For assessors: 4.3 The student showed creative thinking
This criterion draws on Bloom’s taxonomy.
At Bronze level, the student showed evidence of working at the, “understanding” and, “applying” levels of cognition.
At Silver level, the student showed evidence of working at the, “applying” and, “analysing” levels of cognition.
At Gold level the student showed evidence of working at the, “analysing to creating” levels of cognition.
|Award level ||Criteria breakdown ||Examples |
The student applied their understanding of directly related subject matter and ideas to achieve the project’s aim.
I used my existing knowledge and research on aeroplane wings, to create the different designs for the wings of my glider (as seen below).
|Silver ||The student analysed different aspects of the project and applied their knowledge to explore novel outcomes and solutions.|
In order to gather the data required, I needed a formula that [xxxxx].
Unfortunately, I wasn’t able to find such an equation.
However, I could find several formulae that had the elements of what I needed:
- [Formula 1]
- [Formula 2]
- [Formula 3]
I used these formulae to create the formula I needed:
|Gold ||The student analysed multiple aspects of the project. They developed existing knowledge and ideas from a related field, and/or combined and applied knowledge and ideas from seemingly unrelated areas to create a novel approach or outcome.|
In my project I collected both qualitative and quantitative data. While I could have analysed and written up this data by itself, I wanted to link my project back to its wider context and meet the project objects (see introduction paragraph 2).
To do, this I accessed and processed open-source data from [xxxxx] which included data on [xxxx].
I took this as an opportunity to use my computer science and coding skills to create a programme that combined data sets from multiple sources (quantitative data from my experiment and the open-source data), analysed the results and created a single output file.
The code for my program is appendix A and the resulting output file is appendix B.
Becoming an Assessor
Thanks for you interest in becoming a CREST Awards Assessor. CREST Silver and Gold Awards are assessed by trained STEM professionals. They are from a range of backgrounds and have expertise in various subjects. The role is perfect for qualified STEM ...
For assessors: 4.4 The student identified and overcame problems successfully
Evidence: It is highly unlikely a project was problem free. If no problems were encountered, the student should describe problems that could have occurred and how they were avoided. Award level Criteria breakdown Examples Bronze The student showed ...
For assessors: CREST criteria assessment guide
Click the criteria below to see what's expected of a project at each CREST Award level, and examples of the criteria being met. 1 – Planning the project 1.1 The student set a clear aim for the project and broke it down into smaller objectives 1.2 The ...
For assessors: 3.2 The student explained how their actions and decisions affected the project’s outcome.
Explanation: This criterion is about understanding how the student’s actions and decisions affected the project. The student should be able to demonstrate a reflective approach. “I decided to do X and this changed my project in the following ways…” ...
For assessors: 1.2 The student explained a wider purpose for the project
Award level Criteria breakdown Examples Bronze The students explained the wider purpose of the project and gave some examples of real-world applications. This project is important as dehydration is an issue across the globe. Developing better ...