New Taxonomy: Designing and Assessing Educational Objectives

From Marzano and Kendall, Designing & Assessing Educational Objectives. Thousand Oaks, CA: Corwin Press, 2008.

New Taxonomy Level Operation/Processes Action verbs/terms Assessments/Tasks

1. Retrieval Recognize Recognize Forced-choice formats:
Select from a list Traditional multiple choice
Identify from a list Matching
Determine if the following statements Alternative choice
are true True or false
Multiple response
Recall Recall Written and oral constructed response
Exemplify formats
Name
List Fill-in-the-blanks
Label
State
Describe who, what, where, when
Execute Add, subtract, multiply, divide Written and oral constructed response
Apply
Demonstrate Forced-choice formats with mental skills
Draft
Complete
Make
Solve
Read
Use
Write

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com

2. Comprehension Integrate Describe how or why or both Written or oral response
Describe the key parts
Describe the effects
Describe the relationship between
Explain ways in which
Make connections between
Paraphrase
Summarize
Symbolize Depict Pictures
Represent Charts
Illustrate Graphs
Draw Graphic organizers:
Show Concept map
Use models Timeline
Diagram
Chart

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com

3. Analysis Match Compare and contrast Short written oral response
Categorize
Differentiate Graphic organizers:
Discriminate Sentence stem
Distinguish Venn Diagram
Sort Double Bubble
Create an analogy Comparison matrix
Create a metaphor Analogy
Metaphor
Classify Organize Short written oral response
Sort
Identify a broader context Graphic organizers:
Identify different types Subordinate categories graph or concept
map
Analyze errors Identify problems Short written oral response
Identify issues
Identify misunderstandings Provide sample – students critique
Assess
Critique
Diagnose
Evaluate
Edit
Revise
Generalize What conclusions can be drawn Short written oral response
What inferences can be made
Create a generalization Graphic organizers:
Create a principle Generalizing matrix
Create a rule
Trace the development of
Form conclusions
Specify Make and defend Short written oral response
Predict
Judge

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com

 Deduce
What would have to happen
Develop an argument for
Under what conditions
4. Knowledge Decide Select the best among the following Short or extended written or oral
utilization alternatives constructed-response format
Which among the following would be
the best Graphic organizers:
What is the best way Decision-making
Which of these is most suitable matrix

Problem solve How would you overcome Short or extended written or oral
Adapt constructed-response format
Develop a strategy to
Figure out a way to
How will you reach your goal under
these conditions
Experiment Generate and test Short or extended written or oral
Test the idea that constructed-response format
What would happen if
How would you test that
How would you determine if
How can this be explained
Based on the experiment, what can be
predicted
Investigate Research Short or extended written or oral
Find out about constructed-response format
Take a position on
What are the differing features of
How did this happen
Why did this happen
What would happen if

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com

5. Metacognitive Set goals What would you like to accomplish Graphic organizer:
System Identify something you want to Specifying goals
Monitor process Evaluate Short or extended written or oral
Determine how well constructed-response format
Determine how effectively
Monitor clarity What are you clear about Short or extended written or oral
What are you unclear about constructed-response format
How could you better understand
Monitor accuracy About what do you believe you are Short or extended written or oral
accurate? constructed-response format
About what do you believe you might
be inaccurate
6. Self-System Examine importance How important is it to you Short or extended written or oral
Why do you think it might be important constructed-response format
Can you provide some reasons why it is
important
How logical is your thinking
Examine efficacy Can you improve Short or extended written or oral
How well do you think you can do constructed-response format
How well can you learn
How good are you at
How logical is your thinking
Examine emotional What are your feelings about Short or extended written or oral
response What is the logic underlying these constructed-response format
feelings
How reasonable is your thinking
Examine motivation How interested are you Graphic organizer:
How motivated are you Importance, efficacy, emotional response
How would you explain your level of  motivation
interest
How reasonable is your thinking

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com