Classroom and Learning Assessment Techniques
Assessing student learning is something every instructor does throughout the semester. It is common to think of assessment as scores on tests or quizzes. These are examples of assessment but are not the only method of assessing learning. There are many ways to determine whether students are learning.
Classroom Assessment Techniques (CATs) and Learning Assessment Techniques (LATs) are aligned concepts. LATs involve the purposeful use of a CAT to assess learning. They are generally quick, effective classroom activities that give instructors a “real-time” understanding of their students’ learning without the formal structure of an exam.
To make a CAT (e.g., a 1-minute paper) into a LAT, the instructor would:
- identify the purpose of the activity, what they hope to learn, and why;
- implement the 1-minute paper;
- review what students have written in the 1-minute paper and reflect on how the activity was implemented; and
- identify improvements that need to be made in the classroom setting.
Classroom Assessment Techniques
Classroom assessment techniques (CAT) are relatively quick and easy formative check-ins to help you gauge student knowledge, skills, attitude, and preparedness in “real-time.” CATs are most effective when done frequently with the information used to affect immediate adjustments in the day-to-day operations of the class.
For instructors, CATs
- Provide feedback that can be applied immediately;
- Offer useful information about what students have learned without the amount of time required for preparing tests, reading papers, etc.;
- Allow you to address student misconceptions or lack of understanding in a timely way;
- Help foster good working relationships with students and encourage them to understand that teaching and learning are ongoing processes that require full participation.
For students, CATs:
- Help develop self-assessment and learning management skills;
- Reduce feelings of isolation, especially in large classes;
- Increase the ability to think critically about the course content;
- Foster an attitude that values understanding and long-term retention;
- Show your interest and support for their success in your classroom.
- Following is a chart that indicates what the CAT is intended to assess, its name, how each is used, what to do with the information you collect, and an estimate of how much time is required to complete it.
Student Knowledge and Skills
Includes: Prior knowledge; analysis and critical thinking skills; synthesis; and application and performance skills.
Name
How It's Done
How to Use
Time Needs
3-2-1
Have students write down:
- Three ideas/concepts reinforced
- Two new ideas or concepts
- One question they still have
Review before next class meeting and use to clarify, correct, or elaborate.
Low
Muddiest Point
Same as One-Minute Paper. If many had the same problem, try another approach.
Low
One-Minute Paper
Review before next class meeting and use to clarify, correct, or elaborate.
Low
Thumbs Up/Thumbs Down
After delivering a section of content, ask students to display a thumbs up or thumbs down regarding the understanding.
Adjust explanations or provided extended learning opportunities dependent upon number of thumbs down
Low
During last 15 minutes of class, ask students to write a short article about how a major point applies to a real-world situation. An alternative is to have students write a short article about how the point applies to their major.
Sort articles and pick several to read at next class, illustrating a range of applications, depth of understanding, and creativity.
Medium
Student-Generated Test Questions
Use as many of the questions as possible, combining those that are similar.
Medium
Student Attitudes, Values, and Self-Awareness
Includes: students’ awareness of their own values and attitudes; students’ awareness of their own learning processes; and course-related learning and study skills awareness
Name
How It's Done
How to Use
Time Needs
One Word
Before class discussion on an assignment, ask students to think of one word representing their new insights, lingering questions, connections made, or muddiest point.
Ask students to form groups of 2-4 students to share their words with one another before large group discussion on the assignment/homework.
Low
Suggestion Box
Put a box near the classroom door and ask students to leave notes about any class issue.
Review and respond during the next class session.
Low to Medium
Exam Evaluations
Select a test that you use regularly and add a few questions at the end that ask students to evaluate how well the test measures their knowledge or skills.
Make reasonable changes to the test. Track student responses over time.
Medium
Journals
Ask students to keep journals that detail their thoughts about the class. May ask them to be specific, recording only attitudes, values, or self-awareness.
Have students turn in the journals several times during the semester so you can chart changes and development.
Medium
Peer Review
Select a representative class session for peer observation. Ask the observer to focus on their impressions of the class, your interactions with students, and your teaching methods.
Decide method with the colleague. A discussion is best, but a written report may be more useful in the long term.
High
Student Rep Group
Ask students to volunteer to meet as a small group with you on a regular basis to discuss how the course is progressing, what they are learning, and suggestions for improving the course.
Some issues will be for your information, others to address in class.
High
Student Wellness and Well-Being
Includes: students’ awareness of their mood and preparation for the class session
Name
How It's Done
How to Use
Time Needs
One Word Check-In
Either face to face or in an online chat, ask each student to state one word that summarizes their mood.
Consider the overall mood of the class. Would one moment of two deep breaths help ease the anxiety of the class? Would a one-minute reflective essay help elevate the mood?
Low
Weather Forecast
Ask students to describe their mood in meteorological terms. Is it sunny? Torrential downpour? Take a moment to consider how to help the class focus on the day’s session.
Consider the overall mood of the class. Would one moment of two deep breaths help ease the anxiety of the class? Would a one-minute reflective essay help elevate the mood?
Low
Red Light/Green Light
Provide students with a red and green index card for the semester. Before each session begins, ask students to show their card with the following in mind:
- Red card = I feel unprepared for class today
- Green card = I feel prepared for class today
If there are many red cards, investigate if instructions need to be clearer, or if studying skills need to be reviewed.
Low to medium depending on number of red cards
- Angelo, T.A. and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition. Jossey-Bass Publishers.
- Finley, T. (2014, July 30). Dipsticks: Efficient ways to check for understanding. Edutopia. Retrieved from https://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
- Office of Academic Planning and Commitment. (2001). Course-based Review and Assessment Handbook (PDF). University of Massachusetts. Retrieved from https://www.umass.edu/oapa/sites/default/files/pdf/handbooks/course_based_assessment_handbook.pdf