64 DESIGNING AND TEACHING LEARNING GOALS AND OBJECTIVES Table 4.1 Four Levels of the New Taxonomy i PU elec Level 4: Knowiedge Utlizalion Decision Making Problem Solving: Brpeimenting Investigating Tevel 3: Analysis Matching Classifying TAnalyaing Emors Generalizing Specifying Level 2 Comprehension Tnlegrating symbolizing [evel Retrieval Recognizing Recaling eocuting the cognitive processes simply represent different ways students might use knowledge. This nonhierar chical structure within levels of the New Taxonomy applies to all levels except level 1, retrieval. Within retrieval, executing is more complex than recalling, and recalling is more complex than recognizing. ‘Armed with an understanding of the New Taxonomy, teachers can identify the level of complexity of the target goal. In the preceding case, the target goal involves symbolizing, which is an aspect of comprehension—level 2 in the New ‘Taxonomy. The teacher would next construct a goal at a lower Jevel, Ie is important to note that there are no hard and fast rules for designing goals at a lower level. ‘The lower-level goals should be selected on the basis of what makes the most sense instructionally. In this case, the teacher might identify the following recognizing goal: ‘Students will be able to identify accurate statements about the rise and fall of Napoleon. ‘At this level, the teacher does not expect students to describe the most important aspects of ‘Napoleon's rise and fall or put that information into an abstract form; however, the teacher does expect students to recognize accurate statements about Napoleon’s life, This involves the retrieval process of ‘recagnizing. The teacher could have selected a recalling goal like the following: Students will be able to describe some important events in Napoleon's life. Here they are expected to describe some of the important events in Napoleon's life. This, of course, is ‘more complex than simply recognizing accurate statements about Napoleon’s life. With a lower-level goal identificd, the teacher would next design a higher-level goal such as the following: Students will be able to compare and contrast Napoleon and other military and political leaders. ‘At this level, students ate expected to distinguish between important and unimportant information about Napoleon, as well as apply that information to make connections between Napoleon and other tnilitary and political leaders. This learning goal involves the level 3 (analysis) process of matching,