Thomas A. Angelo and K. Patricia Cross (1993), compiled the sourcebook, Classroom Assessment Techniques: A Handbook for College Teachers, that describes methods and techniques for use as models for evaluating two fundamental questions: What are your students learning? and How effectively are you teaching? From the time they wrote their first handbook in 1988, classroom assessment techniques (CATs) have been widely used in all levels of education and training. Recently, I attended a CATs presentation facilitated by Drs. Jean Runyon and Tom Gorecki of the College of Southern Maryland, which I found insightful and practical. Further research on CATs led me to Northwest Missouri State University, University of North Carolina and other schools who promote the use of CATs for both online and face-to-face environments. This article discusses the benefits ofCATs for both online and face-to-face teaching tools as quick and easy methods for providing immediate feedbackfor student learning that allow instructors to make changes on the fly.
Classroom Assessment is a simple method faculty can use to collect feedback, early and often, on how well their students are learning what they are being taught.
The reason CATs work so well online as well as face-to-face, is that the assessment techniques are simple to conduct, formative in nature, and easily tailored to the concerns of the instructor. CATs effectively evaluate three critical areas in a just-in-time format:
- Course-related knowledge and skills involving prior knowledge, recall and understanding, critical thinking, and problem solving skills.
- Student attitudes and self-awareness, specifically awareness of values, attitudes, and the learning process.
- Reactions to instruction methods such as student reactions to instructors/instructing, class activities, assignments, and materials.
College instructors use feedback gleaned through Classroom Assessment to inform adjustments in their teaching.
The benefits for faculty are that CATs provide feedback from students while the learning is in process. Using CATs takes away the element of surprise for both the student and the instructor by closely monitoring and modifying the teaching/learning process within the classroom. Instructors can assess the status of student learning in less time than waiting for formal assessment results such as tests, papers, and end-of-class evaluations. With just-in-time feedback, faculty can make immediate changes in their teaching as needed. Faculty can also share the feedback with students to help them improve their learning and study strategies.
The purpose of classroom assessment is to provide faculty and students with information and insights needed to improve teaching effectiveness and learning quality.
Students benefit from the reflective nature of CATs which assists them in being more self-directed learners and monitors of their own learning. When instructors acknowledge student feedback and use the information toward improvements, students appreciate the instructors show of concern about their learning process. According to Angelo (2001), students are favorable toward CATs, rating teachers who use these methods and techniques as more effective. They also feel that CATs help them to better understand the learning process as well as the course content.
Faculty also share feedback with students, using it to help them improve their learning strategies and study habits in order to become more independent, successful learners....
Henderson (2001), in his article Classroom Assessment Techniques in Asynchronous Learning Networks, explains that using a CATs technique called Minute Papers helped him to understand how to change the online format of his course to accommodate students negative feedback. The Minute Papers consisted of two questions:
- What is the one thing that helped you learn the most in this weeks activities?
- What is the one thing in this course that is helpful to your learning?
Henderson used this opportunity as a learning lesson with his students by changing the teaching process and posting the results of the CATs assessment. He found that this process promoted more open and deeper discussion from his students.
Classroom Assessment is one method of inquiry within the framework of Classroom Research, a broader approach to improving teaching and learning.
In their article, Seven Principles for Good Practices in Undergraduate Education, Chickering and Gamson (1987) explain that it is primarily the faculty and students responsibility to improve the educational environment. With the emphasis on feedback between student and instructor, the CATs assessment method effectively meets these seven principles:
- Encourages contacts between students and faculty;
- Develops reciprocity and cooperation among students;
- Uses active learning techniques;
- Gives prompt feedback;
- Emphasizes time on task;
- Communicates high expectations;
- Respects diverse talents and ways of learning.
