An evaluation procedure, Cognitive Congruence Procedure (CCP), is described which systematically looks at the cognitive dimension of instruction and provides information on: (1) Congruence of intent and practice, (2) Emphasis given to each kind of thinking operation, (3) The degree to which a program has been implemented, (4) Judging equivalence of course selections and comparing different courses. Several indices are collected: (1) The instructor's objectives and test questions, classified using the Taxonomy of Intellectual Abilities, an adaptation of Bloom's Taxonomy. This provides one index of intended and actual cognitive emphasis of the course. (2) The Cognitive Activities Rating Scale (CARS), also based on Bloom's Taxonomy, lists class activities calling for each kind of thinking operation. The teacher responds to CARS in terms of "Ideal" class activities. Students respond in terms of the most characteristic course activities. Comparison reveals the congruence of intent and practice. Studies support the accuracy, validity, and reliability of each step in the procedure. A teacher can use the CCP in modifying practices, expectations, and his perception of the instructional process. It should not, however, be used to evaluate teachers since many other teaching dimensions not contained in the CCP are needed for this purpose. CCP, first used with college classes, has been modified for grades six and above in the Illinois Gifted Program Evaluation. (AUTHOR/GS)