The document discusses classroom assessment techniques (CATs). It defines CATs as brief formative activities used before, during, and after teaching to assess student learning and provide feedback. The document lists several examples of CATs, including focused listing, think-pair-share, and one-sentence summaries. It is explained that CATs are based on the assumptions that student learning is improved by early and frequent feedback and that teaching quality impacts learning quality. The document demonstrates the use of multiple CATs throughout the presentation, such as clickers, one-minute papers, and directed paraphrasing.

1. Interactive Teaching
Classroom Assessment Techniques
(CATs)
Emad Mansour, Ph.D.
ATLE, University of South Florida
emansour@usf.edu

2. https://www.youtube.com/watch?v=Bv_SXmZgmDA

3. Participants will be expected to:
Goals for Today
• Define classroom assessment
techniques (CATs)
• Identify assumptions for using CATs
• Apply several CATs

4. View inside students’ mind
• Do you know what picture they
are building from your
teaching?

5. Constantly
test assumptions on how
students are experiencing
your teaching
Stephen Brookfield

6. 1.Experience
difficult learning
situation
http://amelearning.com/blog/wp-content/uploads/2012/08/confused-student.jpg

7. http://frasermurdoch.wordpress.com/2011/04/16/signs-you-still-don%E2%80%99t-get-it-part-2

8. 2. Inquire how students
are learning
Assess their learning

9. In 2 minutes,
list 5-10 words you know that are
related to assessment of learning
Focused Listing

10. Think –Pair- Share

11. A. Never tried it
B. I’ve tried it a couple times
C. Several times a semester
D. Weekly
E. Every class
How often do you assess learning in classroom?

12. How many CATs you have used?
• Focused listing
• Think, pair, share
• Concept maps
• Background
knowledge probe
• Clickers
• Directed paraphrasing
• One sentence summary
• Questions and answer
pairs /shuffled questions
• Approximate analogy
• Empty Outline
• One minute paper
• The muddiest point
• Quote -1

13. Background Knowledge Probe (BKP)
Short simple questionnaires, usually
given at beginning of lesson
Purpose:
• Assess prior knowledge
• Let students know what you will cover
• Motivate them to think about topic

14. So, what is the definition of
CATs?

15.  Brief, Non-credit, Effective, Direct, Formative
Classroom Activities
 Used before, during, and after learning process
 To assess and improve student learning
 To clarify and improve your teaching
Classroom Assessment Techniques
CATs

16. • Just-in-time feedback
• Information about learning with less work
• Students become better monitors of their
own learning
• Students feel less anonymous
• Evidence that the instructor cares
• Evidence of Learning
http://cft.vanderbilt.edu/teaching-guides/assessment/cats/
CATs

17. Concept maps
BKP
Focused
Listing
CATS
Classroom
Activities
Brief
Formative
Non-credit
Before, during,
after teaching
feedback about
student learning
Clarify & Improve
Teaching
Improve Student
Learning
done when
that are
that provide
Which includeto
to

18. 1.Quality of learning = quality of teaching
Classroom Assessment is based on
assumption that:

20. Classroom Assessment is based on
assumption that:
2. Early and frequent feedback
improves learning.
http://concord.org/sites/default/files/images/loops.gif

21. How many CATS we used so far?
A) 3
B) 4
C) 5
D) 6
E) I don’t know

22. • In your own words put to paper then
explain simply to a person from a
different discipline (or a 10-year old kid)
what CATs mean.
Directed Paraphrasing

24. One-Sentence Summary
CATs- ShortCATs -Full

25. • Write a single informative, grammatical, and
long sentence summarizing what CATs are.
One-Sentence Summary
What?
Who?
to whom?
Why?
When?
and how?

26. If you would write a test question
about today’s session, what would
it be?

27. Describe...in your own words.
What does...mean?
Why is...important?
How could...be used to...?
Explain why...and how...
How are...and...similar?
How are...and...different?
How does...tie in with...that we learned before?
Shuffled Questions
Question and Answer Pairs

28. Empty Outline

29. Tips for starting CATs
• Start small
• Use variety
• Plan
• Implement
• Respond
Risk
Low High
Prep Low
High

31. One Minute Paper
Take 2 minutes to write down your answers
to these two questions
• What are the main points you have learned
from this workshop?
• What point are you still unclear about?

32. How many CATS we used so far?
A) 9
B) 10
C) 11
D) 12

33. Which ones we applied today?
• Think, pair, share
• One minute paper
• The muddiest point
• Concept maps
• Clickers
• Focused listing
• Background
knowledge probe
• Directed paraphrasing
• One sentence summary
• Application card
• Questions and answer
pairs/Shuffled questions
• Approximate analogy
• Empty Outline
• Pros and cons Grid
• Quote -1

34. Always ask for …………, even when it may
not be what you would like to hear. It may
enable you to realize something you need
to know.
Quote - 1

35. How do you rate this presentation?
A) Excellent
B) Very good
C) Just OK
D) Fair
E) I want to go home

36. Summary & Questions

37. Reference
Angelo, T.A., & Cross, K.P. (1993). Classroom Assessment Techniques. (2nd ed.)
San Francisco: Jossey-Bass.
ATLE Interactive Techniques