ASSESSMENT IN
LEARNING 1
Kendall’s and
Marzano’s
New
Taxonomy
The New Taxonomy
● Self-System - the complex of drives
New Taxonomy is made up of and responses relating to the self; the
three systems and the Knowledge set of potentialities that develop in an
Domain, all of which are important for individual's character in response to
thinking and learning. The three parental and other external influences.
systems are the Self-System, the "internal self-system characteristics
Metacognitive System, and the interact with external demands of the
Cognitive System. When faced with environment to reveal individual
the option of starting a new task, the differences in behavior"
Self-System decides whether to
continue the current behavior or
INDIVIDUAL SELF
engage in the new activity; the
Metacognitive System sets goals and RATIONAL SELF
keeps track of how well they are
being achieved; the Cognitive System COLLECTIVE SELF
processes all the necessary
information, and the Knowledge
Domain provides the content.
Classroom Example
• Metacognitive System - The
metacognitive system is the “mission The 3rd grader is thinking about a
control” of the thinking process and
regulates all the other systems. This
slumber party she is going to attend this
system sets goals and makes weekend when her teacher begins a
decisions about which information is math lesson. Libby’s Self-System
necessary and which cognitive
decides to stop thinking about the party
processes best suit the goal. It then
monitors the processes and makes and engage in the lesson. Her
changes as necessary. Metacognitive System tells her to pay
attention and ask questions so she can
● Cognitive System - Cognitive
do the assignment. Her Cognitive
systems understand, learn and
make decisions/ Cognitive System provides her with the thinking
systems are oriented toward human strategies she needs to make sense of
skills and capabilities. They can the teacher’s instructions. The
perceive and understand things, mathematical knowledge of concepts and
draw conclusions and learn. They procedures makes it possible for her to
can also dependably react to
complete the problems successfully.
unexpected events.
Each component of the New Taxonomy In effect, the New Taxonomy is a
contributes to Libby’s success at two-dimensional model with six
learning the math concept and skills of categories of mental processes
the lesson. represented by one dimension and
three domains of knowledge
represented by the other dimension.
The New Taxonomy The New Taxonomy
(Marzano and Kendall, 2007) (Marzano and Kendall, 2007)
1. Retrieval 2. Comprehension
• Executing: use demonstrate; show; • Symbolizing: symbolize; depict;
make; complete; draft. perform represent; illustrate; draw; show; use
procedures without significant errors models; diagram chart depicts critical
• Recalling: exemplify; name; list; aspects of knowledge in a pictorial of
symbolic form
label; state; describe; who; what;
where; when producing information
on demand • Integrating: describe how or why;
• Recognizing: recognize (from a describe the key parts of; describe the
list); select from (a list); identify effects; describe the relationship
(from a list); determine if the between; explain ways in which;
following statements are true. paraphrase; summarize; discern
determine whether the provided essential from nonessential elements
information is accurate,
inaccurate, or unknown.
The New Taxonomy • Classifying: classify; organize; sort;
(Marzano and Kendall, 2007) identify a broader category; identify
different types; identify superordinate
3. Analysis and subordinate categories of
• Specifying: predict; judge; deduce; information
argue for cause or predictions.
• Matching: categorize; compare &
• Generalizing: establish conclusions; contrast; differentiate; discriminate;
elaborate on inferences; state a distinguish; sort; create an analogy or
principle, generalization or rule; trace metaphor
chronological development; infer new
generalizations from known
knowledge.
• Analyzing: identify errors or
problems; identify issues or
misunderstandings; assess; critique;
diagnose; evaluate; edit; revise,
identify and explain logical or factual
errors in knowledge.
The New Taxonomy The New Taxonomy
(Marzano and Kendall, 2007) (Marzano and Kendall, 2007)
4. Knowledge Utilization 5. Metacognition
• Investigating: investigate; research; take
a position on; distinguish features; • Examining Motivation: examine
explain; think through implications; motivations to learn and improve
report results. The student generates and • Specifying Goals: set specific learning
tests hypotheses goals and develop a plan for
• Experimenting: experiment; generate; accomplishing the goals
test; theorize; predict. The student • Process Monitoring: self-monitor the
designs new methods of collecting data. process of achieving a goal.
• Problem-Solving: solve; recognize • Monitoring Clarity: determine how
obstacles; adapt; develop novel well they understand knowledge
strategies to reach goals under difficult • Monitoring Accuracy: determine the
conditions. accuracy of understanding and defend
• Decision-Making: decide; select among judgments
similar alternatives; establish criteria;
defend choices.
The New Taxonomy
(Marzano and Kendall, 2007)
6. Self-System Thinking
• Examining Importance: analyze the
importance of knowledge to self.
• Examining Efficacy: examine your
own beliefs to improve the
integration of knowledge.
• Examining Emotions: identify
emotional responses associated with
knowledge.
