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Five Simple Classroom Assessment Techniques
Transcript of Five Simple Classroom Assessment Techniques
Five simple assessments to apply in any class
At the beginning of the module/lesson, ask students to jot down a quick response to one question:
"What was the muddiest point in ______?"
The focus of the assessment might be a lecture, discussion, homework assignment.
Ask students to reply with one possible, real-world application for what they have learned about an important principle, generalization, theory, procedure, or problem.
Direct students to paraphrase part of a lesson for a specific audience and purpose, using their own words.
Select an important theory, concept, or argument that students have studied in some depth. This topic should have some implications outside the classroom.
What are CATs?
Classroom Assessment Techniques (CATs) are simple tools for collecting data on student learning in order to improve it.
Faculty can use this information to refocus their teaching to help students make their learning more efficient and effective.
They are "feedback devices" for faculty to find out how much, how well, and even how students are learning what they are trying to teach.
Each CAT is a specific procedure or activity designed to help faculty get immediate and useful answers to very focused questions about student learning.
Easily adaptable to many situations
Quick to apply
Widely used in many disciplines
Classroom assessment techniques require learners to engage in simple acts of metacognition to reflect on and assess their own understanding of the content they are learning.
College teachers know best what is and what is not likely to help them improve teaching and learning in their classroom.
CATs should not be overwhelming, so start simple with one of the introductory CATs.
The Minute Paper
Ask students to respond briefly to some variation on the following two questions:
"What was the most important thing you learned during class?"
"What important question remains unanswered?"
Challenge students to answer the questions:
"Who does what to whom, when, where, how and why? about a given topic."
Then ask students to synthesize those answers into a single, informative, grammatical, and long summary sentence.
Angelo, Thomas., and Cross, Patricia K. Classroom Assessment Techniques: A Handbook for College Teacher (1993). Jossey-Bass.
Five Classroom Assessments for any Class