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Home > Workshops and Classes > Teacher Training > Large Class Teaching > Assessment > Using CATs to Mesure Learning in the Large Class > Classroom Assessment Techniques

Classroom Assessment Techniques (CATs)

Classroom assessment is critical to any learner-driven--as opposed to content-driven--education. Classroom Assessment Techniques (CATs) provide crucial feedback from students about their on-going understanding of course material.

The following discussions are either summarized or adapted from the book Classroom Assessment Techniques: A Handbook for College Teachers by Thomas Angelo and K. Patricia Cross.

• Examples of CATs in Use
  CATs used by teachers at Penn State.

• Classroom Assessment Techniques (CATs)
  Information and resources provided by the Center for Teaching at Vanderbilt University.

• Classroom Assessment Techniques, A Handbook for College Teachers, 2nd Ed
  "Classroom Assessment, a major component of Classroom Research, involves student and teachers in the continuous monitoring of students' learning. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Most important, because Classroom Assessments are created, administered, and analyzed by teachers themselves on questions of teaching and learning that are important to them, the likelihood that instructors will apply the results of the assessment to their own teaching is greatly enhances." By Thomas A. Angelo and K. Patricia Cross

• Classroom Assessment Techniques Examples

• The National Teaching and Learning Forum - Classroom Assessment Techniques
  The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process.
  

 

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