Ravalli County Curriculum Consortium

August 2011
Marzano Research Laboratory

Taxonomy gives a framework for developing tasks more easily.

Gives complexity.

6 Self-System Thinking
Level 5 Metacognition
Level 4 Knowledge Utilization
Level 3 Analysis
Level 2 Comprehension
Level 1 Retrieval
Level

 Executing--Almost a different category. Can vary in

complexity K-12.
Performing procedures

RecallingShort answer type question. Information isn

provided.
Producing information on demand
RecognizingMost basic level. Information is provided.

Determining whether information is accurate, inaccurate

or unknown

Process

Definition

Example activity

Executing

The student can perform

procedures without significant
errors

Provide the next number in the

sequence: 7,11,14,18,21,___?

Recalling

The student can produce

information on demand

Label the diagram of the cell

The student can determine

whether provided information is
accurate, inaccurate or unknown

Which of the following did not land

on the moon?
A. Neil Armstrong
B. Buzz Aldrin
C. Michael Collins

Recognizing

Process

Possible Verbs

Executing

Use
Demonstrate
Show
Make
Complete

Draft
Create

Recalling

Exemplify
Name
List
Label
State

Describe
Who
What
Where
When

Recognizing

Recognize (from a list)

Select (from a list)
Identify (from a list)
Determine if the following Statements are true

 If

the element involves the components

of a conversational greeting
Write a sample task utilizing:
Recognizing
Which one of the following is a component
of a greeting.

Recalling
List 2 different greetings.

 SymbolizingNon-linguistic

Construct symbolic

representations of
information
Integrating--Summarizing
Identify basic structure of
informationmost
important points.

Process

Symbolizing

Integrating

Definition

Example activity

Depicting the critical

Diagram the structure of
aspects of knowledge in a the 3 branches of the U.S.
pictorial? form
government

Identifying the critical or

essential elements of
knowledge

Summarize the main

causes of the Civil War

Process

Possible Verbs

Symbolizing

Symbolize
Depict
Represent
Illustrate
Draw

Show
Use models
Diagram
Chart

Integrating

Describe how or why

Describe the key parts of
Describe the effects
Describe the relationship
between

Explain ways in which

Paraphrase
Summarize

 If

the element involves the components of

conversational greetings.
With the group at your table, come up
with a sample task utilizing:
Symbolizing
Create a diagram showing the
components of greetings

Integrating
Summarize the key components of
conversational greetings.

 Specifyingmaking predictions
Identify logical consequences of information
Generalizing
Construct new principles or generalizations based
on information

Analyzing Errorsi.e.
Identify errors

editing

Classifying
Identify categories to which information belongs
Matching
Identify important similarities and differences

Operation

Definition

Example activity

Specifying

Making and defending predictions

about what might happen

Predict the impact of a 5 degree

change in temperature on the
Earth and explain the prediction

Generalizing

Inferring new generalizations from

known knowledge

Based on what you know, why

do humans build settlements
where they do?

Analyzing
Errors

Identifying logical or factual errors

in knowledge

Examine candidates campaign

literature to find errors or
overgeneralizations

Classifying

Identifying superordinate and

subordinate categories to which
information belongs

Organize the following countries

into 3 different regions

Matching

Identifying similarities and

differences

Compare and contrast the

foreign policy of the U.S. under
Presidents Clinton and Bush.

Process

Possible Verbs

Specifying

Make and defend

Predict
Judge
Deduce

What would have to happen

Develop an argument
Under what conditions

Generalizing

Generalize
What conclusions can be
drawn
What inferences can be
made

Create a generalization
Create a principle
Create a rule
Trace the development of
Form conclusions

Analyzing
Errors

Revise
Edit
Evaluate

Identify errors
Identify problems
Identify issues

Diagnose
Critique
Assess

Process

Possible verbs

Classifying

Classify
Organize
Sort

Identify a broader category

Identify categories
Identify different types

Matching

Categorize
Compare and
Contrast
Differentiate

Discriminate
Distinguish
Sort

Create analogy
Create metaphor

 If

the element involves the components of

conversation with the group at your table, come
up with a sample task utilizing:
Specifying
Under what conditions would you use different types
of greeting?

Generalizing
What general conditions must exist for greetings?
Analyzing Errors
What errors are made in conversational greetings?

If the element involves the components of

conversational greetings
With the group at your table, come up with a
sample task utilizing:
Classifying
Organize the greetings into categories (e.g.
formal occasions, informal occasions,
gender differences etc.)
Matching
Compare the greeting components in
different cultures.

 Investigating
Testing an hypothesis using the assertions

and opinions of others

Experimenting
Testing an hypothesis using data collected

by the student
Problem Solving
Using information to accomplish a goal for

which obstacles
or limiting conditions exist
Decision Making
Using information to make a decision

Process

Definition

Example Activity

Investigating

Generate a hypothesis and use the

assertions and opinions of others to
test the hypothesis

Generate a hypothesis and

research what might
happen to the polar ice
caps if the temperature of
the earth rose 5 degrees

Experimenting

Generating and testing a hypothesis

by conducting an experiment and
collecting data

Generate and test a

hypothesis about the
growth of plants in various
medium

Problem
solving

Accomplishing a goal for which

obstacles exist

Determine the best

strategy for accomplishing
peace in the world

Selecting among alternatives that

initially appear to be equal

Choose the best site for a

new airport from 3
alternatives. Explain your
decision.

Decision
Making

Process

Possible Verbs

Investigating

Investigate
Research
Find out about
Take a position on

What are the differing features of

How/Why did this happen
What would have happened if

Experimenting

Experiment
Generate and test
Test the idea that
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

ProblemSolving

Solve
Adapt
Develop a strategy to

Figure out a way to

How would you overcome
How will you reach your goal to

DecisionMaking

Decide
Select the best among
alternatives

Which of these is most suitable

What is the best way

 With

the group at your table, come up

with sample tasks utilizing 1 or 2 of the
Knowledge utilization processes
Investigating
Research other types of conversation patterns.

Problem-Solving
Develop a strategy that could enhance conversations.

Decision Making
What component of conversation was the most
significant ?

These are not assessed in the typical classroom

Monitoring Accuracy
The student is able to determine their own level
of accuracy
Monitoring Clarity
The student is able to determine how clear
their understanding is
Process Monitoring
The student is able to monitor their own
progress toward a specific goal
Specifying Goals
The student is able to specify learning goals
and develop a plan to achieve them

These are not assessed in the typical classroom

Examining motivation
The students identifies his or her own level of
motivation towards learning
Examining Emotional Response
The student identifies his or her own emotional
response to the learning
Examining Efficacy
The student identifies beliefs about his or her ability to
improve competence or understanding
Examining Importance
The student identifies how important the learning is
and the reasons behind this belief