Classroom Assessment Techniques

Classroom Assessment Techniques (CATs) are quick, short, often ungraded and anonymous questionnaires or activities instructors use to understand student learning. CATs are “formative assessments,” which means they provide data about student learning during the teaching and learning process. The information can help instructors adjust teaching strategies and content, and it can help students focus on what they need to learn.

Unlike “summative assessments,” which are given at the end of a unit or course, CATs and other formative assessments do not serve as the final measure of student learning, and they should not heavily impact a student’s grade, if they are graded.

Classroom Assessment Techniques (CATs) are simple assessment activities that can provide feedback about teaching and learning and allow instructors to make data-driven decisions about student learning, resource needs, and curricular changes.

Examples of Classroom Assessment Techniques include the following:

Pre-Test or Pre-Lesson Quiz, Questionnaire, or Survey.
An instructor may use a quiz or other assessment tool to understand student knowledge and skill level at the start of a unit or semester. This information helps instructors know how prepared students are for the course, and it helps them determine how much background information to provide. These assessments are especially useful in mid-level and general education courses and at schools that accept students from multiple institutions. Pre-tests (and a subsequent end-of-lesson summative test) can also be used to document student learning.

Pop Quiz or Reading Quiz.
Instructors often use unannounced (“surprise” or “pop”) quizzes or regular reading quizzes to measure student learning and to verify that students have completed the reading. When several students answer the same question incorrectly, it may indicate that they did not understand or learn the content. This feedback can suggest that the class needs more time or information about the topic.

Muddiest Point.
“Muddiest point” refers to the most confusing or unclear topic. Students submit feedback to the instructor on what they still do not understand clearly; with this feedback, the instructor can provide additional information, clarification, or resources. The muddiest point feedback can be submitted at the end of the lecture, at the end of the class period, or at the start of the next class period. When the same topic is routinely identified as a muddiest point, the instructor can plan to provide additional time or resources for the topic ahead of time.

Minute Paper.
A “minute paper” is a short reflective writing activity that asks students to explain what they have learned or what they still do not understand; it may also ask students to explain a concept or write a short summary of material covered during the class. Like the “muddiest point,” the minute paper provides feedback to the instructor, and it may be used at the end of the lecture, end of the class period, or start of the next class period.

Discussion.
Discussion is most appropriately used for students to present their perspective and to learn about a variety of perspectives on a topic. Whole-class or small-group discussion can also help the instructor assess student understanding. The instructor or another student can ask questions, and other students or the instructor can provide answers and other resources. Discussion is one of the most common assessment methods in online classes and Humanities courses.

Student-Created Quiz or Exam.
In this CAS, instructors ask students to generate questions about course content that could be used on an exam. The instructor compiles these questions, and students take the quiz individually or in groups. The exam asks students to review course content, to identify important content, to generate correct and incorrect responses, and to measure their knowledge.

Practice Exam.
Instructors may assign practice exams (often an old exam or a professional field test) as an ungraded assessment of student learning. The exam helps students identify their strengths and weaknesses, and it can be used as a predictor of performance on a summative exam at the end of the semester or completion of the program.

Classroom Assessment Techniques (CATs) are often low-stakes or ungraded “formative” assessments that provide instructors and students with feedback about student learning. With this information, students and instructors can identify strengths and weaknesses, and they can follow up with additional information, study time, and resources.

Classroom Assessment Techniques are simple assessment activities instructors can incorporate into any course, and they can provide feedback for data-driven decision making about teaching and learning. Subscribe to this blog (by submitting your email on the right or the bottom of this page) to receive notifications about additional assessment methods and information about higher education.

Lirim Neziroski, Ph.D., MBA is an academic leader and an assessment and technology expert at a liberal arts university in the Chicago area. Contact Lirim directly for additional resources and speaking, consulting, and writing opportunities.