1. Classroom Assessment Techniques
CATs
Classroom Assessment Techniques

2. Background Knowledge Probe
May require short answers or be multiple choice
Provides a preview of what is to come
Can be used pre and post
Helps determine baseline knowledge level
Memory skills, study skills & habits

3. Classroom Assessment Technique Outline
Introduction
Link with Cognitive learning theory
Characteristics of Classroom Assessment
Teaching Goals Inventory

4. The primary purpose of assessment is to provide feedback to students and teacher so that learning can be facilitated
Have you ever looked at the sea of heads nodding in agreement and the were surprised at the mid-term.
CATs help eliminate surprises for teachers as well as student
They are mostly short, not graded, usually anonymous
McKeachie (2002)

5. Cognitive Learning Theory
What is going on in the mind of the learner
3 Key processes
Attention
Encoding (deep processing)
Metacognition

6. Cognitive Learning Theory
CATs can
Improve student monitoring of their comprehension
Establish patterns of thinking

7. Let’s do another assessment
Turn tables – you assess me
Real quick a 1, 2 or 3
Now did that provide me with useful information?
This begs the question: What are the Characteristics of good classroom assessment?
Background knowledge probe

8. Half-Minute paper
Students take a minute to write down a question or an important point
Share with the student next to them
Then you ask for oral questions
We’re going to do another CAT
The half-minute paper can do several things
1- can the student draw out main point of the lesson?
2- Processing time

9. Your Question
What are some characteristics of good classroom assessment?

10. Characteristics of Classroom Assessment
Learner centered
Teacher directed
Mutually beneficial
Formative
Context specific
Ongoing
Rooted in good teaching practice

11. One-sentence summary Who does what to whom, when, where, how, and why?
In a grammatical 1 sentence summary

12. Teaching Goals Inventory
Higher Order Thinking Skills
Basic Academic Success Skills
Discipline Specific Knowledge & Skills
Liberal Arts and Academic Values
Work and Career Preparation
Personal Development
We need clear goals in order to assess our effectiveness

13. Analytic Memo (for Higher Order Thinking Skills)
1 to 2 page analysis of a specific problem
Uses analytic and writing skills
Can be used as a first draft of a graded assignment
Time consuming

14. Muddiest point (for Basic Academic Skills)
Give students several minutes at the end of class to write about the muddiest point of the day

15. Student Generated Test Questions (Discipline Specific Knowledge and Skills)
What do students think is most important
Evaluate methods and materials
Learn terms and facts

16. Invented Dialogues (Liberal Arts and Academic Values)
Helps students synthesize their knowledge of issues
2 levels
Use actual quotes
Invent reasonable quotes

17. Group-Work Evaluations (Work and Career Preparation)
Detects group problems early
Helps students with management and leadership skills, working with others, ability to work productively
Emphasis on process

18. Punctuated Lecture (Personal Development)
Stop in mid-lecture
Have students reflect on their learning and listening behaviors
Students take a minute to write down their reflection anonymously
Follow up with a mini-lecture on metacognition

19. Direct paraphrasing
Helps with ones ability to translate highly specialized information into language clients will understand

20. Application Cards
On an index card list 1 real-world application for what we have learned

21. Resources
CATs: A student’s gateway to better learning by Mimi Steadman and Marilla Svinicki
Cross, P., Angelo T (1993).Classroom Assessment Techniques: A handbook for college faculty, San Francisco: Jossey-Bass

22. Resources
McKeachie, W. (2002). McKeachie’s Teaching Tips: Strategies, research, and theory for college and university teachers