Marzano Taxonomy
A robust six-level model of educational objectives by Robert Marzano and John Kendall, spanning Knowledge Retrieval, Comprehension, Analysis, Knowledge Utilization, Metacognition, and Self-System Thinking.
Overview
Marzano's New Taxonomy of Educational Objectives, developed by Dr. Robert J. Marzano and John S. Kendall (2007), is a comprehensive theoretical model designed to improve upon Bloom's Taxonomy. It organizes human processing into six hierarchical levels across three systems: the Self-System (attitudes, motivation, efficacy), the Metacognitive System (goal-setting, progress monitoring), and the Cognitive System (Level 1 Retrieval, Level 2 Comprehension, Level 3 Analysis, Level 4 Knowledge Utilization), operating upon three Knowledge Domains (Information, Mental Procedures, Psychomotor Procedures). In Philippine education, Marzano's Taxonomy provides teachers with an exceptionally precise framework for constructing Higher-Order Thinking Skills (HOTS) questions, building valid Table of Specifications (TOS), and fostering self-regulated learners.
History
First introduced in Marzano's 2000 work 'Designing a New Taxonomy of Educational Objectives' and fully refined in Marzano & Kendall's 2007 volume 'The New Taxonomy of Educational Objectives' (2nd ed.). It was constructed to overcome structural criticisms of Bloom's Taxonomy—notably Bloom's oversimplification of cognitive hierarchy and omission of motivation and metacognitive control. In the Philippines, Marzano's Taxonomy has been widely adopted in teacher education institutions, DepEd Division HOTS training programs (such as the DepEd-NEAP Higher Order Thinking Skills Professional Learning Packages), and private school standards-based curriculum design.
Framework Structure
1. Level 1: Retrieval (Pag-alala)
Purpose
Recall, recognize, or execute information and routine procedures from permanent memory.
Expected Outcome
Accurate retrieval of baseline factual and procedural knowledge.
Teacher's Role
Asks recall questions, provides matching drills, and prompts recognition of key terms.
Student's Role
Identifies, names, lists, states, or performs automated execution of learned facts.
2. Level 2: Comprehension (Pag-unawa)
Purpose
Identify critical features of knowledge and integrate them into mental structures.
Expected Outcome
Clear mental representation and core understanding of main ideas.
Teacher's Role
Guides synthesis, visual graphic organizer creation, and paraphrase exercises.
Student's Role
Integrates, summarizes, categorizes, illustrates, and explains relationships.
3. Level 3: Analysis (Pagsusuri)
Purpose
Examine knowledge in detail to generate new insights and analyze logical connections.
Expected Outcome
Critical examination and logical extension of target knowledge.
Teacher's Role
Prompts structural comparison, error analysis, classification, and logical deduction.
Student's Role
Analyzes errors, classifies non-examples, predicts consequences, and generalizes rules.
4. Level 4: Knowledge Utilization (Paggamit ng Kaalaman)
Purpose
Apply knowledge to accomplish authentic tasks, make decisions, and solve real-world problems.
Expected Outcome
Authentic application and creative problem resolution.
Teacher's Role
Assigns decision-making, troubleshooting, experimental inquiry, and investigation tasks.
Student's Role
Investigates real problems, tests hypotheses, resolves dilemmas, and makes evidence-based choices.
5. Level 5: Metacognitive System (Metakognisyon)
Purpose
Monitor, evaluate, and regulate one's own cognitive processes and learning goals.
Expected Outcome
Self-regulated learner with active metacognitive awareness.
Teacher's Role
Provides self-monitoring prompts, goal-setting templates, and clarity reflection logs.
Student's Role
Sets learning goals, monitors task execution accuracy, and adjusts learning strategies.
6. Level 6: Self-System Thinking (Sistemang Sarili)
Purpose
Examine personal motivation, utility, efficacy, and emotional stance toward the learning task.
Expected Outcome
High intrinsic motivation and personal alignment with academic goals.
Teacher's Role
Connects lesson value to student personal goals, builds efficacy, and explores personal interest.
Student's Role
Evaluates importance of knowledge, assesses personal efficacy, and commits effort to learning.
Step-by-Step Tutorial
Applying Marzano's Taxonomy in DepEd Lesson Planning & Assessment:
Step 1: Formulate Objectives across All 3 Systems Do not stop at cognitive levels. Craft objectives that address Self-System (Level 6: 'Learners express why marine conservation matters to their community') and Metacognition (Level 5: 'Learners monitor their problem-solving steps using a self-check guide').
Step 2: Map Cognitive Levels 1-4 to Assessment Items When building a 50-item Table of Specification (TOS): - Level 1 Retrieval: 30% of items (Recognize, Recall) - Level 2 Comprehension: 30% of items (Summarize, Integrate) - Level 3 Analysis: 20% of items (Classify, Analyze Errors, Deduce) - Level 4 Knowledge Utilization: 20% of items (Investigate, Solve Real Problems)
Step 3: Embed Error Analysis (Level 3) in Quizzes Instead of simple true/false questions, present a worked solution containing a deliberate mathematical or scientific error and ask students to identify, explain, and correct the error.
