11 7 Low Risk and Easy to Use CATs
1. Muddiest Point- Ask the students what was the ‘muddiest’ or most confusing concept in the class, the lecture, the topic. The muddiest point CAT is a great way for you to see what concepts the students need additional help on.
Online course applications-
Discussion board- Start a discussion board topic and allow the students to respond. Choose if the students will respond with their names or anonymously. Request peers to comment on 1-2 other posts sharing their insights on the topic.
Survey – Create an anonymous survey with an essay-style question that allows a student to share the muddiest point.
Email- Have the student e-mail the muddiest point answer to the instructor.
Traditional class applications– Give all students a half sheet of blank paper and a few minutes to complete this activity at the end of class. If there is a common theme, use just-in-time training to send a video explanation, an email, or spend time at the beginning of the next class to reteach and/or discuss.
2. Minute Paper- Ask the students one question (see examples below) and have them share/post at the end of class or the end of a module. Let them know that this is just a quick paragraph or a minute to reflect.
Examples: What was the most surprising or unexpected thing you learned in the course/ topic? What did you perceive the purpose of the course/topic was? What was the most useful idea in the course/topic? This is more of a personal reflection that allows you to assess the classroom techniques.
Online course applications-
Discussion board- Start a discussion board topic and allow the students to respond. Choose if the students will respond with their names or anonymously. Request peers to comment on 1-2 other posts sharing their insights on the topic.
Email– Have the student e-mail the minute paper to the instructor.
Survey- Ask one or two questions using a survey tool that the students can access online.
Traditional class applications– Give all students a half sheet of blank paper and a few minutes to complete this activity at the end of class. If there is a common theme, use just in time training to send a video explanation, an email, or spend time at the beginning of the next class to reteach, discuss.
3. Real-World Application- After the course/topic, ask the students to write down at least one way that they can apply the information in a real-world situation. Have them answer using who, what, when, why, and how as a guide if needed.
Online course applications-
Discussion board- Start a discussion board topic and allow the students to respond. Choose if the students will respond with their names or anonymously. Request peers to comment on 1-2 other posts sharing their insights on the topic.
Email- Have the student e-mail the minute paper to the instructor.
Survey- Ask one or two questions using a survey tool that the students can access online.
Traditional class applications– Give all students a half sheet of blank paper and a few minutes to complete this activity at the end of class. If there is a common theme, use just in time training to send a video explanation, an email, or spend time at the beginning of the next class to reteach, discuss.
4. Journal reflection– Have the students reflect on what they learned from the topic/ course and how they will apply the information to their job or personal life. Define the criteria that should be included in the journal.
Online, traditional, and blended course applications
Assignment- The student submits the journal as an assignment or using an online journaling tool.
5. 3-2-1 Reflection- On the discussion board, the students describe three themes or concepts they have learned in the unit. 2 questions they still have or want to know more about in the unit. 1 idea they want to share. (Experience, what if, etc.) This exercise is a great way to let you know if you are “missing” something in your course delivery by seeing if themes emerge from questions 2 and 3.
Online, traditional, and blended course applications
Discussion board- Start a discussion board topic and allow the students to respond. Choose if the students will respond with their names or anonymously. Request peers to comment on 1-2 other posts sharing their insights on the 3-2-1 reflection.
Email- Have the student e-mail the 3-2-1 reflection to the instructor.
6. Email Feedback – Write an email and ask one or two questions for your students to answer and have them email their responses to you.
Online, traditional, and blended course applications
Email- Have the student reply to your e-mail with feedback.
7. Surveys/Feedback Forms– Write 3- 5 specific questions about your teaching that you would like the students to respond to that relate to your instructional goals of the classroom. Aim for a mid-term survey so that you can adjust your course if needed before the end of the semester.
Online, traditional, and blended course applications
Survey tool- Use Canvas or another survey tool and ask the students to complete the survey. Let the students know that the survey tool is anonymous, and you will not be able to see which students have responded.
Are you interested in learning more about CATs? If so, Check out the links and readings below!
Bannon, R. (n.d.). classroom_assessment_techniques. 6. http://sloat.essex.edu/sloat/delete/contentforthewebsite/classroom_assessment_techniques.pdf (Links to an external site.)
References:
If you are looking for a good resource on CATS, check out the Classroom Assessment Techniques: A Handbook for College Educators.