CRESST model of learning: five families of cognitive learning as assessment targets¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The CRESST model of learning organizes assessment around five types of learning: content understanding, problem solving, communication, collaboration, and metacognition. The report's assessment products are "model-based in the sense of reflecting the five types of learning that are specified in the CRESST model of learning". Each proposed tool is mapped onto one or more of these families in Table 1, making the model the organizing axis for the whole tool suite.

Design Implications¶

Context¶

Requirements¶

• New assessment tools must measure one or more components of the CRESST model of learning

Constraints¶

• The model is used as a design framework for assessment tools; the report presents no validation evidence for the model itself

Target Learners¶

• K-12 and adult learners assessed with computer-based performance tasks

Target Learning Objectives¶

• content understanding
• problem solving
• communication
• collaboration
• metacognition

Claims¶

• CRESST assessment tools show feasibility in evaluation data, but reliability and validity information is limited [+W]

Related Theories¶

• CRESST model of problem solving

Examples¶

• Design assessment tools to measure model components, integrate, be authorable, auto-score, and deploy on the Internet
• CRESST Integrated Assessment System: a computer-based suite of performance assessment tasks
• Eight proposed CRESST assessment tools with specifications and scalability outlooks
• Knowledge map assessment of content understanding

Key Sources¶

• Chung, G. K. W. K., Herl, H. E., Klein, D. C. D., O'Neil, H. F., Jr., & Schacter, J. (1997). Estimate of the Potential Costs and Effectiveness of Scaling Up CRESST Assessment Software. https://eric.ed.gov/?id=ED418102