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No single reading of this volume, however intensive, can result in an adequate appraisal of its usefulness for the field of education or even for the practicing specialist in test construction. It constitutes an attempt to provide for the cognitive domain of educational objectives a taxonomy which will &dquo;be of general help to all teachers, administrators, professional specialists, and research workers who deal with curricular and evaluation problems.&dquo; (p. i) A full evaluation of the effort must rest on its acceptance and use by workers in the field as they deal with their problems. This is a book to be digested and tested over time rather than one to be sketched and laid aside. There seems, however, little doubt that it will stimulate thought about fundamental issues and that it is a step toward a clarification of the nature of educational goals.The volume is the first in a series designed to produce a complete taxonomy of educational objectives in three major areas-the cognitive, the affective, and the psychomotor. It is the work of an informal association of college and university examiners who were interested in developing a theoretical framework which could be used to facilitate communication among examiners. As discussion continued, it became evident that the taxonomy might have wider implications. It is offered as a tool to help educational workers discuss curricular and evaluation problems with greater precision; to set forth for the curriculum builder a range of possible educational goals; to provide a relatively concise model for the analysis of educational outcomes in the cognitive area of remembering, thinking, and problem solving; to provide suggestions for measuring the different classes of objectives ; and to provide research workers with a framework for viewing the educational process and analyzing its workings. Thirty-four different specialists have contributed to the basic discussions. This particular volume has been prepared by a sub-committee consisting