Classroom Assessment Techniques (CATs):
Simple, non-graded, in-class activities to provide feedback on teaching-learning process as it is happening.
Why incorporate into your class?
- Provide just-in-time feedback about the teaching-learning process
- Provide information about student learning with less work than traditional assignments (tests, papers, etc.)
- Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflection
- Help students become better monitors of their own learning
- Help students feel less anonymous, even in large courses
- Communicates that the instructor cares about learning
Impact of CATs:
- Helps instructors prioritize topics and time
- Helps students focus on content and knowledge instead of grades
- Create a positive learning environment that is student-centered
Many CATs are done at the end of class. Student write their responses on a piece of paper and give to instructor. The instructor uses this information to prepare for the next class.
Minute Paper: 1) What was the most important thing you learning during class, 2) What is one question you have?
Muddiest Point: What was the muddiest point (something you didn't quite understand) about today's topics?
Concept Map: Students draw or diagram the connections they make between a major concept and other concepts they have learned.
Angelo, T.A. & Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd edition). San Francisco: Jossey-Bass.