I. Classroom Assessment Techniques (CATs) A classroom assessment is a simple feedback method faculty can use to collect feedback, early and often, on how well students are learning what they are being taught. Classroom Assessment Techniques by Thomas Angelo and K. Patricia Cross is designed for college teachers but can also be of use for educators at any level. A. Assessing Learner Reactions to Teachers and Teaching Ask students to volunteer to meet as a small group with you on a regular basis to discuss how the course is progressing, what they are learning, and suggestions for improving the course. If many had the same problem, try another approach. The CATs in this group focus on assessing declarative learning – the content of a particular subject. Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to quickly gauge students’ comprehension. Plan for classroom assessment techniques 45. Techniques for Assessing Learner Reactions to Instruction The CATs in this group focus on students’ application of conditional knowledge – knowing when and where to apply what they know and can do. It is one of a series of Classroom Assessment Techniques (CATs) provided by the Field-tested Learning Assessment Guide (FLAG) website. Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition, San Francisco: Jossey-Bass Publishers. Testing sources vary and may include teacher developed tests; publisher developed tests; purchased tests; and complex assessments, such as oral demonstrations, writing projects, and performance tasks.8 Writing assignments are used as a form of assessment in both traditional and online classrooms; examples inc… Teaching and Learning In the College Classroom: A Review of the Research Literature Wilbert J. McKeachie, Paul R. Pintrich, Yi-Guang Lin, and David A F. Smkh. More than 30 years ago, Benjamin Bloom showed how to conduct this process in practical and highly effective ways when he described the practice of mastery learning (Bloom, 1968, 1971). Sort articles and pick several to read at next class, illustrating a range of applications, depth of understanding, and creativity. The CATs in this group focus on synthesis — stimulating the student to create and allowing the faculty to assess original intellectual products that result from a synthesis of course content and the students’ intelligence, judgment, knowledge, and skills. Their purpose is to provide the instructor feedback on whether or not students understand course material so that adjustments can be made before the end of the term. Same as One-Minute Paper. poem, newspaper story, critical essay); also called “What, How, & Why Outlines, Analytic Memos: Students write a one- or two-page analysis of a specific problem or issue to help inform a decision-maker, One-Sentence Summary: Students answer the questions “Who does what to whom, when, where, how, and why?” (WDWWWWHW) about a given topic and then create a single informative, grammatical, and long summary sentence, Word Journal: Involves a 2 part response; 1st the student summarizes a short text in a single word and 2nd the student writes 1-2 paragraphs explaining the word choice, Approximate Analogies: Students simply complete the 2nd half of an analogy—a is to b as, Concept Maps: Students draw or diagram the mental connections they make between a major concept and other concepts they have learned, Invented Dialogues: Students synthesize their knowledge of issues, personalities, and historical periods into the form of a carefully structured illustrative conversation; students can select and weave quotes from primary sources or invent reasonable quotes that fit characters and context, Annotated Portfolios: Students assemble a very limited number of examples of creative work and supplement them with their own commentary on the significance of examples, Problem Recognition Tasks: Students recognize and identify particular problem types, What’s the Principle? The CATS in this group are designed to provide context-specific feedback that can improve teaching within a course. 1. What important question remains unanswered? Copyright © 1995-document.write(new Date().getFullYear()) Repeat twice in the same lecture and 2- 3 times over 2 to 3 weeks Teacher-designed Feedback Forms: Students respond to specific questions through a focused feedback form about the effectiveness of a particular class session Classroom Assessment Techniques (CATs) Classroom Assessment is a systematic approach to formative evaluation, used by instructors to determine how much and how well students are learning. Classroom Assessment Techniques (National Teaching & Learning Forum) Center for Excellence in Learning and Teaching. 