Assessment Strategies for Student Learning.
Formative assessment - In-class; takes the pulse of the class; not high stakes; helps students learn or helps students reinforce what they have learned
Summative assessment - takes place at the end of the course; usually graded and therefore high stakes.
Classroom Assessment Techniques (CATs for short)
- in-class exercises that helps instructors teach or reinforce a concept in class
- collects feedback during class
- provides gauge for instructors on what students have learned in class (met learning outcomes). Indirectly, it helps us reflect on our teaching strategies and strengthen our teaching skills.
- for single-session classes, CATs can serve both as formative and/or summative assessments (for that session).
- CATs are useful active learning exercises appropriate for single- or multi-sessions classes.
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Classroom Assessment Techniques
CAT File Letter |
File Name |
Target Topic(s) |
Suggested Class Level |
Suggested Class Type |
Prep Time Before Class |
In-Class Time |
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A |
Background Knowledge Probe |
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searching the library catalog |
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orient to basic web search |
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orient on boolean operators |
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1000, 2000 |
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single-session |
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some; print worksheet |
10 mins |
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B |
1000 Level Misconception |
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introduction to library catalog - conceptual |
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C |
Categorizing Grid |
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develop understanding of the organization of knowledge |
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help develop skills in selecting tools for research |
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1000, 2000, 3000 |
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single-session |
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some; print exercise |
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13 -15 minutes |
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D |
Checking for Understanding |
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applicable to any topic instructor wants |
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all levels, incl. Grads |
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single-session |
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multi-session |
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semester |
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6 mins, plus discussion |
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E |
General Questions |
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class evaluation - most useful if doing 2 or more sessions |
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all levels, incl. Grads |
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single-session |
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multi-session |
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print questions |
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3 mins |
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F |
Grouping Sources of Information |
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understanding what different sources offer (e.g., Encyclopedias vs articles) |
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1000, 2000 |
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single-session |
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print worksheet |
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full-class outline |
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G |
How to find a scholarly article |
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searching databases and catalog |
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using citation management tool |
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all levels, incl. Grads |
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single-session |
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multi-session |
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print worksheet |
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full-class outline |
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H |
Minute Paper |
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concept evaluation tool - all topics |
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baseline info to start class - all topics |
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all UG levels |
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single-session |
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multi-session |
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decide which option |
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2 min; 12-18 mins; depending on option chosen |
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I |
Evaluating Sources Checklist & Summary |
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evaluating sources - checklist |
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summarizing information concisely |
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1000, 2000 |
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single-session |
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multi-session |
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class demo & exercise |
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J |
Paraphrasing Boolean operators |
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overview on boolean operators |
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overview on truncation |
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3000, 4000 |
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single-session |
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3 mins |
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K |
Pre-Post Class Quiz |
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applicable to various topics covered in class (e.g., peer review; reading citations, etc.,) |
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all levels, incl. Grads |
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single-session |
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multi-session |
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print questions |
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4 mins (2 at starts, 2 at end) |
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L |
Scholarly Popular Categorization |
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understanding differences in scholarly and popular materials |
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1000, 2000 |
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single-session |
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multi-session |
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Create questions; |
send questions in advance to students |
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full-class outline |
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M |
Working with a Topic |
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construct searchable question |
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identify subject headings |
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narrow down research |
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all UG levels |
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multi-session |
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demo topics |
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in-class exercise/demo |
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