1.
Cognitive level objective classification
To obtain a sense of the objectives that might be generated and assessed using the
New Taxonomy it is useful to start with retrieval objectives— the bottom of the
New Taxonomy. (Source: cognitive Domain of Marzano & Kendall (2007)
1. Retrieval
Objectives involve the recognition, recall, and execution of basic information and
procedures. These are very common in education and were addressed in Bloom’s
“knowledge” level.
2. Comprehension
Objectives involve identifying and symbolizing the critical features of knowledge.
These too are quite common among educational objectives. Comprehension in the
New Taxonomy is similar to comprehension in Bloom’s taxonomy; however,
Bloom’s taxonomy does not contain a process akin to symbolizing knowledge.
3. Analysis
Objectives involve reasoned extensions of knowledge. They are sometimes
referred to as higher order in that they require students to make inferences that go
beyond what was directly taught. The New Taxonomy involves five types of
analysis processes:
matching,
classifying,
analyzing errors,
generating, and
Specifying.
4. Knowledge utilization
Objectives are employed when knowledge is used to accomplish a specific task.
Such objectives are frequently a part of what some educators refer to as authentic
tasks. The New Taxonomy includes four knowledge utilization processes:
Decision making,
Problem solving,
Experimenting, and
Investigating.
The overall category of knowledge utilization is most closely related to synthesis
(Level 5.0) in Bloom’s taxonomy.
5. Metacognitive
Objectives address setting and monitoring goals. Although the importance of these
behaviors is recognized by educators, it is rare that specific objectives are written
that involve metacognition. The New Taxonomy includes four types of
metacognitive processes:
Specifying goals,
Process monitoring,
Monitoring clarity, and
Monitoring accuracy.
6. Self-system
Objectives address attitudes, beliefs, and behaviors that control motivation. As is
the case with metacognition, self-system processes seem to be valued by educators
but are rarely addressed in terms of explicit objectives.
The New Taxonomy includes four types of self-system processes:
Examining importance,
Examining efficacy,
Examining emotional response, and
Examining overall motivation.
No obvious corollary can be found in Bloom’s taxonomy
Cognitive domain
Hierarchy Anderson Ritz Blooms Marzano &
Of 2001 2006 1956 Kendall (2007)
Cognitive Domain
Level 1 Remembering Know Know Retrieval
Level 2 Understanding Understand Understand Comprehension
Level 3 Applying Application Application Analysis
Level 4 Analyze Analysis Analysis Knowledge Utilization
Level 5 Evaluate Synthesis Synthesis Metacognitive
Level 6 Create Evaluation Evaluation Self-system
