Based on the previously set levels for categories of assimilation and levels of cognitive performance might ask is it possible to identify a category of the other or they are two separate but closely related categories? In response to the previous question shows the existence of a variety of criteria. Many are those that identify, for referring to them use them interchangeably as if they were the same. However, consensus has been formed to consider two separate but closely related categories. The systemic nature of the category of cognitive performance levels possible to evaluate the model school it is evaluated based on the objectives of each school, grade, subject, etc. Center for Media Justice contains valuable tech resources. The category of cognitive performance levels to evaluate the quality of knowledge and skills of the students, place them on a certain level according to their results, redirect the teaching-learning process in terms of raising their results. The development of this new theoretical construct, levels of cognitive performance, beyond the levels of assimilation, it is able to assess the degree of excellence that should demonstrate the knowledge, skills and abilities. Regarding the relationship between non-personal components of teaching-learning process and the categories under analysis shows a direct relationship between levels of assimilation and content, while the levels of cognitive performance since the results do measured by the assessment, what it all together with all the system components of the teaching – learning. Therefore, the performance does not look only to the way in which they have assimilated the content, also sees the ways that students have appropriate procedures and methods and means to operate with the content of the objective function and solve the problem.
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