179 Funkhouser Drive (1993). ", Categorizing Grid: Student complete a grid containing 2 or 3 overarching concepts and a variety of related subordinate elements associated with the larger concepts, Defining Features Matrix: Students categorize concepts according to the presence or absence of important defining features, Pro and Con Grid: Students list pros/cons, costs/benefits, advantages/disadvantages of an issue, question, or value of competing claims, Content, Form, and Function Outlines: In an outline form, students analyze the “what” (content), “how” (form), and “why” (function) of a particular message (e.g. 37. Classroom Assessment Techniques (CATs) are flexible and can be both speedy and anonymous for students (although they need not be). May ask them to be specific, recording only attitudes, values, or self-awareness. of: Classroom assessment techniques: a handbook for faculty, 1988. 49. University of Massachusetts. Classroom Assessment Techniques Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on how well students are learning or are prepared to learn the class material. and Cross, K.P. C. Assessing Skill in Synthesis and Creative Thinking Classroom assessment techniques (CAT) are relatively quick and easy formative evaluation methods that help you check student understanding in “real time”. Classroom assessment techniques: a handbook for college teachers / Thomas A. Angelo, K Patricia Cross. Choose your instructional tool adventure webinars, CELT Spring Teaching Assistant (TA) Seminar, Course-based Review and Assessment Handbook (PDF), Dipsticks: Efficient ways to check for understanding. The CATs in this group focus on assessing declarative learning – the content of a particular subject. ; allow you to address student misconceptions or lack of understanding in a timely way; help to foster good working relationships with students and encourage them to understand that teaching and learning are on-going processes that require full participation. Following is a chart that indicates what the CAT is intended to evaluate, its name, how each is conducted, what to do with the information you collect, and an estimate of how much time is required to complete it. Reading Rating Sheets: Students complete a form that rates the effectiveness of the assigned readings Edutopia. Select a test that you use regularly and add a few questions at the end which ask students to evaluate how well the test measures their knowledge or skills. Profiles of Admiral Individuals: Students write a brief description of the characteristics of a person they admire in a field related to the course Edutopia. Retrieved from https://www.umass.edu/oapa/sites/default/files/pdf/handbooks/course_based_assessment_handbook.pdf, Finley, T. (2014, July 30). B. Assessing Students’ Self-Awareness as Learners Psychological Models of the Impact of College on Students Harold A Kom 45. The following classroom assessment techniques have been taken from the book Classroom Assessment Techniques by T. A. Angelo and K. P. Cross and have been converted into this Online Resource Guide for the faculty here at OU.The best way to use this resource is to … Exams may include multiple choice and essay questions. Classroom Assessment Techniques (CATs) are simple, non-graded, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it’s happening. Paper or Project Prospectus: Students create a brief plan for a paper or project based on your guiding questions. Students are asked to provide several... Muddiest Point. *Some material in this report is adapted from: Angelo, T.A. Classroom Assessment Techniques, also referred to as CATs, are strategies educators use to gauge how well students are comprehending key points during a lesson or a course. help develop self-assessment and learning management skills; reduce feelings of isolation, especially in large classes; increase understanding and ability to think critically about the course content; foster an attitude that values understanding and long-term retention; show your interest and support of their success in your classroom. The assessment tool is one of a series of Classroom Assessment Techniques (CATs) provided by the Field-tested Learning Assessment Guide (FLAG) website. The CATs in this group are designed to assist instructors in developing students’ attitudes, opinions, values, and self-awareness within the course curriculum. Work with a willing colleague, pick a representative class session to be observed and ask the colleague to take notes about his/her impression of the class, your interactions with students, and your teaching methods. The 3-2-1 format is a quick reflective activity similar to think-pair-share. Classroom Assessment Techniques, also known as CATs, are activities that can help instructors monitor and gauge how students are learning in their courses. When CATs are used frequently, they can have the following impacts for faculty: CATs fall into three broad categories based on what they are used to evaluate: Review before next class meeting and use to clarify, correct, or elaborate. Focused Listing. Background Knowledge Probe: Short, simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units or topics; can serve as a pretest. B. Assessing Learner Reactions to Class Activities, Assignments, and Materials 47. The CATs in this group focus on analysis—the breaking down of information, questions, or problems to facilitate understanding and problem solving. ISBN 1-55542-500-3 1. Similar to One-Minute Paper but only ask students to describe what they didn’t understand and what they think might help. An alternative is to have students write a short article about how the point applies to their major. (2001). 