Classroom Assessment Technique Examples
The six assessment technique examples, presented by Drs. Runyon and Gorecki during the CATs presentation, are described below. Students who participate in CATs exercises in face-to-face classes generally hand in their written answers during class. For online classes, there are a variety of ways to facilitate these exercises. If the instructor wants to make the feedback private, students can either send an email to the instructor or respond to a non-graded section in the Assignment Folder in WebTycho called CATs. For a more open forum, the instructor can open a conference section for students to review each others feedback.
| Name | How Its Done | How to Use |
|---|---|---|
| One-Minute Paper | A quick way to collect written feedback on student learning by asking what they liked most, least, and for solutions. i.e. What do you like best about the course so far? What do you like least? What is one specific, small change I could make that would help you learn more effectively in the course? | Review before next class meeting and use to clarify, correct, or elaborate. |
| Muddiest Point | Similar to One-Minute Paper but only ask students to describe what they didnt understand. i.e. What is the muddiest point in Chapter 7? In other words, what is unclear about digital media, specifically desktop video and digital sound? | Same as One-Minute Paper. If many had the same problem, try another approach. |
| One-sentence Summary | Used to succinctly summarize knowledge about a given topic. Students summarize knowledge of a topic by constructing a single sentence that answers the questions Who does what to whom, when, where, how, and why? i.e. In a long grammatically correct sentence summarize what you know about computer viruses. Answer the question, Who does what to whom, when, where, how, and why? | Review before next class meeting and use to clarify, correct, or elaborate where students did not answer correctly. |
| Directed Paraphrase | Assessment technique designed to assess a students ability to comprehend and transfer concepts. i.e. Compose two are three paragraphs describing in laymans terms how a computers operating system works. Explain the operating system so that a first-time computer buyer could understand its importance and how it works. | Sort the paraphrases and pick several to read or post at next class, illustrating range, depth of understanding, and creativity. |
| KWL (Know, Want to Know, Learned) | Designed to provide insight into what students already know about a topic, what they want to know, and then what theyve learned. i.e. Construct a three-column chart, using MS Word. In column 1 (titled What I Know), list what you know about computer hardware as it relates to buying a personal computer. In column 2 (titled Want to Know), list what you want to know about computer hardware and buying a personal computer. Upon completion of this learning module, list what youve learned. | Can be used in combination with how One-sentence Summary and Directed Paraphrase are used. |
| Application Card | Creates an opportunity for students to identify at least one real world application for what they have learned. i.e. The purpose of this group activity is to summarize the material presented about e-commerce (pgs 319-327). Each classmate will have an opportunity to pass along a fact or assumption about e-commerce (suggested length of post 2 or 3 sentences). Follow these steps: (This exercise can either be conducted in the conference or study group area.)
| The instructor will summarize the findings after the last individual has posted his/her statement. |
Classroom assessment techniques are effective tools for getting quickly to the heart of the classroom teaching/learning process. At the CATs presentation by Drs. Runyon and Gorecki, they explained how the use of these techniques in their face-to-face and online courses resulted in greater student involvement, communication, and understanding of the learning process and course materials. Angelo (2001) suggests that when you begin using CATs, start small to limit risk-taking and time invested and to share ideas and outcomes with colleagues.
The CATs exercises were adapted in part from the article Classroom Assessment Techniques (Haugen, 1999) and from the CATs presentation by Drs. Jean Runyon and Tom Gorecki. These and other assessments are described in greater detail in articles found in the references and resources lists below.
References:
Angelo, T.A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In Classroom research: Early lessons from success. New directions in teaching and learning. (Refers to quotes in bold font.)
Angelo, T.A. (2001). Classroom Assessment: Guidelines for Success. Essays on Teaching Excellence. Retrieved March 30, 2007, from http://teaching.uchicago.edu/pod/angelo.html
Chickering, W. Gamson, Z. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin. Retrieved March 30, 2007, from http://www.csuhayward.edu/wasc/pdfs/End%20Note.pdf
Haugen, L. (1999). What are CATs? Center for Excellence in Learning and Teaching. Retrieved March 30, 2007, from http://www.celt.iastate.edu/teaching/cat.html
Henderson, T. (2001). Classroom Assessment Techniques in Asynchronous Learning Networks. The Technology Source. Retrieved March 30, 2007, from http://technologysource.org/article/classroom_assessment_techniques_in_
asynchronous_learning_networks/
Resources:
Book: Classroom Assessment Techniques http://www.josseybass.com/WileyCDA/WileyTitle/productCd-1555425003.html
CATs Presentation at Westminster College by Drs. Jean Runyon and Tom Gorecki, http://www.westminstercollege.edu/ftc/index.cfm?parent=658detail=668content=2175
Classroom Assessment Technique Examples from Honolulu Community College http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-2.htm
CATs Examples from SIU Edwardsville http://www.siue.edu/~deder/assess/catmain.html
