Classroom Assessment Techniques

Classroom Assessment Techniques

Dorothy MacKeracher
Teaching and Learning Services, UNB Fredericton 1

Classroom Assessment Techniques (CATs) are mechanisms for collecting information about the
progress of students in specific learning activities and about how they respond to particular
teaching strategies. Through using appropriate CATs, an instructor can obtain feedback on what,
how much, and how well their course participants are learning; and on whether their teaching is
effective and efficient. CATs can also be used to help students make their learning more
effective and efficient.

CATs have seven basic characteristics:

1. They focus instructor attention on observing and improving learning (rather than on
teaching). To improve learning, helping students change their study habits or develop
higher order cognitive skills – especially in observing and thinking about their own
learning – may be more effective than changing the instructor's teaching behaviour.

2. They are instructor designed and directed. CATs respect the instructor's autonomy,
academic freedom, and professional judgment. The instructor is not obliged to share the
results of a CAT with anyone outside his or her classroom.

3. They are mutually beneficial to both students and instructors. By cooperating in the
assessment activities, the students reinforce their grasp of course content and strengthen
their skills at self-assessment. Their motivation is increased when they realize that you, as
the instructor, are interested in the results of the CAT and are prepared to use the results
to improve your teaching.

4. They are formative rather than summative. A CAT provides feedback while a course is
still in progress to help students discover how to improve their learning and their
resulting grades and to help instructors discover how to improve their teaching strategies.

5. They are context-specific. Each CAT should be designed to respond to the needs of the
instructor and students involved and the subject discipline being studied. The 50 CATs
listed at the end of this article are described in ways which make them applicable in most
subjects and courses. A CAT designed for use in one course may not be transferable to
another.

6. They are most effective when used as part of a continuous feedback loop between the
students and the instructor. They should be introduced in the first week of classes and

1
The material provided in this article is paraphrased or summarized from:
Angelo, Thomas A. & Cross, K. Patricia (1993) Classroom assessment techniques: A
handbook for college teachers (2nd edition). San Francisco: Jossey-Bass Publishers.
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used at regular intervals throughout a course. However, using them in every class session
to may result in "assessment fatigue".

7. They are rooted in good teaching practice. Many of the CATs are derived from basic
teaching strategies used in a wide variety of classrooms; that is, a good CAT both aids in
learning and can be used to assess learning.

In the list at the end of this article, 50 different CATs are briefly described. Sufficient
information is provided to help you develop a CAT of each type for your courses. Most can be
done using a half sheet of paper or a 3x5 index card.

The CATS are organized in groups. The first seven groups are based on the taxonomy of
learning domains described in the article on Writing Learning Objectives.

• Assessing prior knowledge, recall and understanding (levels 1 and 2 in the cognitive
domain).

• Assessing skills in analysis and critical thinking (level 4 in the cognitive domain).

• Assessing skill in synthesis and creative thinking (level 5 in the cognitive domain)

• Assessing skill in problem solving (level 3 in the cognitive domain)

• Assessing skill in application and performance (level 3 in the cognitive domain).

• Assessing awareness of attitudes and values (level 1 and 2 in the affective domain).

• Assessing self-awareness (level 3 in the affective domain).

• Assessing course-related learning skills, strategies and behaviours

• Assessing student reactions to teachers and teaching

• Assessing student reactions to class activities, assignments and materials.

Angelo and Cross link CATs to the instructor's general teaching goals and the specific learning
objectives associated with any course. They offer the following guidelines for designing and
administering successful CATs:

• Start with assessable goals – your general teaching goals and the specific
objectives of the course. You can assess your teaching goals by completing the
Teaching Goals Inventory online at http://www.uiowa.edu/~centeach/tgi/ (Click
on "Take the TGI" and follow the directions).

• Focus on either learning or teaching behaviours that can be altered. Avoid focusing
on behaviours that are unlikely to be easily changed.

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• Build in success – start with a CAT that guarantees success for both you and your
students; then build to more complex CATs.

• Start small – it would be better to change one behaviour successfully than to try to
change everything and fail spectacularly.

• Get students actively involved – tell them why you are using the CAT, that their
involvement is both voluntary and anonymous. Explain how you will use their
feedback, and how, whether and when you will share the results with them.

