Our study develops a conceptual approach of Bloom’s taxonomy of educational
objectives as a tool which we argue it has the ability to facilitate the development of the
teaching-learning process (including the examination process) as a unitary whole. The
3Ps (Presage-Process-Product) model (Ramsden, 2003) offers a systems approach
demonstrating how a learner experiences learning (Duff and McKinstry, 2007:186),
grouping elements on three levels: Presage level (where prior educational experience
and current learning context influence both the student’s learning orientation and the
student’s perception of the task requirements), SAL level (Students’ approaches to
learning level which is influenced by the presage level) which determines the Learning
outcome. The first objective of the evaluation process resides in improving students’
performance, therefore requiring the understanding of students’ way of learning. The
incentive for considering Bloom’s taxonomy is triggered by its role of providing the
classification of the goals for the educational systems. We therefore carefully consider the
underpinnings of its use within the teaching-learning process including assessing the
output of the educational process in terms of students’ academic performance. Our
conclusions document the taxonomy to be useful as both a teaching-learning tool and a
system for monitoring and evaluating students’ performance and competences