It's been more than 50 years since Benjamin Bloom published his Taxonomy of Educational Objectives and Bloom's taxonomy is one of the most widely known and used models in education. While still useful, Bloom's taxonomy doesn't represent the most current research on the nature of knowledge and cognition, nor does it reflect the movement to standards-based education. Marzano's taxonomy is based on three domains of knowledge (information, mental procedures, and psychomotor procedures) and six levels of processing (Retrieval, comprehension, analysis, knowledge utilization, metacognitive, and self-system). Marzano's taxonomy has many uses, including; Designing and classifying educational objectives Designing assessments Redesigning state and district-level standards Designing curriculum Designing a thinking skills curriculum This groundbreaking book is essential reading for directors of curriculum and instruction, directors of staff development, principals, and teachers.
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.