2. CATs
Describe an issue you had in class?
What would you like to have known from
your students?
3. CATs
What are they?
– Mechanisms by which instructors can obtain
useful feedback on what, how much and how
well their students are learning
Adapted from Angelo and Cross, 1993
4. CATs
“Typical Testing” “CATs”
Assess Achievement Feedback for Learning
Evaluates Outcomes Evaluates Process
Summative (one shot) Formative (ongoing)
Not Anonymous Anonymous
Longer/Involved Quick and Easy
Graded Not Graded
How do CATs compare to “Typical Testing?”
Adapted from Parkland College Center for Excellence in Teaching and Learning
5. CATs
Background Knowledge What have you learned?
Content/Material What are you learning?
Process How are you learning?
Application How do you use it?
Barriers What’s hindering you?
Study Skills Do you have the tools?
Attitudes What do you think?
Areas we can explore with CATs:
Adapted from Parkland College Center for Excellence in Teaching and Learning
9. CATs
Content
– One Sentence Summary
– Who Does What to Whom, When, Where, How
and Why? (WDWWWWHW)
Relationship between the founders and slaves.
Founders kept AA enslaved by not clearly addressing
it in the Constitution in order to forge a compromise
and pass the document.
13. CATs
References
– Angelo and Cross (1993). Classroom
Assessment Techniques, 2nd ed.
– Richlin, L. (1998). “Using CATs to Help New
Instructors Develop as Teachers”, New
Directions For Teaching and Learning.
– Parkland College Center for Excellence in
Teaching and Learning (2004) “Classroom
Assessment Techniques (CATs)” Workshop