• Set limits on the time and effort you will invest – in the CATs listed at the end of
this article, a rough estimate of the time and effort you will need to invest is
provided for each. A good CAT should take up about 5 minutes of class time.
What is not provided in the list is any indication of the emotional
investment you will make with each CAT. A basic guideline is: if you don't want
to hear or read the feedback and respond to it, don't ask for it.

• Be flexible and willing to change – each CAT is designed to help both you and
your students improve. Show them that you are willing to use their feedback to
improve your course or your teaching.

• Learning to give feedback is a skill. Your students must first learn to give useful
feedback – and then have opportunities to practice doing so. They will need time
to get used to the idea of providing regular feedback about their learning and your
teaching. The first few times may be difficult and take longer than you anticipated.
As they gain experience, they will find that completing a CAT becomes much
easier.

• Work with other instructors who share your interests – a colleague can be
supportive and help you survive rough times, laugh at inevitable mistakes, and
celebrate your successes.

• Enjoy experimenting and risk-taking, not just success. Celebrate the process of
experimenting as much as the results of your experiment. Find reasons to pat
yourself on the back for being willing to experiment.

If you wish to know more about a specific CAT, you will find a copy of Angelo and Cross's
book in the UNB Library system and in the TLS Library (room 125, D'Avray Hall, UNB-
Fredericton).

For many CATs, the questions that students are to respond to ca be written on the chalkboard,
whiteboard or flip chart. Students respond on a sheet (or half-sheet) of paper or an index card.
Their responses should be handed in as they leave the classroom. For some CATs, the instructor
needs to prepare a form which students complete and hand in as they leave the classroom.

Be sure to leave enough time at the end of a class session for students to complete the CAT
without being rushed.
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CATs for Assessing Prior Knowledge, Recall and Understanding

1. Background Knowledge Probe: Short, simple questionnaire to Medium Low Medium
gather information at start of course on students' prior learning in
relation to the course content; also used prior to starting a new
topic. Could be designed as short answer questions or multiple
choice questions. Focuses students' attention on most important
material to be studied, provides a preview of what is to come, and a
review of what they already know. Questionnaire is prepared as a
form for students to complete.
2. Focused Listing: Directs students to focus on a single important Low Low Low
term, name, or concept and to list several ideas that are closely
related to this focus point. Used to determine what students recall
as the most important points related to a particular topic. Write
topic on board; have students respond on paper or index card.
3. Misconception/Preconception Check: Focuses on uncovering prior Medium Low Medium
knowledge or beliefs that may hinder or block further learning.
Create a simple questionnaire (as form to be handed out) to elicit
information about students' ideas and beliefs in an area identified
as being associated with troublesome misconceptions or
preconceptions. For the instructor, this check identifies specific
problem areas, how these might interfere with learning in the
course, and how deeply embedded the mis/preconceptions are in
student thinking.
4. Empty Outlines: Instructor provides an empty or partially Medium Low Medium
completed outline of an in-class presentation or assignment and
provides a limited amount of time for them to complete the outline.
Helps students organize and learn course content. Often used at
beginning or end of a presentation; can also be used to assess
learning at end or during next class session.
5. Memory Matrix: Two-dimensional table used to organize Medium Low Medium
information and illustrate relationships. The row and column
headings are provided and the students complete each cell. Assists
students to recall information and organize it into categories.
6. Minute Paper: During last 5 minutes of class, instructor asks Low Low Low
students to answer one or two questions on an index card or half
sheet of paper. Questions can include: "What was the most
important thing you learned during the class?" "What important
questions remain unanswered?" Cards/papers are handed in as
students leave classroom
7. Muddiest Point: Can be used at any time during a class session. Low Low Low
Students are asked to write down on an index card or half sheet of
paper what they found least clear or most confusing in a teaching
presentation or activity: "What was the muddiest point in the
(lecture, assignment, discussion, play, film, video etc.)?"

CATs for Assessing Skill in Analysis and Critical Thinking

8. Categorizing Grid: Students are presented with a grid with two or Low Low Low
three important categories – super-ordinate concepts they have
been studying – as column headers. At the bottom, a scrambled list
of subordinate terms, images, equations or other items that belong
in one or another of those categories is provided. They are asked to
sort the subordinate terms into the correct categories on the grid.

