Checking for Understanding: Classroom Assessment Techniques

CHECKING FOR UNDERSTANDING: CLASSROOM ASSESSMENT TECHNIQUES

Classroom Assessment Techniques (CATs) are quick, low-stakes, anonymous formative evaluations that are designed to provide useful feedback to improve the teaching-learning process. For students, these activities can be a way to check for understanding of course content, make mistakes in a low-stakes evaluation, allow for reflection, and identify areas of confusion. We can use these activities to assess course-related knowledge, measure student attitudes and self-awareness, and determine student reactions to instruction.

 

On this page, we will cover:

  1. When to Use CATs
  2. Benefits of CATs
  3. Examples of CATs
  4. Tips for Using CATs Effectively
  5. Additional Resources
  6. References

 

When to Use CATs

CATs can be used for three specific purposes (Angelo & Cross, 1993):

  • To assess prior knowledge, recall, and understanding
  • To assess students’ application of knowledge and skills
  • To assess student reflection and self-awareness of their learning process

 

Benefits of CATs

Instructor Benefits

  • Builds good rapport with students by demonstrating we care
  • Encourages us to view teaching as a process that evolves with feedback
  • Helps us focus on student learning
  • Provides just-in-time insight into student understanding quickly compared to tests, papers, or more formal assessments

Student Benefits

  • Allows students to monitor their own learning
  • Helps students feel their feedback is important
  • Provides evidence that instructors care about their learning
  • Fosters an environment where mistakes are okay

 

Examples of CATs

Exit Tickets: One-Minute Papers & Muddiest Points

A few minutes before the end of class, ask students to answer a question, such as “What was the most important thing you learned during class today?” or “What was confusing from today’s lecture?” or “What questions do you still have?” to gauge their takeaways or what they didn’t understand from the session (muddiest point). You could conduct the activity in an in-class or out-of-class environment using asynchronous or synchronous tools. Variations of this activity can include using index cards, half pieces of paper, or technology (e.g., Google Docs, Jamboard, Canvas ungraded survey, PollEverywhere) to gather responses.. You can even change the question to something specific for your class. Responses should be used in the following class meeting to review key points of the lecture, try a new approach to clarify material students found confusing, or allow time to review and answer questions that still remain. 

3-2-1 Strategy

Use this activity to help students reflect on what they learned and to gauge their interest. You can use this at the end of a lesson, class, or module or have students work on it as they are going through the material. Ask students to write down 3 things they learned, 2 things they found interesting, and 1 question they still have about the material. Some instructors switch up the prompt so it is 2 questions they still have and 1 thing they found interesting. It all depends on what information you want to gather from students. As with all CATS, it is important to do something with the information—for example, answer the questions during the next class or in an announcement or mini-lecture. Students will be more engaged with the activity if they can see that you are reading and responding to the what they write.

Student-Generated Test Questions

This activity can be used as an exam review activity or at the end of a class session to focus on key takeaways. Split students into groups and have each group write questions and answers for the next exam. Depending on your class and the exam type, you can specify the types of questions (multiple choice, short-answer, fill-in-blank, etc.) and provide guidance on how to write a good exam question. If time permits, have each group present their question(s) and have the class work together to answer the question. Alternatively, you could have students put all their questions into a Google Doc and use that as a study guide for the next exam. Be sure to use at least some of these questions on the next exam. 

Background Knowledge Questionnaires

Create a short questionnaire to administer to your students at the start of the course or before starting a new topic. Ask simple questions about the topic to understand what knowledge and experiences the students already have. This feedback can be used to readjust the lesson plan by helping determine what content may require less time or where to find common misunderstandings with the content. 

 

Tips for Using CATs Effectively

  • Be intentional. Find a CAT that aligns with your course learning goals, course design, and teaching style. Use a CAT that meets your needs rather than trying to realign your class to fit a particular activity. 
  • Explain the “why.” Explain to students why you’ve assigned this activity, your goals, and how you plan to use their responses. 
  • Be responsive. Use the feedback they provided to improve learning and teaching by following up during the next class session. 
  • Keep it low stakes or anonymous. Keep your CATs low-stakes by keeping them ungraded or only grading for completion. When possible, try to keep activities anonymous to encourage making mistakes and taking risks.

 

Additional Resources

 

References

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.) Links to an external site.. Jossey-Bass Publishers. (CSUN credentials required to access this link)