Manzano's and Kendall Taxonomy
SIX LEVEL OF NEW TAXONOMY
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3 Domain of Knowledge
1. Information or Declarative Knowledge
2. Mental Procedure
3. Psychomotor Procedure
Three System of Though:
1. Cognitive System
2. Metacognitive System
3. Self System
Cognitive System
the cognitive system includes processes that address
Retrieval
Comprehension
Analysis
Knowledge Utilization
LEVEL 1: RETRIEVAL
(Cognitive System)
The activation and transfer of knowledge from permanent memory to working memory where
it might be consciously processed. Retrieval of information as either a matter of recognition or
recall.
THREE RETRIEVAL PROCESSES
Recognition-
Students recognize feature of information but do not necessarily understand the structure of
the knowledge or differentiate critical from non critical components.
Recalling-
Students will be able to produce features or information (but not necessarily understand the
structure of the knowledge or differentiate critical and non-critical components).
Executing-
Students will be able to perform a procedure without significant error (but not necessarily
understand how and why the procedure works).
LEVEL 2: COMPREHENSION
(Cognitive System)
Involves two related processes: integrating and symbolizing
TWO COMPRESSION PROCESSES
Integrating-
Students will be able to identify the basic structure of the information, mental procedures or
psychomotor procedure and the critical as opposed to non-critical characteristics
Symbolizing-
The student will be able to construct an accurate symbolic representation of the information,
mental procedure or psychomotor procedure differentiating critical and non-critical elements.
LEVEL 3: ANALYSIS
(Cognitive System)
The recent extension of knowledge and generation of new information not already processed
by the individual.
FIVE ANALYSIS PROCESSES
Matching-
Students identify important similarities and differences between knowledge components.
Classifying-
Students identifies superordinate and subordinate categories related to the knowledge.
Analyzing error-
Students identify errors in the presentation or use of the knowledge.
Generalizing-
Students construct new generalization or principles based on the knowledge.
Specifying-
Students identify specific applications or logical consequences of the knowledge.
LEVEL 4: KNOWLEDGE UTILIZATION
(Cognitive System)
Using accumulated knowledge to tackle problems, develop new products and deal with
unfamiliar situations.
FOUR GENERAL CATEGORIES OF KNOWLEDGE UTILIZATION
Decision Making-
When the students uses his or her knowledge of details to make a specific decision regarding
the details.
Problem Solving-
When the student uses his or her knowledge of details to solve a specific problem regarding the
details.
Experimenting-
When the students uses his or her knowledge of details to generate and test hypotheses or
generates and test regarding details.
Investigating-
When the student uses his or her knowledge of specific details to investigate a past present or
future events or conduct an investigation regarding the details.
LEVEL 5: METACOGNITION SYSTEM
Responsible for monitoring, evaluating and regulating the functions of all other types of
thoughts.
FOUR CATEGORIES OF METACOGNITIVE PROCESSES
Specifying goals-
Students established a goal relative to the knowledge and the plan for accomplishing goals.
Process Monitoring-
Students monitor the execution of specific goals as they relate to the knowledge.
Monitoring Clarity-
Students determine the extent to which they have clarity about the knowledge.
Monitoring Accuracy-
Students determine the extent to which they are accurate about the knowledge.
LEVEL 6: INTERNAL SELF/ SELF-SYSTEM THINKING
Consists of an interrelated agreement of attitudes beliefs and emotions which determine
whether an individual will engage in our this engage in a given task it also determines how
energy the individual will bring to the task.
FOUR TYPES SELF-SYSTEM THINKING PROCESS
Examining Importance-
Students identify how important the knowledge is to them and the reasoning underlying this
perception.
Examining Efficacy-
Students identify beliefs and about their ability to improve competence or understanding
relative to knowledge and the reasoning underlying this perception.
Examining Emotional-
Students identify emotional responses to knowledge and the reasons for these responses.
Examining Motivation-
Students identify the overall level of motivation to improve competence or understanding
gelatin sa knowledge and the reasons for this level of motivation.
