a In considering levels of cognitive performance as functions of the learning process is highlighting that are manifestations of the essential qualities or properties of the process of cognition in school learning. When we speak of cognitive performance refers to the fulfillment of what should be done in an area of knowledge in accordance with the requirements set for it in terms of abilities and skills (cognitive domains), I agree, in this case, the age and grade level achieved. levels of cognitive performance including two closely related aspects which are: 1.A a The degree of complexity that we want to measure cognitive performance. 2.A a The magnitude of learning achievements made in a given subject in terms of abilities and skills (cognitive domains). a In line with these considerations, then the function recognizes the categorizer performance levels that define different hierarchies allow different levels correlate allowing to activate a cognitive process distinctive, flexible and diverse, in this sense are considered three levels of cognitive performance a First level: the student's ability to use basic operations of an instrumental of a given subject. To do so, recognize, describe, sort, and interpret texts paraphrase the concepts so that literally translates the essential properties that this is based. Second level: the student's ability to establish relationships of different types, through concepts, images, procedures, where in addition to recognize, describe and interpret them, you must implement a practical situation posed, framed it in situations that have a way known solution and reflect on their internal relations.