Group 6 – Kendall’s and Marzano’s New Taxonomy

Montaño, Paul Andrae

Peñaranda, Kisha
Placer, Jeserie
Pulga, Athena Eunice
Verzosa, Niño

This is Kendall and Marzano’s New Taxonomy; they reframed the three domains of
knowledge by Bloom and Anderson by describing six levels of processing knowledge. The
levels 1-4 is about the cognitive system, required to complete the task at hand, Level 5 is the
metacognitive system this involves setting and planning, and the Level 6 is the Self-system this
involves student motivation.
Table 1.

Level Process Description & Example

6 – Self System Thinking Examining Importance This is when the learner
reflects on “why” a task or
piece of knowledge is
important to them. By
understanding the value of
what they are learning,
students can stay motivated
because they see the bigger
picture. For example, a
student studying science may
realize that understanding the
subject is crucial for their goal
of becoming a doctor, making
the topic more relevant and
 meaningful.
Learners assess their belief
in their ability to succeed in a
task. This is also known as
self-efficacy—the confidence
someone has in their skills
and learning abilities. For
Examining Efficacy
instance, a student struggling
with math might recall past
successes in overcoming
difficult problems, boosting
their confidence in the current
task.
In this process, learners
check in with their emotions
and how these feelings affect
their learning. Understanding
their emotional state can help
them adjust their learning
Examining Emotional
approach. For example, if a
Response
student is frustrated with an
assignment, they might
realize that taking a short
break or switching tasks
could help clear their mind
and refocus.
This is where learners reflect
on their personal drive to
keep learning. They may
think about their long-term
goals or personal interests.
Examining Motivation For example, a student might
remind themselves that they
want to excel in school to get
a scholarship, which keeps
them motivated when the
work becomes tough.
5 - Metacognition It is essential for ensuring
that learning outcomes are
well-defined and measured
effectively.
Example:
Specifying Goals
The students will be able to
apply their knowledge of
photosynthesis to solve the
real-world problems.

It is a continuous and
ongoing process that involves
tracking students’ progress
toward achieving learning
goals throughout the learning
process.
Process Monitoring Example:
Student Self-Reflection.
Encourage them or the
students to reflect on their
learning process and identify
areas where they need more
practice.
Monitoring Clarity It refers to help the students
to perform at their best and
understand the criteria for
success. Example: A teacher
is assessing students’ writing
based on a persuasive
writing assignment.
 It refers to ensuring that
assessment tools and
processes used to measure
student learning are reliable
Monitoring Accuracy and valid. Example: The
teacher might supplement the
essay with other
assessments, such as a short
quiz or a class discussions.
4 – Knowledge Utilization In the process, the student
investigates a topic by
creating a hypothesis in
relation to what others had
known and understood. The
student is curious about
learning something new that
may be found in the
questions such as "How did
this occur?" or "What if this
event had occurred
Investigating otherwise?" What the student
attempts to do is comprehend
the origins and causes of the
phenomenon by analyzing
various perspectives and
evidence. For example, A
student asks, "What if the
Roman Empire hadn’t
fallen?" and researches
alternate historical outcomes
to understand the causes and
consequences.
Experimentation involves
making a hypothesis and
then testing it by practical
experimentation. The student
conceives experiments,
performs them, and finally
calculates the data to arrive
at conclusions. This can be
employed for searches like,
"What will happen if we
change some variable?" or
"How can this be construed
Experimenting
as evidence?". The step is an
iterative process that often
culminates in making
predictions based on the
results obtained. For
example, A student
hypothesizes, "If I increase
sunlight, will plant growth
speed up?" They perform
experiments with varying light
levels and record growth
data.
Problem-Solving The student finds out the
problems and comes out with
plans on how to avoid or get
over them. It may involve
creative thinking, developing
or adopting a new method,
adjustment of an existing
method, or adaptation of an
existing method. It has
answers such as, "How
would you overcome this
difficulty?" or "What strategy
 can help you achieve your
goal in these conditions? For
example, A student struggles
with a model bridge project.
They change the materials
and adjust the design to
make the structure more
stable.
Decisions concern the
selection of an optimum
action alternative out of
several apparently equal
options. The student weighs
the merits and demerits of
each one and defends or
justifies his or her decision
based on logic, evidence, or
desired outcomes. It leads to
Decision-Making answers such as, "Which
alternative is the most suited
and why?" or "What's the
best way forward under these
circumstances?". For
example, A student evaluates
two job offers, comparing
salary, location, and growth
potential, then selects the
one with better long-term
benefits.
3 – Analysis It is a process of generating
new applications of a known
generalization or principle.
Whereas the analytic process
of generalizing is more
inductive, the process of
specifying tends to be more
deductive in nature. For
example: A student is
Specifying involved in the analytic
process of specifying by
identifying a new situation or
new phenomenon that is
governed by Bernoulli's
principle. The student has
taken known principles and
identified a new application
previously not known to the
individual.
Refers to organizing
knowledge into meaningful
categories. For example:
Generalizing Identifying one or more (if
any) subordinates categories
for the item and explaining
how they are related.
Analyzing Errors The existence of this
cognitive function implies that
information must be
considered reasonable for an
individual to accept it as valid
(Gilovich, 1991). For
example: A student does not
have to understand the
technical aspects of grounds,
warrants, backing, and
qualifiers, such as their
names and defining
character-istics. However,
 students should be aware
that to be valid, claims should
be supported (grounds), the
sources of the support should
be identified (warrants), the
support should be explained
and discussed (backing), and
exceptions to the claims
should be identified
(qualifiers).
Refers to organizing
knowledge into meaningful
categories. For example,
Classifying Identifying one or more (if
any) subordinates categories
for the item and explaining
how they are related.
Identification of similarities
and differences between
knowledge components. For
Matching example: A young child will
easily and naturally notice the
similarities between two dogs
while walking in the park.
It may involve student being
asked to produce an accurate
symbolic representation of
information, mental
Symbolizing
procedure, or psychomotor
procedure. For examples:
symbolize, depict, illustrate,
draw
2 – Comprehension
It may involve the student
being asked to identify the
basic structure of an item of
information, mental
Integrating
procedure, or psychomotor
procedure. For example:
describe how and why,
describe the effects
It is about the student can
execute or perform a
procedure or instruction, this
Executing can be physical tasks or
cognitive tasks. For example:
use, demonstrate, show,
make
It is about retrieving
information from long-term
without prompts. It shows a
deeper level of understanding
since the learner must have
Recalling internalized the information. It
1 – Retrieval
may also involve the student
being asked to produce a
statement about a piece of
information. For example:
exemplify, name, list, label
The students can determine
whether the provided
information is accurate,
inaccurate or unknown. For
Recognizing
example: recognize, select
from, identify & determine if
the following statements are
true.