The New Taxonomy of Educational Objectives

 "Educational leaders wishing to infuse greater complexity, rigor, and substance into the curriculum will immerse themselves in The New Taxonomy of educational Objectives. The benefactors will be teachers who will reach beyond their current achievements and students who will develop the intellectual prowess required to master the intricacies, dichotomies, and ambiguities of life in the twenty-first and twenty second centuries."
―Arthur L. Costa, Professor Emeritus
California State University, Sacramento

"Motivation and metacognition, two critical components, are now strategically and meaningfully integrated. This revised hierarchy takes us beyond Bloom toward a better understanding of educational theory and practice."
―Virginia Cotsis, Secondary Curriculum Specialist
Ventura County Office of Education, Camarillo, CA

"A potent tool for designing educational objectives, developing assessments, making state standards more useful to teachers and students, designing curriculum, and formulating a thinking-skills curriculum."
―Carol Ann Tomlinson, Professor of Educational Leadership
Foundations& Policy, University of Virginia

A thoroughly updated guide to the nature of knowledge!

Marzano′s Taxonomy―the most current and comprehensive guide in 50 years to define the new standard for education―is a must-have resource for all directors of curriculum and instruction, directors of staff development, principals, and teachers. Developed by Robert Marzano and John S. Kendall, internationally recognized experts in the development and improvement of standards for education, this field-tested and proven reference contains the most current research on the nature of knowledge and cognition and a reflection of the movement to standards-based education. Based on three domains of knowledge: information, mental procedures, and psychomotor procedures; and six levels of processing: retrieval, comprehension, analysis, knowledge utilization, metacognition, and self-system thinking, this essential guide offers specific applications for:

• Designing and classifying educational objectives
• Creating assessments
• Redesigning state and district-level standards
• Formulating curriculum
• Outlining a thinking-skills curriculum

Robert Marzano, author of 25 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in grades K–12, is president of Marzano & Associates, senior scholar at Mid-continent Research for Education and Learning (McREL), and associate professor at Cardinal Stritch University.

John S. Kendall, senior director in research at Mid-continent Research for Education and Learning (McREL), has authored or co-authored six books and more than 30 articles.

Robert J. Marzano is senior scholar at Mid-continent Research for Education and Learning (McREL) in Aurora, Colorado, associate professor at Cardinal Stritch University in Milwaukee, Wisconsin, and president of Marzano & Associates in Centennial, Colorado. He is the author of 25 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in Grades K–12. His works include What Works in Schools: Translating Research Into Action, School Leadership That Works, Building Background Knowledge for Academic Achievement, Classroom Management That Works, Classroom Instruction That Works, Classroom Assessment and Grading That Work, and A Different Kind of Classroom: Teaching With Dimensions of Learning.

During his 35 years in public education, Marzano has worked in every state multiple times as well as in a host of countries in Europe and Asia. The central theme in his work has been translating research and theory into practical programs and tools for K–12 teachers and administrators.

John S. Kendall is a senior director in research at McREL, where he directs a technical assistance unit that develops and provides standards-related services for schools, districts, states, and other organizations.

An internationally recognized expert in the development and improvement of standards for education, Kendall has consulted for more than 50 school districts and 14 state departments of education as well as education agencies in the U.S. territories and abroad. He has authored or coauthored six books and more than 30 monographs, technical studies, and articles published by American School Board Journal, Association for Supervision and Curriculum Development, and National Association of School Boards, among others. He received his undergraduate and master’s degrees from the University of Colorado at Boulder.

Kendall’s current research and technical assistance efforts include working with clients to establish performance standards for the classroom, developing standards for principals, and identifying the knowledge and skills that help students learn.