Classroom Assessment Techniques (CATs) are the collection of frequent summative feedback on students learning through the collection of frequent feedback on learning objectives and the design of the classroom experience. Using CATS allows teachers to learn how students learn and respond to particular teaching points.

The purpose of Classroom Assessment Techniques (CATs) is to give teachers and their students feedback that improves the quality of learning in the classroom. CATs help teachers discover what students are learning or not learning in the classroom.

As a teacher, you might assume that the course content, readings, and lectures have left the students knowing what you wanted them to know. Only to find out later that students did not learn what you wanted them to learn. Having the students complete a CAT immediately after the session, or section helps reinforce the material you taught. It also uncovers gaps in understanding before it is too late, and students get left behind or have gaps in necessary knowledge.

!!!Please do not wait for semester-end evaluations to gather potentially useful information on student learning since it is often collected too late for the students in the current session. CATs are summative, and collecting feedback before chapter tests, midterms, and final exams is the most effective. Once students finish a test, they think of it as over and done with and may forget the material taught.

CATs Process

Planning– Focus your first CAT on a course you know well, are comfortable with, and are going well.

Implementing– Announce your plans for the first CATs at the beginning of the class. Be sure to tell the students exactly why you ask them for information and how you will use it to help them improve their learning and your teaching. In most cases, it is best to ask for anonymous responses. When administering the CAT at the end of the section or session, ensure your students are clear on the process by sharing the instructions on completing the CAT.

Responding– Take part in the CAT by closing the feedback loop. Decide how and when you will tell your students about their responses; responding can be simply telling the class or a handout.  Also, let the students know what adjustments you are making in your teaching because of the information they have provided. You also inform the students of any adjustments they could make based on the feedback to improve their learning.

Tips for a successful start

  • Start slowly and try one or two CATs that require very little preparation and are low risk.
  • If a CAT does not appeal to you, then look for another CAT that does.
  • Do not make CATs a chore or burden. Try one or two techniques a semester and work out the process before adding more.
  • Try/test it yourself before you deploy it!
  • Close the feedback loop.