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.