Marzano & Kendall

New Taxonomy (2007)

 Overview of the New Taxonomy
• Taxonomy gives a framework for developing tasks more easily. Gives
complexity.

• Level 6 – Self-System Thinking

• Level 5 – Metacognition
• Level 4 – Knowledge Utilization
• Level 3 – Analysis
• Level 2 – Comprehension
• Level 1 – Retrieval
Level 1 - Retrieval— Usually 2.0 level element.

 Executing--Almost a different category. Can vary in complexity K-

12.

 Performing procedures

 Recalling—Short answer type question. Information isn’t

provided.

 Producing information on demand

 Recognizing—Most basic level. Information is provided.

 Determining whether information is accurate, inaccurate or

unknown
 Retrieval
Process Definition Example activity

The student can perform

Provide the next number in the
Executing procedures without significant
sequence: 7,11,14,18,21,___?
errors

The student can produce

Recalling Label the diagram of the cell
information on demand

The student can determine
whether provided information
Recognizing
is accurate, inaccurate or
unknown
Which of the following did not land
on the moon?
A. Neil Armstrong
B. Buzz Aldrin
C. Michael Collins
 Retrieval Verbs
Process Possible Verbs

Executing •Use •Draft

•Demonstrate •Create
•Show
•Make
•Complete
Recalling •Exemplify •Describe
•Name •Who
•List •What
•Label •Where
•State •When

Recognizing •Recognize (from a list)

•Select (from a list)
•Identify (from a list)
•Determine if the following Statements are true
 Your Turn! - Retrieval
• If
the element involves the components of a
conversational greeting…
…Write a sample task utilizing:
Recognizing
 Which one of the following is a component of a
greeting.
Recalling
 List 2 different greetings.
Level 2 - Comprehension
• Symbolizing—Non-linguistic

Construct symbolic
representations of
information
• Integrating--Summarizing

Identify basic structure of

information—most
important points.
Comprehension

Process Definition Example activity

Depicting the critical Diagram the structure of

Symbolizing aspects of knowledge in the 3 branches of the
a pictorial? form U.S. government

Identifying the critical or

Summarize the main
Integrating essential elements of
causes of the Civil War
knowledge
Comprehension Verbs
Process Possible Verbs

Symbolizing •Symbolize •Show

•Depict •Use models
•Represent •Diagram
•Illustrate •Chart
•Draw

Integrating •Describe how or why •Explain ways in which

•Describe the key parts of •Paraphrase
•Describe the effects •Summarize
•Describe the relationship
between
 Your Turn! - Comprehension
• If
the element involves the components of
conversational greetings.
• …With the group at your table, come up with a
sample task utilizing:
 Symbolizing
 Create a diagram showing the components of
greetings
 Integrating
 Summarize the key components of
conversational greetings.
Level 3 – Analysis--Students must tell WHY!
• Specifying—making predictions
 Identify logical consequences of information
• Generalizing
 Construct new principles or generalizations based on
information
• Analyzing Errors—i.e. editing
 Identify errors
• Classifying
 Identify categories to which information belongs
• Matching
 Identify important similarities and differences
Analysis
Operation Definition Example activity

Making and defending Predict the impact of a 5

Specifying predictions about what might
happen
Inferring new generalizations
Generalizing
from known knowledge
Analyzing Identifying logical or factual
Errors errors in knowledge
Identifying superordinate and
Classifying subordinate categories to which
information belongs
Identifying similarities and
Matching
differences
degree change in temperature
on the Earth and explain the
prediction
Based on what you know, why
do humans build settlements
where they do?
Examine candidate’s
campaign literature to find
errors or overgeneralizations
Organize the following
countries into 3 different
regions
Compare and contrast the
foreign policy of the U.S. under
Presidents Clinton and Bush.
 Analysis verbs
Process Possible Verbs

