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Classroom Assessment Techniques (CATs)

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

 

Examples:

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. 

 

 

 

Reference:


Angelo, T.A. & Cross, K.P. (1993).  Classroom Assessment Techniques: A Handbook for College Teachers (2nd edition). San Francisco: Jossey-Bass.