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9. Defining Features Matrix: Students are asked to categorize Medium Low Low
concepts according to the presence (+) or absence (-) of important
defining features. Best used when concepts are similar; e.g., to
distinguish between different conceptions of "democracy." The
instructor prepares a grid showing the concepts and defining
features.
10. Pro and Con Grid Instructor can use the grid as a quick overview Low Low Low to
of students' analysis of pros/cons, costs/benefits, advantages/ Medium
disadvantages of an issue or concern. Forces students to go beyond
first reactions, to search for at least two sides to an issue, and to
weigh the value of competing claims. Grid should be prepared
listing issues or concerns as row headers and basis for analysis as
column headers. Students are to write in a short response in each
cell on the grid.
11. Content, Form, and Function Outlines: Also called the "What, Medium High High
How and Why Outline." Asks students to analyse the informational
content, form and communicative function of a piece of writing,
film, video, or other form of communication; to indicate their
ability to separate the message in the communicative piece from
the message conveyed by the medium used .
12. Analytic Memos: Students write a one- or two-page analysis of a High High High
specific problem or issue using discipline-specific methods and
techniques. Assesses students' skills at communicating their
analyses in a clear, concise manner. Can be used to help students
prepare for later, graded, written assignments

CATs for Assessing Skill in Synthesis and Creative Thinking

13. One-Sentence Summary: Challenges student to answer the Low Medium Medium
question "Who, does what to whom, when, where, how and why?"
(WDWWWWHW) about a given topic and to synthesize those
answers into a single informative, grammatical, and long summary
sentence.
14. Word Journal: Student summarizes a short text (e.g., article, Low to Medium to Medium
reading) in a single word; then writes a paragraph or two Medium High to High
explaining why he or she chose that particular word to summarize
the text. Completed response is an abstract or synopsis of the text.
15. Approximate Analogies: Student is asked to completed the second Low Low Medium
half of an analogy – A is to B as X is to Y – for which the
instructor provides the first half (A is to B). Responses do not need
to display rigour required of analogies in formal logic. Responses
show instructor how effectively students are able to connect a
"new" relationship to one they are more familiar with.
16. Concept Maps: Drawings or diagrams showing mental connections Medium Medium Medium
students make between a major (new) concept, and other, to High
previously learned, concepts. Provides an observable and
assessable record of students' conceptual schemes or the
associations they make in relation to a given focal concept.
17. Invented Dialogues: Students synthesize their knowledge of Medium to High High
issues, personalities, and historical periods into the form of a High
carefully structured, illustrative conversation. Can be done at two
levels: (1) dialogues can be created by selecting and weaving
together actual quotes from research literature; and (2) dialogues
can be invented to represent reasonable expectations about
character.
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18. Annotated Portfolios: Provide instructor with a sample of a Medium High High
student's work, along with his or her explanations of that work in
relation to the course content, objectives or planned outcomes.
Portfolio allows instructor to assess student's skill at making
explicit connections between their work and the course content.

CATS for Assessing Skill in Problem Solving

19. Problem Recognition Tasks: Students are presented with Medium Low Low
examples of common problem types and are asked to identify the
particular type of problem each example represents. Assists
students to develop diagnostic skills. Sheet outlining examples
must be prepared by the instructor as a handout.
20. What's the Principle? Students must identify type of problem they Medium Low Low
have been presented in a handout and the principle (s) to apply in
order to solve the problem; or the principles that have been violated
to create the problem.
21. Documented Problem Solutions: Prompts students to keep track Low Medium Medium
of and show the steps they use to solve a problem. Instructor can to High
analyse protocols to gain information about students' problem-
solving skills.
22. Audio- and Videotape Protocols: Student talks about how he or High High High
she is solving a problem and works through the problem at the
same time. This process is audio- or videotaped. The tape is then
analyzed to determine student's skills in solving problems.

