Mullaney and Pino, May 2007 Classroom Assessment Techniques (CATs) Critical Thinking Conference Workshop May 23, 2007 J. Pino J. Mullaney.

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Presentation transcript:

Mullaney and Pino, May 2007 Classroom Assessment Techniques (CATs) Critical Thinking Conference Workshop May 23, 2007 J. Pino J. Mullaney

Mullaney and Pino, May 2007 CATs are... For the purpose of improving teaching and learning A way to promote interaction with students  Convenient classroom tools that help educators get reliable and instant feedback about students’ learning.

Mullaney and Pino, May 2007 Features of CATs Fast: many of the CATs take less than a few minutes of class time to use. Easy: many CATs are as simple as asking a question and collecting the written answers. Comfortable for students: they often value the chance to communicate via writing. Although anonymity is not mandatory, sometimes anonymous CATs can yield valuable information. Flexible: the individual educator chooses how and when to use them. Customizable: Although there are many published CATs, educators who use them generally invent more as they become comfortable incorporating them into their teaching.

Mullaney and Pino, May 2007 CATs are not... A tool to evaluate and grade students A tool to evaluate instructors Intended to replace grading

Mullaney and Pino, May 2007 One-Minute Paper  Please answer these questions on the index card provided. – What is the most important thing you learned so far about CATs? – What important questions remain unanswered?

Mullaney and Pino, May 2007 Examples of CATs One-Minute Paper Muddiest Point One-Sentence Summary (WDWWWWHW) Misperception/Preconception Check Background Knowledge Probe Categorizing Grid Defining Features Matrix Pro and Con Grid Content, Form, and Function Outlines Analytic Memos

Mullaney and Pino, May 2007 Your turn Ways to adapt and expand Situations in which you would use classroom assessment techniques

Mullaney and Pino, May 2007 Advantages of using CATs Obtain feedback from all students because they are less inhibited and because of their anonymity Get honest answers and fundamental information regarding what they didn’t understand or why they didn’t understand it. Opportunity to be more objective because you can sort through the answers and reflect on teaching

Mullaney and Pino, May 2007 References Angelo, Thomas A. and Cross, K. Patricia Classroom Assessment Techniques: A Handbook for College Teachers, 2 nd Edition. Jossey-Bass: San Francisco.