The aim of this study is to examine the Revised Bloom Taxonomy (RBT) as a model in the design of secondary school Turkish curriculum. With this aim, a curriculum has been designed and partly applied for the 5th, 6th, 7th and 8th grades of the secondary school Turkish course. According to the research questions, the review process was carried out in five steps. The research which covers the curriculum designing, implementation and evaluation processes was carried out according to the “Sequential Explanatory Design” of the "mixed method" in which qualitative and quantitative methods were used together. The part, in which the quantitative method is used in the research, is designed according to “the experimental design” with pretest-posttest control group. The qualitative part of the study, in order to check the effectiveness of the curriculum designed according to revised taxonomy, was an “action research”. Different measurement tools coming from different and multiple environments were used in the data collection process. Internal and external evaluation and formative and summative evaluations were used in the assessment process. According to the results, it was determined that RBT can be used as a model in designing the curriculum.
Revised Bloom’s Taxonomy, Design of curriculum, Model.