While we often associate assessment with more concrete assignments like exams and quizzes, assessing student knowledge can actually be done relatively quickly and, at times, with little to no additional preparation from the student. Classroom Assessment Techniques (CATs) allow instructors to check for understanding on the spot in a low-stakes environment, and give students an opportunity to evaluate their own comprehension. CATs are, in essence, mutually beneficial for instructors and students alike.
CATs should be conducted periodically and frequently throughout each unit of study to ensure students are comprehending the information as the semester goes on. Luckily, there are over 50 CATs to use in your own classroom, many of which may already be familiar.
Examples of CATs
The Minute Paper assesses how well students understand a specific topic or assignment. In the first few or last minutes of class, ask students to write a quick paragraph (or as much as they can accomplish in one minute) about the most important thing from that lesson, or how that lesson relates to the unit as a whole. This allows instructors to gauge what students are finding to be valuable from your lesson(s).
A Concept Map asks students to diagram the mental connections they’ve made between the major concepts of the unit or lesson and other concepts they’ve learned previously.
Students can create Application Cards to generate real-world applications of the content. Have students work independently or in groups, writing down their answers on notecards.
Misconception Checks are helpful to both instructors and students alike. Prompt the class with a common misconception about the topic, and ask students whether they agree or disagree with it, providing reasoning. This allows students to discuss their thoughts with each other, and gives instructors insight into the way students are thinking about the content.
In a Process Analysis, students make a log of the process they took in completing a certain assignment. This is a great way for instructors to analyze the varying ways students both completed an assignment and understood the instructions.
Classroom Opinion Polls ask students to indicate whether they agree or disagree with a certain statement or prompt. This is an effective way to involve the entire class in discussion.
Why Should I Use CATs?
Assessing student knowledge is a vital part of any classroom environment, so it should occur outside of just summative assessments. In providing more opportunities for assessment through any number of CATs, instructors will be able to:
- Find out what students are learning from each lesson, and how well they are comprehending it.
- Improve at promoting effective and sustainable learning methods.
- Encourage students to evolve into self-directed, self-motivated learners.
- Remedy gaps or misunderstandings of the lesson in real-time.
- Provide valuable, early feedback to individual students before summative assessments.
Implementing CATs in Your Classroom
- Decide what you want to assess about your students’ knowledge.
- Choose a technique that effectively addresses your goals. Keep in mind that not all CATs work in every classroom; you should evaluate your mix of students, your subject matter, and even the learning space you are in.
- Ensure students understand your goals in completing the assessment. In addition, remind them that this is for their benefit, and mistakes are welcomed in this environment. Keeping the stakes low is key to ensuring you receive full participation and optimal feedback.
- Review the results and apply it to your instruction. Avoid assessing students on something you cannot or will not change about your course.
- Once you implement quick-check assessments into your course, you should continue doing it as regularly as possible.
If you are interested in learning about additional ways to incorporate assessment strategies in your own classes, schedule a consultation with the LSA Learning and Teaching Consultants today!
Further Reading & Additional Resources:
LSA Learning and Teaching Consultants - Assessment and Learning Activity Glossary.
Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning (adapted by CRLT from Angelo & Cross).
50 CATs by Angelo and Cross (adapted by University of San Diego).
Edutopia - 53 Ways to Check For Understanding
References
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (second ed.). San Francisco: Jossey-Bass.