CATS for Assessing Skill in Application and Performance

23. Direct Paraphrasing: Students are asked to paraphrase part of a Low Medium Medium
lesson, for a specific audience and purpose, using their own words.
Provides information on students' ability to restate and summarize
important information as well as their ability to write for someone
outside the classroom setting.
24. Applications Cards: After reading or hearing about an important Low Low to Low to
principle, students are asked to write down, on an index card or Medium Medium
half-sheet of paper, at least one possible, real-world application for
what they have just learned.
25. Student-generated Test Questions: Students are asked to prepare Medium Medium to Medium
suitable test questions for material they have learned. Particularly High to High
useful for material students have presented to class. Instructor can
use the questions (or not) on an actual test..
26. Human Tableau or Class Modeling: Allows students to Medium to High High
demonstrate ability to apply what they have learned by performing High
it, rather than writing about it or discussing it. Particularly useful
for assessing "kinaesthetic" students who learn better by doing than
by talking or writing.
27. Paper or Project Prospectus: A brief first-draft plan for a term Medium High High
paper or term project. Draft should include: title, purpose, intended
audience, major questions to be addressed, basic organization,
work plan, assistance and resources required, and biggest concern.

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CATs for Assessing Awareness of Attitudes and Values

28. Classroom Opinion Polls: Asks students to record their opinion Low to Low Low
about some topic or point anonymously and provides instructor Medium
with summary information about student opinions on that topic or
point.
29. Double-entry Journals: Journal pages are divided into half Medium High High
lengthwise. In left-hand column, student records ideas, assertions,
and arguments raised in assigned readings; in the right-hand
column they record their opinions about the readings, their
concerns, and their unanswered questions. Journals are handed in
at regular intervals.
30. Profiles of Admirable Individuals: Students write a brief, focused Low High High
profile of an individual – in a field related to the course – whose
values, skills or actions they greatly admire.
31. Everyday Ethical Dilemmas: Students are presented with Medium Medium High
abbreviated case studies that pose an ethical problem related to the
discipline or profession they are studying. They are asked to
respond briefly and anonymously to these cases.
32. Course-Related Self-Confidence Surveys: Usually administered Medium Low Low
at start of course or new section to determine students' self-
confidence in their ability to learn certain concepts or perform
certain skills. May help instructor structure assignments more
effectively.

CATS for Assessing Self-awareness of Students

33. Focused Autobiographical Sketches: Students write a one- or Medium High Medium
two-page autobiographical sketch that focuses on a single to High
successful learning experience in their past that is relevant to the
learning called for in the current course. Helps instructor assess
level of students' self-awareness as learners.
34. Interest/Knowledge/Skill Checklists: Instructor creates a checklist Medium Low Low to
of knowledge or skills to be learned in the course and asks student Medium
to rate their interest and/or knowledge or skill in each. Keep the
rating scale simple. For interest: 0 = No interest; 1 = Interested in
overview; 2 = Interested in reading and discussing; 3 = Interested
in learning to apply knowledge. For knowledge or skills: N = No
knowledge or skill; B = Basic knowledge or skill; F = Functionally
adequate knowledge or skill; A = Advanced knowledge or skill.
35. Goal Ranking and Matching: At beginning of course, students list Medium Low Low to
goals they want to achieve; rank relative importance and estimate Medium
difficulty of achieving these. Instructor can then match student
goals against planned course objectives. Used to assess degree of
fit between either student's personal learning goals and instructor's
course-specific instructional objectives; and to help students
identify and clarify personal learning goals.
36. Self-assessment of Ways of Learning: Students are asked to Medium to Low to Low to
describe their general approaches to learning by comparing High Medium Medium
themselves with several different profiles and choosing those that,
in their opinion, most closely resemble their preferred ways of
learning. Usually done at the start of a course.

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CATs for Assessing Course-related Learning and Study Skills,

Strategies, and Behaviours
37. Productive Study-Time Logs: Brief records kept by students on Medium Medium to High
how much time they spend studying for a particular class, when High
they study and where, and how productively they study at various
times of the day or night and in various places. Logs are handed in
periodically.
38. Punctuated Lectures: Instructor pauses at end of a completed Low Low Low
section of a presentation or demonstration and asks students to:
reflect, write, and give feedback. During this period they reflect on
what they were doing during the presentation or demonstration that
may have helped or hindered their understanding of the
information. Students write these reflections on a half-sheet of
paper or an index card.
39. Process Analysis: Students focus on how they carry out academic Medium High High
work. They keep records of the actual steps they take in carrying
out a representative assignment and then draw conclusions about
the strategies they used in completing the assignment. Students
provide a written summary of their records and conclusions.
40. Diagnostic Learning Logs: Students keep logs on each class and Medium High High
assignment. When responding to class sessions, they write one list
of the main points covered that they understood and a second list of
those that were unclear. For assignments, they record problems
they encountered or errors made, as well as excellent and
successful responses. At regular intervals they reflect on, analyze,
and summarize the information they have collected on their own
learning, diagnosing their strengths and weaknesses, and
generating possible remedies for their problems. They write a one
or two-page memo summarizing this information.

