1. Region Andijan, District Balikchi School number 4 Deputy Director: Isamova Mamlakat Habibjonovna

2. Classroom Assessment Techniques

4. QUESTION? WHAT DOES IT MEAN?

5. What are CATs?  formative evaluation methods;  feedback devices to help us determine how much, how well, and simply how our students learn.  provision with information about the effectiveness of teaching methods.

6. Assessment techniques revolve around two kinds of activities: measurement and evaluation. The former requires gathering information about the amount of knowledge and skills the students have acquired. The latter involves the judgment of an individual student's performance.

7. Why CATs?  to provide the instructor feedback on whether or not students understand course material;  help to assess the degree of students;  frequent use of CATs can assure students that the instructor takes a genuine, active interest in their learning process throughout the course, before the summative assessment (e.g., final exam)

8. How do I use CATs?  Decide what you want to learn from a classroom assessment.  Choose a Classroom Assessment Technique (CAT) that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class.  Explain the purpose of the activity to students, then conduct it.  After class, review the results and decide what changes, if any, to make.

9. 9 Characteristics of CATS  usually ungraded and anonymous  learner centered  teacher directed  mutually beneficial  formative  context-specific  ongoing

10.  The One-Minute Paper  The Muddiest Point  The One Sentence Summary  The Application Cards  Pro and Cons Grid  Directed paraphrasing

11. Minute Paper—Short, written responses from students at the end of class in response to one or two questions, such as: "What was the most important thing you learned during this class?" or "What important question remains unanswered for you? Muddiest Point—Well suited to large, lower- division classes, the Muddiest Point involves asking students to write down the most confusing or least clear part of what they just heard (lecture) or saw (video). These responses are collected by the professor and provide immediate feedback on student understanding of presented material.

12. One-sentence summary 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?" The purpose is to require students to select only the defining features of an idea.

13. Pro and Con Grid—This exercise forces students to go beyond their initial reactions and to search for at least two sides to the issue in question. This assessment works well in humanities, social sciences, or public policy courses where questions of value are being examined.

14. DIRECTED PARAPHRASING: Description: Ask students to paraphrase part of a lesson for a specific audience and purpose, using their own words. This technique allows the teacher to examine students' understanding of information and their ability to transform it into a form that can be meaningful to specific audiences other than the class.

15. Application cards After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning.

16. 16 Pro and Con Grid (CAT 10) AdvantagesDisadvantages

17. Task Every participant will choose one CAT that she was using every day Every participant will choose one CAT that she is going to use like I will try out and explain why she is going to use it