Step 4: Use Investigation & Decision-Making Tasks (Level 4) Assign authentic tasks where students must select between competing options using evidence (e.g., 'Which renewable energy source is best for your province? Support with data').
Classroom Example
In a Grade 9 Science class studying Genetics and Biodiversity, the teacher applies Marzano's Taxonomy: - Self-System (L6): Starts with a reflection: 'Why should saving local endangered species matter to your family's future?' - Metacognitive (L5): Students check off a self-monitoring guide while completing punnett square problems. - Retrieval (L1): Students list baseline vocabulary (allele, genotype, phenotype). - Comprehension (L2): Students draw diagrams contrasting incomplete dominance vs. codominance. - Analysis (L3): Students analyze a flawed genetics pedigree chart and identify 3 logical errors made in the inheritance trail. - Knowledge Utilization (L4): Students conduct an investigation proposing a local breeding program to preserve an endangered native chicken species.
Advantages
- Incorporates learner motivation (Self-System) and self-regulation (Metacognition), which Bloom's model omits.
- Provides ultra-precise behavioral verbs for writing test items and Table of Specifications (TOS).
- Explicitly includes Error Analysis and Troubleshooting as distinct cognitive skills.
- Directly supports DepEd's Higher-Order Thinking Skills (HOTS) professional learning initiative.
- Differentiates between Information, Mental Procedures, and Psychomotor Procedures.
Limitations
- Greater structural complexity (6 levels across 3 systems) requires more initial teacher training than Bloom's Taxonomy.
- Designing items for Levels 5 and 6 can be challenging to score via traditional written examinations.
Best Subject Areas
These are recommendations, not strict rules. Many frameworks can be adapted across subjects.
Common Mistakes
Assuming Marzano's levels are identical to Bloom's Revised Taxonomy without recognizing the Self-System and Metacognitive System.
Restricting classroom instruction to Levels 1 and 2 (Retrieval and Comprehension) without reaching Levels 3 and 4.
Treating Level 6 (Self-System) as an optional add-on rather than the primary gatekeeper of student motivation.
Teacher Tips
Use DepEd-NEAP HOTS PLP resource modules for pre-written Marzano question stems.
Include Error Analysis questions in your quizzes to quickly assess Level 3 analytical thinking.
Ask a 1-minute Self-System question at the start of new units to connect content to student personal lives.
Blank Planning Template
Fill in each section with your own lesson plan details. This is a blank template — do not expect a completed lesson plan.
1. Target Knowledge Domain
Specify whether the lesson targets Information (Declarative), Mental Procedures (Procedural), or Psychomotor Procedures.
2. Cognitive System Objectives (Levels 1 to 4)
Formulate behavioral objectives using Marzano verbs for Retrieval, Comprehension, Analysis, and Knowledge Utilization.
3. Metacognitive System Prompts (Level 5)
Detail self-monitoring checklists, clarity checks, and progress monitoring routines for students.
4. Self-System Engagement Strategy (Level 6)
Craft questions and prompts that activate student interest, personal efficacy, and perceived value of the lesson.
Printable Checklist
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Frequently Asked Questions
How does Marzano's Taxonomy differ from Bloom's Revised Taxonomy?
Bloom's taxonomy focuses exclusively on cognitive processing. Marzano's New Taxonomy adds two superior control systems: the Metacognitive System (which manages cognitive processing) and the Self-System (which determines whether a student will engage with the task based on motivation, efficacy, and relevance).
What is 'Error Analysis' in Marzano's Level 3 Analysis?
Error Analysis is a specific cognitive process in Marzano's model where learners analyze logical fallacies, procedural mistakes, or factual errors in a presented sample, explaining why the error occurred and how to correct it.
Can Marzano's Taxonomy be used for creating DepEd Table of Specifications (TOS)?
Yes! DepEd NEAP encourages the use of Marzano's taxonomy for TOS design, mapping Level 1 to Easy items, Levels 2 & 3 to Average items, and Level 4 to Difficult/HOTS items.
References
The New Taxonomy of Educational Objectives (2nd ed.)
Marzano, R. J., & Kendall, J. S. (2007) — Corwin Press, Thousand Oaks, CA
Designing a New Taxonomy of Educational Objectives
Marzano, R. J. (2001) — Corwin Press, Thousand Oaks, CA
Higher Order Thinking Skills Professional Learning Package (HOTS-PLP) for Teachers
Department of Education - National Educator Academy of the Philippines (NEAP) (2023) — DepEd NEAP, Pasig City, Philippines