主题专家通过调整分类学中使用的词汇来确定他们的认知水平，从而在他们的课程中编码每一个能力。此外，他们分析了每一门课程和同一课程的不同部分的排列水平;具体来说首先,认知水平的课程目标和每一项技能的水平,学生学到的知识,其次,课程目标的程度,学生已经学会了,他们一直在评估水平,第三,课程目标和认知水平的密度不同的作业,测试,任务等定性和定量方法应用于分析编码数据。他们发现，课程目标和评估在两种类型的知识和认知复杂性水平之间存在巨大的偏差。因此，他们希望在课程教师中培养学生对现有课程中存在的偏差的认识，并对学生的学习效果产生影响。此外，他们希望每个学科的教师通过采用一种普遍的RBT框架来消除课程目标和评估之间存在的偏差。保持连贯的课程这将最终帮助教师建立一种对知识的类型和认知水平的共同认识，这些知识和认知水平的目的是为了给学生讲授一门学科。贝特曼等人可以通过将认知水平的分类与课程目标相结合来证明，部门可以开发一个框架来有效地为学生准备评估工具。为了支持各部门减少其独特的课程设置，并保持持续的课程审查过程，贝特曼等(2009)，在一个部门中首先选择了主题专家。这些专家的选择，除了编码和分析之外，他们还可以与每个相关部门的其他成员分享他们的发现。这将在每个部门发展一个协作小组的工作，帮助教师和管理人员共同努力，带来课程的连贯性。贝特曼等人提到，通过有效的课程审查过程来保持连贯的课程，强化了所有学生成功学习的机会。此外，她和她的团队也激励了Champlain St-Lambert CEGEP的不同部门采用分类法框架，并继续进行课程审查周期以保持课程一致性。
The subject matter experts coded each competency in their courses by adjusting the vocabulary used in the taxonomy to determine the cognitive level that intended to develop. Moreover, they analyzed the level of alignment in each course and throughout the different sections of the same course; specifically firstly, the cognitive levels of course objectives and the levels in each competency that students have learned, secondly, the level of course objectives that students have been learned and the level they have been assessed, and thirdly, the level of course objectives and cognitive densities of different assignments, tests, tasks etc. Both qualitative and quantitative methods applied to analyze coded data. They found massive misalignment between course objectives and assessments in both types of knowledge and the level of cognitive complexities. Therefore, they wanted to develop the awareness among course teachers about the existing misalignment in the curriculum, and its effects on student are learning. Moreover, they wanted teachers in each discipline to eliminate the existing misalignment between course objectives and assessment by adopting a common framework of RBT. This would eventually help teachers to establish a shared insight towards the types of knowledge and levels of cognition that are intended to teach to students in a subject.Bateman et al, able to justify that by incorporating taxonomy of level of cognitions to the course objectives, Departments could develop a framework preparing the assessments tools for students effectively. To support Departments to reduce their unique curriculum misalignment and to maintain continuous curriculum reviewing process, Bateman et al (2009), first selected subject matter experts within a Department. These experts were selected in a way that, apart from coding and analyzing they can also share their findings with other members in each related Department. This would develop a collaborative group work in each Department which would help teachers/administrators work together to bring curriculum coherence. Bateman et al mentioned that by maintaining coherent curriculum through effective curriculum reviewing process strengthened the opportunities for all students to learn successfully. Furthermore, she and her group also motivated different Departments at Champlain St-Lambert CEGEP to adopt the taxonomy framework and to continue a curriculum review cycle to maintain curriculum coherence.