1. Is a CAT a Furry Animal or a Way to Monitor Learning? PHANETH SOK, Instructor Department of Social Work Royal University of Phnom Penh sphaneth@gmail.com TRACY HARACHI, Associate Professor School of Social Work University of Washington tharachi@uw.edu

2. Do students in your class get messages as to whether they are appropriately learning? How do students know if they are on track and learning the course learning objectives? Or each sessions’ objectives? Final Destination Starting Place Student 1 Starting Place Student 2 Starting Place Student 3

3. Student Centered Learning suggests students…….. Become self-regulators & self-monitors Need to know if they don’t understand or haven’t learned something adequately in order to Motivate them to review, study more, ask for assistance Instructors need feedback too Do you need to review the topic for current students? Do you need to revise your lesson plan for next time?

4. Clear session objectives are KEY Example: Types of child maltreatment (physical, neglect, sexual, psychological) Should students be able to recite a definition? Explain in their own words? Able to identify the type in a case study? Example: Differentiate between approaches of conflict intervention (win/lose, negotiation, and win/win) Students will need to know definition AND also be able to explain the differences and similarities between the approaches

5. Classroom Assessment Techniques (CATS) are meant to be simple, non-graded (typically), in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. For instructors provide day-to-day feedback that can be applied immediately; provide useful information about what students have learned without the amount of time required for preparing tests, reading papers, etc.; 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.

6. For students help develop self-assessment and learning management skills; reduce feelings of isolation and impotence, 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 caring about their success in your classroom.