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Classroom Assessment Techniques

Jennifer Mansfield

on 14 March 2011

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Transcript of CATs

“ Learning can and often does take place without the benefit of teaching – and sometimes even in spite of it – but there is no such thing as effective teaching in the absence of learning. Teaching without learning is just talking.”

- Angelo & Cross CATs are simple tools for collecting data on student learning in order to improve it. CATs are “feedback devices,” instruments that faculty can use to find out how much, how well, and even how students are learning what they are trying to teach.

- Angelo & Cross
CATS Classroom Assessment Techniques Traditional Methods of Assessment Class discussion
Standardized tests
Etc. Characteristics
Mutually beneficial
Fast to administer
Fast to interpret
Ongoing (feedback loop)
Context specific (match your class style)
Provides a record
Allows for student AND instructor self-evaluation. More frequent use of CATs can help instrctors:
Provide short-term feedback
Develop good rapport with students
Course correct quickly
Etc. More frequent use of CATs can help students:
Become better monitors of their own learning
Break down feelings of anonymity
See that they can impact instruction/class
Recognize the need to alter study skills
Realize the instructor cares about learning
Etc. 1. Planning
Choose a learning goal to assess.
Choose an assessment technique.
2. Implementing
Apply the technique.
Analyze the data.
3. Responding
Share results with students.
Discuss or share what the data means. Remember:
If it doesn’t appeal to you, don’t use it.
Don’t make it a self-inflicted chore or burden.
Try it on yourself first.
Allow for more time than you think you will need.
Make sure to “close the loop.”
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