"Provides educators with a crisp, new lens to re-examine thinking and learning. Motivation and metacognition, two critical components, are now strategically and meaningfully integrated in a new taxonomy. This revised hierarchy takes us beyond Bloom toward a better understanding of educational theory and practice." -- Virginia Cotsis, Secondary Curriculum Specialist 20060608 "Marzano's Taxonomy will be of immediate and lasting use to curriculum developers, researchers, preparers of teachers and leaders, and practitioners involved in all aspects of standards-based learning. Timely, clearly written, easy to follow, and filled with strong examples and connections to Bloom's Taxonomy." -- Doug Harris, Co-Director 20060526 "Educational leaders wishing to infuse greater complexity, rigor and substance into the curriculum will immerse themselves in The New Taxonomy of Educational Objectives. The beneficiaries 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 21st and 22nd centuries." -- Arthur L. Costa, Professor Emeritus 20060625 "Profound in its insights and challenging in its implications, Marzano's Taxonomy will influence teaching, assessment, and accountability in every school. The authors force us to confront the gulf between current standards and testing regimes and the opportunity for sustained learning for which the Marzano's Taxonomy will be the framework." -- Douglas Reeves, CEO and Founder 20060707 "A masterful synthesis, incorporating extensive analysis of state and national content standards with insights from cognitive psychology to produce a more contemporary educational schema. Like a new version of computer software, Marzano's Taxonomy offers a significant upgrade to the classic work of Benjamin Bloom and his colleagues." -- Jay McTighe, Author and Consultant 20060707 "Provides fresh ideas and a set of 'thinking protocols' to help us remember that a primary focus in education must be to develop the mental abilities of our students." -- Lynn Erickson, Curriculum Design Consultant 20060701 "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 20060705 "Marzano and Kendall provide the necessary ingredients to help fulfill the rhetoric that all kids can learn-and at a high level of thinking! This book informs work on standards at the state and local levels and provides clear examples to assist teachers in their curriculum and assessment design work." -- Bena Kallick, Educational Consultant & Vice President 20060630 "Offers the field of education a well researched, well developed theory of curriculum design and assessment. Guidelines for expanding and extending student learning far surpass previous books of its kind." -- Carol M. Roberts, Professor of Organizational Leadership 20060815 "A pioneering approach to critical and higher order thinking skills with implications for designing educational objectives, framing curricula design, and implementing national standards and assessments. To prepare elementary and secondary school teachers for teaching a thinking-based curriculum, this book should be part of every undergraduate and graduate teaching program across the country." -- Douglas Llewellyn, Professor, Science Education 20060901 "Marzano's Taxonomy skillfully advances the concepts, categories, and conversations related to educational objectives, and equips learners and teachers with an interconnected and comprehensive design for processing and expressing thoughts, words, and actions." -- Nancy P. Gallavan, Associate Dean & Professor 20060908 "Marzano and Kendall provide a critical, theoretically consistent overview of educational objectives with detailed examples of assessment frameworks that bring the 'new' taxonomy to life. The focus on curriculum design that embeds rigorous assessment is a helpful contribution to a new generation of educators challenged to implement content standards for student learning." -- Michelle Collay, Associate Professor 20060907 "Useful not only for teachers in addressing objectives, standards, and classroom assessment, but also for other educators as they formulate objectives, develop strategies, and determine the knowledge necessary to improve the educational system in general." -- Carolyn J. Wood, Professor of Educational Leadership 20060828 "Marzano and Kendall provide a clear, practical model for educators to follow when developing objectives, assessments, and lessons to improve student achievement. Teachers, teacher leaders, curriculum specialists, and administrators will all find this new taxonomy an essential resource!" -- Ellen Kottler, Lecturer 20060826 "Fully reflects the impressive advancements in the last few decades. Marzano's Taxonomy provides educators with a practical tool to improve the effectiveness of their teaching and their students' learning by helping educators more explicitly frame educational objectives and assessment, use state standards, and design general and thinking-skills curricula." -- Dale W. Lick, Professor 20060830 "A clearly practical model that becomes a very powerful tool for educators. The concept sizzles with innovation." -- Carolyn Orange, Professor of Educational Psychology 20060829 "Rich and theory-based, incorporating what we have learned about knowledge, thinking, and cognition in the last 50 years. Also quite practical, demonstrating how this new taxonomy can be used as a framework for standards, assessments, and curriculum." -- Carol A. Bartell, Assistant Director 20060818 "Marzano and Kendall haven't simply revised Bloom's Taxonomy. They have forged a thoroughly researched groundwork for numerous educational uses." -- Gregg E. Humphrey, Director of Elementary Education 20060829 "Provides clear examples of how the new taxonomy helps educators develop a common language and framework to connect standards with specific rubrics and techniques that teachers can use to help their students reach for mastery." -- Raymond Terrell, Assistant Dean for Research and Diversity 20060829 "This text is astoundingly important. A serious must-read for understanding global issues in developing educational objectives." -- Caroline R. Pryor, Assistant Professor and Wye Fellow 20060823 "Presents material in a manner that seduces readers to want to read on and gather more data so that they can understand and apply the new taxonomies." -- Robert L. Wyatt III, Professor Emeritus 20060821 "A real contribution to the field of education. Provides a well-defined platform for making critical learning skills the basis of skilled-based instruction." -- Concha Delgado Gaitan, Independent Researcher and Writer 20060925 "Offers the field of education a well-researched, well-developed theory of curriculum design and assessment. Here is a practical model that becomes a powerful tool for educators; it will enhance the effectiveness of teaching and deepen the learning of students." -- SirReadaLot.org, February 2007 20070212 "As professional learning communities try to look at new ideas, this volume requires more than a passing glance or reference. It is certain to challenge your ideas about education." -- Teacher Librarian, April 2007 20071107

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. 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.

Preface About the Authors 1. The Need for a Revision of Bloom's Taxonomy 2. The Knowledge Domains 3. The Three Systems of Thinking 4. The New Taxonomy and the Three Knowledge Domains 5. The New Taxonomy as a Framework for Objectives, Assessments, and State Standards 6. The New Taxonomy as a Framework for Curriculum and Thinking Skills Epilogue References Index