Conclusion
Without challenging students to develop higher-level of thinking through Bloom's Taxonomy of Development, students will be commenced in almost entirely lecture or reading from text books, with no prospect to bestow critical hands-on question based activities. The use of the six cognitive levels will develop a since of student responsibility and a student-centered classroom. It also provides students with a practical tool to evaluate their own performance and understand the level of higher-order cognition they are using. Teachers should plan more discussion and formulate their assessment tests to challenge students through the levels of cognitive development. In formulating questions whether oral or written as a basis of higher-order thinking, will lead to student achievement.