Analyzing Vision3 through Bloom’s Revised Taxonomy

As developing material is an ongoing process that needs to be analyzed in a multidimensional manner, the present study focuses explicitly on English Textbook Vision3 in Iranian senior high schools to investigate to what extent this English textbook involves the domains of learning objectives defined by Benjamin Bloom’s Taxonomy (1985) each of which contains several subcategories investigated through the study in details. Considering gained tables on analyzing Information Load and Significance Factor of the English textbook Vision3 (Student’s and Workbook) within cognitive, affective and psycho-motor domains of Bloom’s Revised Taxonomy using Shannon Entropy Method, it is concluded that regarding cognitive domain,“Evaluation” in the first, “Application” in the second, “Synthesis” in the third “Knowledge” in the fourth, “Analysis” in the fifth and “Comprehension” is in the sixth place of significance and none of six defined cognitive subcategories are neglected within developing the textbook as the last English textbook of senior high school program in Iranian Educational Curriculum. However, statistical results show that among affective domain’s subcategories only“Responding” and “Receiving” are put into practice, while higher levels of affective domain including “Valuing”, “Organizing” and “Characterization” are neglected throughout the both student’s and the workbook. Furthermore, studying the psycho-motor domain of the considered English textbook it seems that “Guided Response”, “Mindset” are the only subcategories which are noticed through strategies In general, tables reveal that the most frequent involved domain among Bloom’s Revised Taxonomy belongs to cognitive one and the other two domains (affective and psychomotor) play little role through their higher subdivisions.