1. Classroom Assessment Techniques

2. Background Knowledge Probe
Rate your own level of familiarity with Classroom Assessment Techniques:
Never heard of this
Heard but don’t really know
Some idea but not too clear
Clear idea

4. WHY do it?
It provides faculty with feedback about their effectiveness as teachers,
it gives students a measure of their progress as learners.
To avoid unhappy surprises, it provides a way to monitor learning throughout the semester.

5. WHAT are CAT’s?
“Classroom assessment techniques describe a variety of NON-GRADED methods of getting feedback on student learning” McKeachie, 2002
Both learning and attitude can be assessed

6. Why the Need for CATs?
College faculty typically assume a lot about their students’ learning, but most of those assumptions remain untested.
Feedback from quizzes, exams, and homework often comes too late to affect student learning.
Questioning in class only provides feedback about one student at time.

7. “Based on all the head-tilts, maybe I’d better explain this again”

8. Minute Paper - "What was the most important thing you learned during this class?" and "What important question remains unanswered?“
Muddiest Point -- asking students to jot down a quick response to one question: "What was the muddiest point in ?“
One­-Sentence Summary - challenges students to answer the questions "Who does what to whom, when, where, how, and why?“

9. Pro­Con Grid - Students write quick lists of pros and cons to help them more clearly consider an issue.
Student Generated Test Questions –
Classroom Opinion Poll -- Instead of raising hands to poll students, a written poll assures anonymity and more accurate data. 
Group Work Evaluations - Compose four or five questions regarding group work

10. CAT Features/ Considerations:
Learner Centered
Teacher Directed
Mutually Beneficial
Formative
Context-Specific
Ongoing
Good Teaching Practice

11. How is MC300 going for you? Great! Fantastic It’s going well x 5
Honestly, MC300 is probably my favorite class
Going Well, I enjoy the class thoroughly
Going well, but I’m making lots of little errors
I’ve been struggling, but I think I have a good grasp now
Not as well as it could, I need to study more
Starting to get it, but a struggle

12. What is one thing we’re doing that helps you learn?
Study Guide Problems x 9
In class demos, activities
Outlining problem solving steps
Getting randomly picked on
The level of Detail in each study guide problem
Watching and Participating in class as we do Board Problems
Active and engaging demonstrations
Class is very interactive.
The instructor pushes us to take notes and we get to solve problems

13. What Activities are less useful for you?
Nothing in this class is not useful x 7
Problem sets graded largely on format
The text book/ readings x 2
Not staying after class
Not enough extra problems on blackboard to practice on
The Connect problems are rushed and not entirely reinforcing learning objectives

14. Anything Else? Nothing else x 6 Really enjoying MC300 so far
Everything is fine
It would be helpful to go over all the little things that we get graded on.
The demonstrations are helpful
Love the enthusiasm and expertise
Keeping us involved goes a long way – Please keep it up
More demonstrations/ fire extinguishers/ axes/ chainsaw, etc.
Maybe lose the Connect problems. I payed $120 for something we could have done on paper.

15. Brainstorm!
Discuss in your groups – 2-3 CATs you might use in your teaching. Be specific!
What’s the course?
Who is the audience?
What exactly will you ask of them?
Write it out on paper.
Discuss with your group – any good suggestions or modifications?

16. Muddiest Point
Write out on a 3x5 card the one question or concern you have about CAT’s