1. Adopt-a-CAT An introduction to Classroom Assessment Techniques

2. Outline  About CATs  What a CAT IS  What a CAT IS NOT  CATs in real life: 3 examples  What—CATs chosen for a specific course  Why—reason for the choice  How—closing the feedback loop  Small group discussions  Something to take home

3. What is a CAT? A Classroom Assessment Technique…  Provides ongoing feedback.  Allows you to keep a finger on the pulse of your course.  Helps you land on your feet even if a class has steered off-course.  Is a tool for improving teaching and learning. A Classroom Assessment Technique…  Provides ongoing feedback.  Allows you to keep a finger on the pulse of your course.  Helps you land on your feet even if a class has steered off-course.  Is a tool for improving teaching and learning.

4. Characteristics of classroom assessment Learner-Centered Teacher-Directed Formative Context-Specific Ongoing Rooted in Good Teaching Practice

5. The Seven Basic Assumptions of Classroom Assessment Quality of Learning Quality of Learning  Quality of Teaching Teachers’ goals Teachers’ goals: explicit, and tracked Feedback and self- assessment Feedback and self- assessment : appropriate and regular Specificity Specificity: teacher / course / classroom Systematic inquiry Systematic inquiry  motivation  growth, renewal Specialized training Specialized training : NOT required Collaboration Collaboration and personal satisfaction

6. This is NOT a CAT: Course Evaluation Course Evaluation Program Assessment Program Assessment Tests/Quizzes/Assignments Tests/Quizzes/Assignments Course Evaluation Course Evaluation Program Assessment Program Assessment Tests/Quizzes/Assignments Tests/Quizzes/Assignments

7. Selecting a CAT: Examples  What —CATs chosen for a specific course  Why —reason for the choice  How —closing the feedback loop  What —CATs chosen for a specific course  Why —reason for the choice  How —closing the feedback loop

8. Questions to consider  When should I administer a CAT?  How often should I administer a CAT?  What are some ways I can expand on the CAT?  What are some ways I can expand on the CAT?  Should I rotate through several CATs in a single class?  Should I rotate through several CATs in a single class?  Should I ask students to respond anonymously or with their names?  Should I ask students to respond anonymously or with their names?  When should I administer a CAT?  How often should I administer a CAT?  What are some ways I can expand on the CAT?  What are some ways I can expand on the CAT?  Should I rotate through several CATs in a single class?  Should I rotate through several CATs in a single class?  Should I ask students to respond anonymously or with their names?  Should I ask students to respond anonymously or with their names?