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Definition

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==Definition==

The CRESST learning model has been proposed by Baker (1995) of the Center for Research on Evaluation, Standard, and Student Testing (CRESST) to describe {{quotation|the range of cognitive learning in which students engage}}. The "cognitive types of learning" are a composite of taxomomies and theories from by [[Nine events of instruction | Gagné]], [[First principles of instruction | Merrill]] and others.

Five ''families'' are used to describe the kinds of learning that can take place.

Content-specific activities:
*'''Content understanding''' - learning of domain specific material. Activities may include student explanations, concept map builiding.
*'''Problem solving''' - processes and strategies engaged to acheive a goal that has no apparent solution, including the trasfer of content-understanding and use of metacognition to the resolution of an unfamiliar problem.
Content-independent activities:
*'''Collaboration''' - learning to work with others, acquiring interpersonal skills, including ''teamwork'' (group performance on task) and ''taskwork'' (individuals' effectiveness within the group) (Morgan, Salas, & Glickman, 1993)
*'''Communication''' - learning to express thoughts and ideas effectively, written and/or verbally within the content domain (use appropriate terminology to explain content.
*'''[[Metacognition]]''' - learning to regulate one's cognitive activity through awareness, knowledge of [[cognitive strategy | cognitive strategies]], planning and self-monitoring.

CRESST publishes handbooks for creating assessment materials to assess performance in each of these families. The handbook for assessing content understanding is available as a
[http://cresst96.cse.ucla.edu/CRESST/Sample/CMODELS.PDF free sample (PDF)].

CRESST is also proposed as a method to analyse the cognitive demands of a technology by evaluating the extent to which each family of learning is activated through the use of a particular technology (Baker, O'Neil, & Klien, 1998).

== Links ==

* http://cresst.org, redirected to http://www.cse.ucla.edu/

==References==
* Baker, E.L. (1995), Finding our way. Presentation at the annual conference for the Center for Research on Evaluation, Standard, and Student Testing (CRESST), University of California, Los Angeles.

* Baker, E.L. , O'Neil, H.F., & Klien, D.C.D. (1998), A Cognitive Demands Analysis of Innovative Technologies, CSE Technical Report 454, National Center for Research on Evaluation, Standard, and Student Testing (CRESST), UCLA.

* Morgan, B.B, Jr., Salas, E., & Glickman, A.S. (1993). An analysis of team evolution and maturation. Journal of General Psychology, 120, 277-291.

[[Category: Instructional design models | Learning theories]]
[[Category: Learning theories]]{{edutechwiki}}

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edutechwiki_en>Daniel K. Schneider: /* Definition */