Running head: CLASSROOM ASSESSMENT TECHNIQUE - MUDDIEST POINT
Classroom Assessment Technique - Muddiest Point
Shari King
Colorado State University
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CLASSROOM ASSESSMENT TECHNIQUE - MUDDIEST POINT
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Classroom Assessment Technique - Muddiest Point
I utilized the Muddiest Point Classroom Assessment Technique (CAT) during a recent
training session. Determining veteran eligibility for a VA home loan is part of our two most
frequently delivered presentations, but the concept is presented completely differently in our
lender and realtor training sessions in theory because our real estate partners aren't interested in
the same level of detail. Thus, the eligibility portion of the training session for our realtors
focuses on documentation requirements for obtaining a Certificate of Eligibility (COE) rather
than entitlement amounts. However, consistently somebody in the audience has a question about
entitlement that goes beyond the scope of the training.
The reason that I chose the Muddiest Point CAT for this assignment was because I have
suspected that by not incorporating the topic of entitlement into the eligibility portion of the
training invites confusion among attendees and leaves our less experienced presenters
particularly ill prepared to respond effectively to questions. This was my training partner's first
opportunity to deliver the training and he was unaware that I would be utilizing this technique or
how the information would be used, which I felt would reduce the likelihood that the results
would be skewed. If responses indicated that the muddiest point was related to the presentation
content, then my theory would be invalid. Alternatively, if responses indicated confusion about
entitlement, then I felt my theory would be supported.
During my training partner Dan's presentation a member of the audience offered a
scenario where one of her clients was eligible but ended up having to bring in a down payment
because he didn't have enough entitlement. She asked Dan how she could have identified the
shortfall earlier in the process. Dan patiently answered her questions and the additional
questions the scenario provoked, and then continued his presentation as planned.
CLASSROOM ASSESSMENT TECHNIQUE - MUDDIEST POINT
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Though the CATs presented by Angelo and Cross (1993) consistently involve written
responses, since the class was small and the question low stakes for anonymity, I administered
the CAT verbally. We typically offer a break at the end of the eligibility portion of the training,
so just before the break, I addressed the class stating that since establishing eligibility is such an
integral aspect of the program I wanted to make certain that we had adequately covered the topic.
I invited them to let us know the muddiest point of the eligibility presentation. I promised to
revisit the topic later in the presentation if there seemed to be a common question or to stay after
with those who still needed other clarification. Though a few attendees indicated they were still
unclear on proof of service requirements and eligible types of service, many heads began
nodding and several others agreed out loud that they still didn't understand the entitlement
calculations. As promised, I did cover entitlement calculations later in the presentation which
seemed to satisfy the majority.
This CAT reinforced what I already thought to be true, though the verbal delivery method
made it less scientific than it could have been. On the other hand, though, it is possible that some
may have been afraid to belabor the issue about calculations except that somebody else had
brought it up. I would be interested to repeat this CAT collecting written responses from
multiple sessions and various trainers.
Though I typically scan my audience for signs of understanding or confusion and adjust
my presentation accordingly, the strength of this technique in my opinion is that it helps identify
the point(s) where the greatest clarification is needed after the material has been covered so that
gaps in understanding can be identified and closed prior to the end of the session. Additionally,
it could be used as a self-assessment tool for trainers to identify areas for improvement of their
delivery of a particular subject matter.
CLASSROOM ASSESSMENT TECHNIQUE - MUDDIEST POINT
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References
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college
teachers (2nd ed.). San Francisco, CA: Jossey-Bass.