1. Classroom Assessment Techniques: CATs
Sara D. Miller
September 12, 2013
Michigan State University Libraries
Art of Liaison, Instruction, and Selection Series
Classroom Assessment Techniques: CATs
**Open Libguide
Miller, Sara D. “Classroom Assessment Techniques Workshop.” presented at the Art of Liaison, Instruction, and Selection Series, Michigan State University Libraries, September 12, 2013.

2. Basic Assumptions FOR CATS:
“The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.”
-Angelo and Cross, p.7

3. No, not that kind of cat.
Assessment doesn’t have to be punitive, or getting a grade, or telling on you to your boss.
It can be just for you: a personal, informative thing for your eyes only. Not for the general public.
If nothing else, it can help classes be more energetic, interesting, and less dreary for both you and students.

4. So, why then exactly?
“Classroom assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning. Faculty can then use this information to refocus their teaching to help students make their learning more efficient and more effective.”
-Angelo & Cross, p.3
All about helping students learn better.
You are just a tool, as awesome as that sounds. Remember purpose for teaching in the first place.

5. Characteristics of Cats
Learner-centered
Teacher-directed
Mutually beneficial
Formative
Context-specific
Ongoing
Rooted in good teaching practice
-Angelo & Cross
Learner-centered: the reason to examine teaching is to help students learn better
Teacher-directed: Respects teacher’s authority and expertise. Teacher not obliged to share info.
Mutually beneficial: classroom assessments require active participation of students
Formative: purpose to improve quality of learning, not to grade (summative).
Context-specific: What works well in one class will not automatically work well in another.
Ongoing: in a one-shot context, this means that the only continuing info you’ll get is on your teaching, from class to class
Good practice: makes feedback more systematic, flexible, and effective – lending insight into what you might determine naturally in a class (i.e. engagement, body language, etc.)

6. What can CATs tell you about learning?
Skills:
Can students identify and locate things, such as a specific database or book in the stacks, or identify appropriate uses for different types of information?
Are they confused about how to do anything?
What skills do they bring with them to class?
Attitudes:
Do they feel comfortable contacting a librarian?
How confident are they about using what they’ve learned?
What preconceptions do they bring with them to class?
Preconceptions: this can include ideas about library value. Also services, resources, atmosphere. Etc.

7. What can CATs tell you about teaching?
Reactions:
Do students think the session was helpful?
What would they have preferred to be different?
How could the instructor be clearer?
Is there something that students want to know more about?

8. What can’t CATs tell you?
CATs can’t tell the future:
if students…
are actually locating or using sources effectively for their class project (this is summative assessment)
will come back to or use the library after the session
have developed critical thinking skills that will stay with them for a lifetime
will become library donors, or even informed, responsible citizens
Localized vs. generalized assessment:
If you are the most amazing teacher in the library – or the opposite
If all freshmen are clueless about the library – or not
Data are for informing, not proving!
Formative vs. summative assessment
Not the future: anything that happens AFTER the class is done.
2: they can tell you that they intend to do this, but you can’t actually know unless they come to you directly
Localized: They can address your effectiveness in that particular class setting.
Data is for informing, not proving.: If you’re only collecting data that show how awesome you are, that’s not helping anything!

9. So, What do you want to know?
Your teaching or student learning?
It’s possible to do both; easier to focus on one at a time.
Begin worksheet – do through question 3.
Your teaching or student learning?
It’s possible to do both; easier to focus on one at a time.
Have them write. How many people have a learning question? How many have a teaching question?
Group according to these?
(Use PE for this, or clickers)

11. Assessing Learning To assess learning, you’ll need a learning outcome.
What you want students to be able to do as a result of the session? Think specifically.
Example: As a result of this session, students will be able to identify characteristics of a scholarly article.
How will you be able to tell that they are able to do this?
That’s a job for a CAT.
**Follow Along in Libguide – page 2.
Learning group: Work on worksheet as we do this. Does not need to be perfect, just to get started.
All the CATS we talk about to day are described in GREAT detail, including purpose, suggestions for use, and what to do with the data, in the Cross/Angelo book.
**Many techniques and tools can be used for measuring both teaching and learning, I’ve grouped them loosely.
Rather than list these out I wanted to put them in context.

