1. Formative Classroom Assessment Techniques (CATs)
Ursula Waln, Director of Student Learning Assessment
Central New Mexico Community College

2. A Comprehensive, Authoritative Resource
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
Describes 50 commonly used classroom assessment techniques (CATs)
Emphasizes the importance of having clear learning goals
Promotes planned, intentional use to gauge student progress
Encourages discussing results with the students
To promote learning
To teach students to monitor their own learning progress
Encourages the use of insights gained to redirect instruction
Examples of CATs are briefly described in the following 10 slides.

3. Prior Knowledge, Recall & Understanding
Background Knowledge Probe
Having students respond to a short questionnaire/test, typically at the beginning of a course, unit, or new topic
Focused Listening
Having students write down key words or concepts following a lesson, then using those later to provide clarification
Misconception/Preconception Check
Having students write answers to questions designed to uncover prior knowledge or beliefs that may impede learning

4. Empty Outlines Memory Matrix Minute Paper Muddiest Point
Providing students with an empty or partially completed outline and having them fill it in
Memory Matrix
Giving students a table with column and row headings and having them fill in the intersecting cells with relevant details, match the categories, etc.
Minute Paper
Giving students one minute to answer some variation on the questions “What was the most important thing you learned during this class?” and “What important question remains unanswered?”
Muddiest Point
Asking students to jot down answers to the question “What was the muddiest point in _______?”

5. Skill in Analysis & Critical Thinking
Categorizing Grid
Giving students a table with row headings and having students match by category and write in corresponding items from a separate list
Defining Features Matrix
Giving students a table with column and row headings and having them enter + or – to indicate whether or not the column heading corresponds to the row heading
Pro and Con Grid
Having students list pros and cons side-by-side

6. Content, Form, and Function Outlines Analytic Memos
Having students outline the what, how, and why related to a concept
Analytic Memos
Having students write a one- or two-page analysis of a problem or issue as if they were writing to an employer, client, stakeholder, politician, etc.

7. Skill in Synthesis & Creative Thinking
One-Sentence Summary
Having students write one sentence that tells who does what to whom, when, where, how, and why (symbolized as WDWWWWHW)
Word Journal
After students read a text, having them write a single word that best summarizes the text and then write a couple of paragraphs explaining why they chose that word
Approximate Analogies
Having students complete the analogy A is to B as ___ is to ___, with A and B provided

8. Concept Maps Invented Dialogues Annotated Portfolios
Having students illustrate relationships between concepts by creating a visual layout bubbles and arrows connecting words and/or phrases
Invented Dialogues
Having students use actual quotes or compose representative quotes to create a dialogue between differing characters/personas
Annotated Portfolios
Having students create portfolios presenting a limited number of works related to the specific course, a narrative, and maybe supporting documentation

9. Skill in Problem Solving
Problem Recognition Tasks
Presenting students with a few examples of common problem types and then asking them to identify the particular type of problem each represents
What’s the Principle?
Presenting students with a few examples of common problem types and then asking them to state the principle that best applies to each problem
Documented Problem Solutions
Having students not only show their work, but also explain next to it in writing how they worked the problem out (“show and tell”)
Audio- and Videotaped Protocols
Recording students in the act of working out solutions to problems and then studying it with the student(s)

10. Skill in Application & Performance
Directed Paraphrasing
Having students paraphrase part of a lesson for a specific audience and purpose
Application Cards
Handing out an index card (or slip of scratch paper) and having students write down at least one ‘real-world’ application for what they have learned
Student-Generated Test Questions
Having students anticipate possible test questions and write them out

11. Human Tableau or Class Modeling Paper or Project Prospectus
Having students create “living” scenes, do enactments, or model processes
Paper or Project Prospectus
Having students create a brief, structured plan for a paper or project, anticipating and identifying the elements to be developed

12. Awareness of Attitudes & Values
Directed Paraphrasing
Having students paraphrase part of a lesson for a specific audience and purpose
Application Cards
Handing out an index card (or slip of scratch paper) and having students write down at least one ‘real-world’ application for what they have learned
Profiles of Admirable Individuals
Having students write a brief, focused profile of an individual – in a field related to the course – whose values, skills, or actions they admire

13. Everyday Ethical Dilemmas
Presenting students with a case study that poses an ethical dilemma – related to the course – and having them write anonymous responses
Course-Related Self-Confidence Surveys
Having students write responses to a few questions aimed at measuring their self-confidence in relation to a specific skill or ability

14. Self-Awareness as Learners
Focused Autobiographical Sketches
Having students write one to two pages about a single, successful learning experience in their past relevant to the learning in the course
Interest/Knowledge/Skills Checklists
Giving students a checklist of the course topics and/or skills and having them rate their level of interest, skill, and/or knowledge for each
Goal Ranking and Matching
Having students write down a few goals they hope to achieve – in relation to the course/ program – and rank those goals; then comparing student goals to instructor/program goals to help students better understand what the course/program is about

15. Self-Assessment of Ways of Learning
Presenting students with different approaches to learning and asking students to identify which approaches they think work best for them

16. Course-Related Study Skills & Behaviors
Productive Study-Time Logs
Having students record how much time they spend studying, when they study, and/or how productively they study
Punctuated Lectures
Stopping periodically during lectures and having students reflect upon and then write briefly about their listening behavior just prior and how it helped or hindered their learning
Process Analysis
Having student keep a record of the step they take in carrying out an assignment and then reflect on how well their approach worked

17. Diagnostic Learning Logs
Having student keep a record of points covered that they understood and those they didn’t understand as well as homework problems they completed successfully and those they had trouble with; then having them reflect on their strengths and weaknesses as learners and generate possible remedies

18. Reactions to Instruction
Chain Notes
Handing out note cards (or slips of scratch paper) in advance (for responses) and then passing around an envelope with a specific question for each student to answer at the moment in time when the envelope reaches them (e.g., “Immediately before this reached you, what were you paying attention to?” or “What exactly were you doing during the minute or so before this reached you?”)
Electronic Mail Feedback
Posing a question to students about the teaching and allowing students to respond anonymously via the instructor’s electronic mailbox
Teacher-Designed Feedback Forms
Having students respond anonymously to 3 to 7 questions in multiple- choice, Likert scale, or short-answer formats to get course-specific feedback

19. Group Instructional Feedback Technique
Having someone else (other than the instructor) poll students on what works, what doesn’t, and what could be done to improve the course
Classroom Assessment Quality Circles
Involving groups of students in conducting structured, ongoing assessment of course materials, activities, and assignments and suggesting ways to improve student learning

20. Reactions to Class Activities & Materials
RSQC2
Periodically having students do one or all of the following in writing: Recall, Summarize, Question, Comment, and Connect
Group-Work Evaluations
Having students answer questions to evaluate team dynamics and learning experiences following cooperative learning activities
Reading Rating Sheets
Having students rate their own reading behaviors and/or the interest, relevance, etc., of a reading assignment

21. Assignment Assessments Exam Evaluations
Having students rate the value of an assignment to them as learners
Exam Evaluations
Having students provide feedback that reflects on the degree to which an exam (and preparing for it) helped them to learn the material, how fair they think the exam is as an assessment of their learning, etc.