CATs for Assessing Student Reactions to Teachers and Teaching

41. Chain Notes: Instructor writes a question on the outside of a large Low Low Low
envelope and gives every student in the class an index card. During
a lecture or presentation, the students pass the envelope around.
When the envelope reaches a student, he or she spends less than a
minute writing a response to the question on the envelope, drops
the card into the envelope, and passes it on. A suitable question
might be "Immediately before this envelope reached you, what
were you paying attention to?"
42. Electronic Mail Feedback: This CAT works only in an electronic Low Low Low to
system, such as WebCT, in which the student can send an Medium
anonymous email to the instructor. The instructor poses a question
to the class, via email, about his or her teaching, and invites
students to response by sending an anonymous email.
43. Teacher-Designed Feedback Forms: The instructor designs a Medium Low Low to
feedback form specifically for the course, and invites students to Medium
respond to the questions anonymously. The form should be limited
to one page, ask 3 to 5 specific questions, and be administered
before the mid-point of the course or before any mid-term tests.
Don't overuse such forms – once or twice in any term is sufficient.

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44. Group Instructional Feedback Technique (GIF): This CAT Medium Medium Medium
involves working collaboratively with a colleague. Your colleague to High
comes into your class to interview students (when you are not
present) about specific questions you would like answered about
your own teaching. Students can work in small groups to develop
shared responses to the questions and report back to the colleague
who makes sure he or she understands clearly what the students are
reporting. Your colleague then provides you with a written
summary of the feedback in a follow-up session with you.
45. Classroom Assessment Quality Circles: This CAT is similar to High High Medium
the GIF but has students focus on course content, reading to High
assignments, other learning resources, and specific course
activities. Quality circles can be carried out by the students
working in small groups with the instructor present and reporting
back group's feedback anonymously; or with a the instructor absent
and a colleague reporting back the anonymous student feedback..

CATs for Assessing Student Reactions to Class Activities, Assignments

and Materials
46. RSQC2 (Recall, Summarize, Question, Comment, and Connect): Low Medium to Medium
The protocol guides students through five steps that provide High
anonymous feedback about their learning and about the previous
class. Provide a one-page form. Let the students know how you
plan to use the feedback. Maximum time = 15 minutes.
Instructions for students are:
1) Recall: a list of words or phrases that you think were important
from the last class (1-2 minutes).
2) Summarize: combine/integrate as many of the most important
points as you can into one summary sentence that captures the
essence of the previous class (1-2 minutes).
3) Question: Jot down one or two questions that remain
unanswered from the previous class (1-2 minutes).
4) Connect: explain, in one or two sentences, the connections you
have made between the main points of the previous class and
the major goals of the entire course (1-2 minutes).
5) Comment: write an evaluative comment or two about the class –
Such as "What I enjoyed most/least in this course" or "What I
found most/least useful in this course" (2-3 minutes).
47. Group-Work Evaluations: Questionnaires that allow students to Medium Low Low
provide reactions to cooperative learning activities in small groups
or teams. Avoid using the feedback to grade the students; rather
use it to assess how well the group's work is progressing and what
problems they are encountering. Ask students to complete feedback
on their groups within 2-3 weeks of starting their collective work.
48. Reading Rating Sheets: Gather feedback on students' opinions Low Low Low
about course readings, to assess whether readings were interesting,
suitable, motivating, clear and useful. A simple feedback form can
be used for each reading or for each group of readings.
49. Assignment Assessments: Gather feedback on students' opinions Low Low Low to
about the value, usefulness, and suitability of course assignments. Medium
50. Exam Evaluations: Gather feedback on students' opinions about Low Low to Medium
the value of tests and examinations, their fairness, appropriateness, Medium
usefulness, and quality.

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