My analysis

1. You will note that the Marzano & Kendalls Taxonomy has six levels of processing and that go
through three domains of knowledge. Only Level 1 Retrieval is seen to be automatic, the
other levels mean that the person must consciously retrieve the information.

While there are a few similarities between Blooms Taxonomy and Marzanos it is not easy to
transfer from one system to the other. The model also has three systems: self, metacognitive
and cognitive. The cognitive system is the only one that has a counterpart in Blooms
Taxonomy. The Self-system takes in the learners motivation built on importance, efficacy and
emotional response.

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Assessment
Designing Assessment

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Aligning Assessment with

Outcomes
Overview
Aligning assessment with intended course learning outcomes is crucial
to assessment-as-learning.

Learning outcomes prescribe what students are expected to

demonstrate they have learned.
 The assessment plan shows how they will demonstrate their
learning.
These two elements must operate in parallel if the assessment is to be
valid. For example, for a learning outcome stating that students will
develop professional communication skills, assessment tasks that focus
only on academic communication skills cannot be regarded as valid.

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4.Students should not be told what to do. To engage in the process

of solving problems, they should be given a rich intellectual
environment, in which participation is not just encouraged but
mandatory, and the tools and conditions to seek extra help when
necessary in other words, self-assess constantly to find areas of
weakness and then ways to support them.

My reflection
1. re seem to be at least two potential benefits from being able to retain, if not
recall, information which is not entirely comprehensible. First, since the
information is in memory, during a second exposure to a stimulus more
capacity may be devoted to comprehension and less to encoding. This may
lead to comprehension increments over a longer period of time. Second,
comparisons may be made across brands when only a single brand's data is
in hand. Information from the brand which is present may serve as an
extensive retrieval cue (cf. scripts) for otherwise inaccessible information
concerning other brands. In these situations, the normally large advantage
enjoyed by high-knowledge individuals in terms of amount of information
available to them may dissipate. How this might affect the quality of the
ultimate choice is still unclear and must await further research directed
specifically at the issue of decision-making.

2. Blooms Taxonomy can be used across grade levels and content areas. By
using Blooms Taxonomy in the classroom, teachers can assess students on
multiple learning outcomes that are aligned to local, state, and national
standards and objectives. Within each level of the taxonomy, there are
various tasks that move students through the thought process.
This interactive activity demonstrates how all levels of Blooms Taxonomy
can be achieved with one image.

In order for teachers to develop lesson plans that integrate Blooms

Taxonomy, they write their lessons in the language that focuses on each
level. The United States Geological Survey provides a list of verbs for each
level of Blooms Taxonomy for teachers to use when developing lesson plans.
(Although the list is designed for environmental science teachers, the
examples will work for any discipline.)

Marzanos model can be used by educators to assist in

completion of several tasks. The taxonomy enables educational
objectives to be readily classified and supports the design of
assessments to ensure specific processes are used to address
various types of knowledge. Marzano presents examples of
tasks, educational objectives, and assessment items
demonstrating how each processing level interacts with the
knowledge domains. Generic objectives and questions are
provided to help educators gain confidence in their ability to
use the taxonomy to support these efforts in their practice.