CRESST learning model

This article or section is currently under construction

In principle, someone is working on it and there should be a better version in a not so distant future.
If you want to modify this page, please discuss it with the person working on it (see the "history")

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 “the range of cognitive learning in which students engage”. The "cognitive types of learning" are a composite of taxomomies and theories from by Gagné, Merrill and others.

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.