The student’s capacity to solve problems themselves, the creation of texts, exercises of transformation identification of contradictions, the search for partnerships through lateral thinking, among others, where the track, usually not known for most of the students and where the level of their production is higher. a Based on the previously set levels for categories of assimilation and levels of cognitive performance might ask yse can identify a category of the other or they are two separate but closely related categories? a In response to the previous question shows the existence of a variety of criteria. Many are those that identify, as when referring to them actually used interchangeably as if they were of the same. However, consensus has been formed to consider two separate but closely related categories. a 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 education, grade, subject, etc. a 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. a As for the relationship between non-personal components of teaching-learning process and the categories under analysis can be seen a more direct relationship between levels of assimilation and content, while the levels of cognitive performance do so from the measured by the evaluation results, which articulates it with all the system components of the teaching – learning.