresentation of synthesis and evaluation indicates limited opportunities for students to develop critical and creative thinking. This misalignmenthighlights the need for strategic curriculum enhancement to achieve a balanced integration of all cognitive levels.Recommendations include a targeted redistribution of objectives and assessments across the taxonomy, incorporation of interactive and inquiry-based activities to foster higher-order thinking, and specialized professional development for educators on embedding Bloom’s framework into curriculum planning.

Title

مجلة كلية الأمة الجامعية للعلوم التربوية والنفسية

Publisher

كلية الامة

Publisher Country

Palestine

Publication Type

Prtinted only

Volume

2

Year

2025

Pages

--