Specifying •Make and defend •What would have to happen

•Predict •Develop an argument
•Judge •Under what conditions
•Deduce

Generalizing •Generalize •Create a generalization

•What conclusions can •Create a principle
be drawn •Create a rule
•What inferences can be •Trace the development of
made •Form conclusions

Analyzing •Revise •Diagnose •Identify errors

Errors •Edit •Critique •Identify problems
•Evaluate •Assess •Identify issues
 Analysis verbs
Process Possible verbs

Classifying •Classify •Identify a broader category

•Organize •Identify categories
•Sort •Identify different types

Matching •Categorize •Discriminate •Create analogy

•Compare and •Distinguish •Create metaphor
Contrast •Sort
•Differentiate
 Your Turn! - Analysis
If the element involves the components of conversation
with the group at your table, come up with a sample
task utilizing:
 Specifying
 Under what conditions would you use different types of
greeting?
 Generalizing
 What general conditions must exist for greetings?
 Analyzing Errors
 What errors are made in conversational greetings?
Your Turn! - Analysis
• If the element involves the components of
conversational greetings…
• …With the group at your table, come up with a sample
task utilizing:
 Classifying
 Organize the greetings into categories (e.g. formal
occasions, informal occasions, gender differences
etc.)
 Matching
 Compare the greeting components in different
cultures.
Level 4 – Knowledge Utilization
Intended to be open ended.

Investigating
 Testing an hypothesis using the assertions and
opinions of others
Experimenting
 Testing an hypothesis using data collected by
the student
Problem Solving
 Using information to accomplish a goal for
which obstacles
or limiting conditions exist
Decision Making
 Using information to make a decision
 Knowledge Utilization
Process Definition
Generate a hypothesis and use the and research what might
Investigating assertions and opinions of others
to test the hypothesis
Generating and testing a
Experimenting hypothesis by conducting an
experiment and collecting data
Problem Accomplishing a goal for which
solving obstacles exist
Decision Selecting among alternatives that
Making initially appear to be equal
Example Activity
Generate a hypothesis
happen to the polar ice
caps if the temperature of
the earth rose 5 degrees
Generate and test a
hypothesis about the
growth of plants in
various medium
Determine the best
strategy for
accomplishing peace in
the world
Choose the best site for a
new airport from 3
alternatives. Explain
your decision.
 Knowledge Utilization Verbs
Process Possible Verbs

Investigating •Investigate •What are the differing features

•Research of
•Find out about •How/Why did this happen
•Take a position on •What would have happened if
Experimenting •Experiment •How would you test that
•Generate and test •How would you determine if
•Test the idea that •How can this be explained
•What would happen if •Based on the experiment, what
can be predicted
Problem- •Solve •Figure out a way to
Solving •Adapt •How would you overcome
•Develop a strategy to •How will you reach your goal to

Decision- •Decide •Which of these is most suitable

Making •Select the best among •What is the best way
alternatives
 Your Turn! -
Knowledge Utilization
• …With the group at your table, come up with sample
tasks utilizing 1 or 2 of the Knowledge utilization
processes…
 Investigating
 Research other types of conversation patterns.
 Problem-Solving
 Develop a strategy that could enhance conversations.
 Decision – Making
 What component of conversation was the most significant ?
 Level 5 –Metacognition
These are not assessed in the typical classroom
• Monitoring Accuracy
 The student is able to determine their own level of accuracy
• Monitoring Clarity
 The student is able to determine how clear their
understanding is
• Process Monitoring
 The student is able to monitor their own progress toward a
specific goal
• Specifying Goals
 The student is able to specify learning goals and develop a
plan to achieve them
 Level 6 – Self-System Thinking
These are not assessed in the typical classroom
• Examining motivation
 The students identifies his or her own level of motivation towards
learning
• Examining Emotional Response
 The student identifies his or her own emotional response to the
learning
• Examining Efficacy
 The student identifies beliefs about his or her ability to improve
competence or understanding
• Examining Importance
 The student identifies how important the learning is and the
reasons behind this belief