Use of taxonomies in educational contexts and their relationship with cognitive performance

Abstract

Conducting research in the field of taxonomies, learning objectives, and cognitive performance helps improve the quality of education and design more effective teaching processes. Research findings reveal a disparity in the cognitive performance of students in Latin America. The aim of this study is to reflect on the use of taxonomies in educational contexts and their relationship with cognitive performance. A systematic literature review was conducted using the PRISMA methodology. The sample consisted of 22 documents. It was found that this topic in the field of education has been little addressed. Taxonomies provide a framework that facilitates assessment and feedback. Well-defined objectives aligned with taxonomies allow for accurate and objective evaluation of student performance, which in turn contributes to improving cognitive performance. A positive relationship in cognitive performance is established by facilitating organized learning aimed at developing higher-order skills, promoting more effective intellectual growth.