12. Measuring Skills: Questions
How many students have had previous library instruction, used a specific tool, or worked on this type of project/assignment before?
Which one is a primary source? Scholarly article?
What are characteristics you’d look for in trying to determine if a source is a good fit for your assignment?
What kinds of materials are available in the library catalog?
Find (a type of source), in a group. Explain how you found it, what your thought processes were in searching, and why it stood out to your group.
Do you usually write your paper first and find sources later, find all of your sources first and then write, or go back and forth between searching and writing?
Put together the parts of this citation in correct order.
Prior Knowledge
Before/After (pre or post class measurement)
Did they get a key point? What are key points?
Check for Understanding
Misconception/Preconception

13. Measuring Skills: CATs
Techniques:
Polling: Hand raising or anonymous
Written responses
Word problem: You’ve been asked to find information on a specific way that advertising has impacted culture. What keywords, besides advertising and culture, would you use to search for information? How would you find more keywords?
Misconception/Preconception Poll (anonymous)
“Human Tableau” (Citation Chain)
Process Analysis: “showing your work.”
Grid to fill out: Tool names by types of info, or genre by characteristics (i.e. pop/schol)

14. Measuring Skills: Tools
CAT Tools:
Group or individual worksheets or outlines – You can collect these!
Poll software – use real time for in-class results
Concept map
Demonstration and discussion (keep written record, or look at browser history on demo computer)
The whiteboard or the monitor
Double Duty/Active Learning Bonuses
Worksheets: Anonymously, if needed. Can use for tours, as well – encourages listening. Also used for in-class notes.
Writing in class is always a good way of reinforcing learning, especially if they are learning about or working on writing in the larger class.
Getting them started with actual scenarios from their assignment helps them to get it done, it’s relevant.
Discussion boosts interaction.
Whiteboard – drawing a grid, making lists or tallies –pre-done things on Word, etc.

15. Measuring Attitudes: Questions
What is your top concern or question about using this resource?
How confident are you that you’ll be able to find the sources that you need for this assignment?
What part of your research assignment do you think will be the most difficult?
In one word, how would you describe the library?
What are the reasons why you are inclined to choose one source over another?
In your opinion, what would you say is the main purpose of the library?
Concerns
Confidence
Anticipation
Impressions
Current ways of thinking

16. Measuring Attitudes: CATS and Tools
Techniques:
Ranking
Pro/Con Grid or list (for perceived appropriateness of use for different sources, or approaches to searching)
Opinion Polls
Chain Notes
Tools:
Polling software
Hand-raising
Fill out grid as a class (on board/computer) or in groups/individually (worksheets)
Index cards and envelope
Double Duty/Active Learning Bonuses
Grid: a Takeaway from class
Working in groups
Chain notes: for purpose of the library question. Can read and ask if anyone’s changed.

17. Measuring Reactions: Questions
What was the most helpful/unhelpful part of today’s session?
In what area would you like more instruction or help?
What was the “muddiest point” of today’s session?
During the session today, do that feel that you learned the most from a) the group activity
b) searching on your own,
c) the librarian’s presentation
d) class discussion
What do you think the instructor should do differently?
Teaching people: measure reactions, have them write while we’re talking

18. Measuring Reactions: CATs and Tools
Techniques:
Instructor-Designed Feedback
Minute Paper/Muddiest Point
One-Sentence (or one word, five words, etc) Summary
Tools:
Polls
minute paper
feedback form
Double Duty/Active Learning Bonuses:

19.
Ask class what CATS might be helpful in meeting these learning outcomes
This info tells me that we may need another session in writing outcomes, or that clarification of learning goals is needed.

20. Choosing a CAT and A Tool
What is it you want to know?
Do you want real-time data in class, or will you look at the data afterwards?
How active do you want the participation to be?
Work on worksheet

21. Practicalities to remember
Time considerations
Try it out yourself first
If it’s not the place for a CAT, then it’s not. Principles trump methods.
Time: Most CATS don’t take too much time. I usually leave 5 minutes at the end of class.
Like technology, don’t just use it for tech’s sake. Make sure it has a purpose.

22. Closing the Loop What can you do as a result of the data?
Example: One word to describe the library
Closing the loop: what to do with the info? What are changes that can be made or new things or approaches to take?
Intimidating? Fantastic? Big? Overwhelming?
If you get a lot of “intimidatings,” you may want to make an extra effort to help the students feel at ease, maybe rethink a “shock and awe” approach
Documenting the feedback and your changes is a great way to show that you’ve demonstrated growth in the area of instruction, if it’s part of your Crit I.
Also: a caveat: if you’re going to use data to publish, get an IRB. You’ll likely be exempt.

23. Thank you! Libguide: http://libguides.lib.msu.edu/CATs
Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass, 1993.
On Libguide, fill out feedback form on Feedback page