The use of taxonomies in the formulation of learning objectives: a way to improve cognitive performance

Abstract

Cognitive performance is the pedagogical expression of know-how. It is based on the individual's use of his or her knowledge, which is why it is considered one of the indicators of educational quality. This performance is not innate, so it is up to teachers to develop it through active and developmental learning. In this sense, the taxonomies of formulation of objectives are important tools to favor cognitive performance, since they establish the skills and actions that teachers should propose in their classes for each of the levels. However, there are shortcomings in the formulation of objectives that limit the cognitive performance of students. That is why the purpose of this paper is to offer a set of reflections aimed at the use of taxonomies in the formulation of learning objectives, which may favor the cognitive performance of students.