29. Lexington, KY 40506-0039 Classroom Assessment Techniques: A Htmdbook for Faculty K Patricia Cross and Thomas A. Angelo. Put a box near the classroom door and ask students to leave notes about any class issue. Techniques for Assessing Course-Related Knowledge and Skills. THOMAS A. ANGELO is founding director of the Academic Development Center at Boston College. - (The Jossey-Bass higher and adult education series) Rev. Some issues will be for your information, some to be addressed in class. 32. The CATs in this group help students articulate their goals and self-concepts in order to make connections between their goals and those of the course. Ask students to keep journals that detail their thoughts about the class. D. Assessing Skill in Problem Solving Classroom Assessment Techniques, also known as CATs, are activities that can help instructors monitor and gauge how students are learning in their courses. Examples of Classroom Assessment Techniques 3-2-1 Format. The very commonly used "muddiest point" or "one-sentence summary" are classics that I use over and over the in classroom. 35. Retrieved fromhttps://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley, Center for Excellence in Learning and Teaching Double-entry Journals: Students record and respond to significant passages of text At the next class meeting, use to discuss ways of understanding. Iowa State University Olubummo, Catherine DNP, MSN, RN, FNP. The techniques are meant to be a type of formative assessment that also allow teachers to … Catherine Olubummo is an associate professor at Kingsborough Community College in Brooklyn, N.Y. C. Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors Dipsticks: Efficient ways to check for understanding. Each of the 50 different classroom assessment techniques (CATs) are discussed in terms of applicability, step-by-step instructions, level of difficulty, and field in which the CAT may be used. RSQC2 (Recall, Summarize, Question, Connect and Comment): Students write brief statements that recall, summarize, question, connect and comment on meaningful points from previous class III. A. Assessing Students’ Awareness of Their Attitudes and Values Have students turn in the journals several times during the semester so you can chart changes and development. student attitudes, values, and self-awareness. Each student writes a short answer, puts it in the envelope, and passes it on. These formative evaluations provide information that can be used to modify/improve course content, adjust teaching methods, and, ultimately improve student learning. Office of Academic Planning and Commitment. The author has disclosed no financial relationships related to this article. 31. Decide method with the colleague. ed. A few years ago, I came across “10 assessments you can perform in 90 seconds” by TeachThought and really enjoyed the formative assessment strategies they outlined. Using classroom assessment to improve student learning is not a new idea. There are many varied CATs that can be used. By Thomas A. Angelo and K. Patricia Cross From Classroom Assessment Techniques: A Handbook for College Teachers , 2nd Ed. The book is divided into three parts. THE AUTHORS. Course-related Self-Confidence Surveys: Students complete an anonymous survey indicating their level of confidence in mastering the course material Group Instructional Feedback Technique: Students respond to three questions related to their learning in the course (basically, what works, what doesn't, and how can it be improved) The most popular use of formative assessment in traditional classrooms is testing, which varies from individual to group testing. II. The CATs in this group focus on problem solving skills — recognizing different types of problems, determining the principles and techniques to solve them, perceiving similarities of problem features, and being able to reflect and then alter solution strategies. Classroom assessment techniques: A handbook for college teachers (2nd Edition). The first section deals with basic matters, in particular a description of the Teaching Goals Inventory, which is the basis for their approach to assessment. Exam Evaluations: Students provide feedback about an exam’s learning value and/or format, Source: Angelo, T. & Cross, K.P. In fact, a set of techniques has been developed to get at the question, “What are students thinking?” They are called Classroom Assessment Techniques (CATs), and were developed by Angelo and Cross (1993). The purpose of classroom assessment is to enable both instructors and students to mutually improve learning. 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