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.
\\\\
Classroom Assessment Techniques
CAT File Letter |
File Name |
Target Topic(s) |
Suggested Class Level |
Suggested Class Type |
Prep Time Before Class |
In-Class Time |
||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
A |
Background Knowledge Probe |
|
searching the library catalog |
|||||||||||||
orient to basic web search |
||||||||||||||||
orient on boolean operators |
|
|
1000, 2000 |
|
|
single-session |
|
some; print worksheet |
10 mins |
|||||||
B |
1000 Level Misconception |
|
introduction to library catalog - conceptual |
|
|
|
|
|
||||||||
C |
Categorizing Grid |
|
develop understanding of the organization of knowledge |
|||||||||||||
help develop skills in selecting tools for research |
|
|
1000, 2000, 3000 |
|
|
single-session |
|
|
some; print exercise |
|
|
13 -15 minutes |
|
|||
D |
Checking for Understanding |
|
applicable to any topic instructor wants |
|
|
all levels, incl. Grads |
|
|
single-session |
|||||||
multi-session |
||||||||||||||||
semester |
|
|
|
6 mins, plus discussion |
|
|||||||||||
E |
General Questions |
|
class evaluation - most useful if doing 2 or more sessions |
|
|
all levels, incl. Grads |
|
|
single-session |
|||||||
multi-session |
|
|
print questions |
|
|
3 mins |
|
|||||||||
F |
Grouping Sources of Information |
|
understanding what different sources offer (e.g., Encyclopedias vs articles) |
|
|
1000, 2000 |
|
|
single-session |
|
|
print worksheet |
|
|
full-class outline |
|
G |
How to find a scholarly article |
|
searching databases and catalog |
|||||||||||||
using citation management tool |
|
|
all levels, incl. Grads |
|
|
single-session |
||||||||||
multi-session |
|
|
print worksheet |
|
|
full-class outline |
|
|||||||||
H |
Minute Paper |
|
concept evaluation tool - all topics |
|||||||||||||
baseline info to start class - all topics |
|
|
all UG levels |
|
|
single-session |
||||||||||
multi-session |
|
|
decide which option |
|
|
2 min; 12-18 mins; depending on option chosen |
|
|||||||||
I |
Evaluating Sources Checklist & Summary |
|
evaluating sources - checklist |
|||||||||||||
summarizing information concisely |
|
|
1000, 2000 |
|
|
single-session |
||||||||||
multi-session |
|
|
|
class demo & exercise |
|
|||||||||||
J |
Paraphrasing Boolean operators |
|
overview on boolean operators |
|||||||||||||
overview on truncation |
|
|
3000, 4000 |
|
|
single-session |
|
|
|
3 mins |
|
|||||
K |
Pre-Post Class Quiz |
|
applicable to various topics covered in class (e.g., peer review; reading citations, etc.,) |
|
|
all levels, incl. Grads |
|
|
single-session |
|||||||
multi-session |
|
|
print questions |
|
|
4 mins (2 at starts, 2 at end) |
|
|||||||||
L |
Scholarly Popular Categorization |
|
understanding differences in scholarly and popular materials |
|
|
1000, 2000 |
|
|
single-session |
|||||||
multi-session |
|
Create questions; |
send questions in advance to students |
|
|
full-class outline |
|
|||||||||
M |
Working with a Topic |
|
construct searchable question |
|||||||||||||
identify subject headings |
||||||||||||||||
narrow down research |
|
|
all UG levels |
|
|
multi-session |
|
|
demo topics |
|
|
in-class exercise/demo |
|