Classroom Assessment Techniques
Background Knowledge Probe
Rate your own level of familiarity with
Classroom Assessment Techniques:
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Never heard of this
Heard but don’t really know
Some idea but not too clear
Clear idea
WHY do it?
– It provides faculty with feedback about their
effectiveness as teachers,
– it gives students a measure of their progress as
learners.
– To avoid unhappy surprises, it provides a way to
monitor learning throughout the semester.
WHAT are CAT’s?
– “Classroom assessment techniques describe a
variety of NON-GRADED methods of getting
feedback on student learning” McKeachie, 2002
– Both learning and attitude can be assessed
Why the Need for CATs?
– College faculty typically assume a lot about
their students’ learning, but most of those
assumptions remain untested.
– Feedback from quizzes, exams, and homework
often comes too late to affect student learning.
– Questioning in class only provides feedback
about one student at time.
“Based on all the head-tilts, maybe I’d better explain this again”
Minute Paper - "What was the most
important thing you learned during this class?" and
"What important question remains unanswered?“
Muddiest Point -- asking students to jot
down a quick response to one question: "What was
the muddiest point in ........?“
One-Sentence Summary - challenges
students to answer the questions "Who does what
to whom, when, where, how, and why?“
ProCon Grid - Students write quick lists of pros and
cons to help them more clearly consider an issue.
Student Generated Test Questions –
Classroom Opinion Poll -- Instead of raising hands
to poll students, a written poll assures anonymity and more
accurate data.
Group Work Evaluations - Compose four or five
questions regarding group work
CAT Features/ Considerations:
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Learner Centered
Teacher Directed
Mutually Beneficial
Formative
Context-Specific
Ongoing
Good Teaching Practice
How is MC300 going for you?
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Great!
Fantastic
It’s going well x 5
Honestly, MC300 is probably my favorite class
Going Well, I enjoy the class thoroughly
Going well, but I’m making lots of little errors
I’ve been struggling, but I think I have a good grasp now
Not as well as it could, I need to study more
Starting to get it, but a struggle
What is one thing we’re doing that
helps you learn?
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Study Guide Problems x 9
In class demos, activities
Outlining problem solving steps
Getting randomly picked on
The level of Detail in each study guide problem
Watching and Participating in class as we do Board Problems
Active and engaging demonstrations
Class is very interactive.
The instructor pushes us to take notes and we get to solve problems
What Activities are less useful for you?
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Nothing in this class is not useful x 7
Problem sets graded largely on format
The text book/ readings x 2
Not staying after class
Not enough extra problems on blackboard to practice on
The Connect problems are rushed and not entirely
reinforcing learning objectives
Anything Else?
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Nothing else x 6
Really enjoying MC300 so far
Everything is fine
It would be helpful to go over all the little things that we get
graded on.
The demonstrations are helpful
Love the enthusiasm and expertise
Keeping us involved goes a long way – Please keep it up
More demonstrations/ fire extinguishers/ axes/ chainsaw, etc.
Maybe lose the Connect problems. I payed $120 for
something we could have done on paper.
Muddiest Point
Write out on a 3x5 card the one
question or concern you have about
CAT’s
Brainstorm!
• Discuss in your groups – 2-3 CATs you might use in
your teaching at home. Be specific!
• What’s the course?
• Who is the audience?
• What exactly will you ask of them?
• Write it out on paper.
• Discuss with your group – any good suggestions or
modifications?