Classroom Assessment Techniques (CATs)

Classroom Assessment Techniques (CATs) allow instructors to monitor students’ progress throughout the term. CATs help answer the questions, “What are my students learning? How effectively am I teaching?” The articles and links in this section provide comprehensive information about CATs, including their purpose and their use across disciplines.


Classroom Assessment Techniques (CATs): An Introduction (Enerson, Plank, & Johnson, 2007)
Summary of Angelo & Cross’s volume, Classroom Assessment Techniques: A Handbook for College Teachers. This handout briefly outlines those techniques that are easiest to use, interpret, respond to, and modify; detailed examples of each technique are included.

Classroom Assessment Techniques (National Teaching & Learning Forum)
Discussion of why faculty should use CATs, including benefits to students and instructors. Contains a table with descriptions of eight common CATs and how faculty members can use the data collected from them.

Classroom Assessment Techniques in Asynchronous Learning Networks (Henderson, 2001)
As more college and university courses are offered fully or partially online, institutions face an important question: How can classroom assessment techniques be implemented for distance students, especially students communicating asynchronously? [Note: There are a few broken weblinks in this piece, but still a relevant message in the article itself.]

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