Classroom Assessment Techniques

For Teachers:

Use these classroom assessment techniques to test the learning that's happening in class and in your study groups, and to figure out what's working and what's not. That way, you can be sure the students are getting the most out of your supplemental instructions. These are just a few of the many CAT's out there.
1. Minute Paper

Ask students to take one or two minutes at the very end of study group to respond to the following questions: "What was the most important thing you learned during today's session?" and "What important question remains unanswered?"

2. Muddiest Point

Ask students to take one minute to express what they found to be the "muddiest" or most unclear point of the session. (You can also ask them what they found to be the clearest point).

3. Empty Outlines

Provide a skeleton outline of the class lecture/discussion and have students in study group use their notes, textbook, etc to complete the outline. This can be a great small group activity.

4. One Sentence Summary

Ask students to synthesize an entire discussion/Lecture into one informative, grammatical, and long summary sentence. Again, this is great in small groups.

5. Word Journal

First, ask students to summarize a short text in a single word. Then have them write a paragraph or two explaining why they chose that word. This helps students write highly condensed abstracts and to "chunk" large amounts of information for more effective storage in ling term-memory.

6. Concept Maps

Have students draw or diagram the mental connections between a major discussion/Lecture concept and other concepts they already know. You can now assess how well they're comprehending and connecting ideas.

7. Student Generated Test questions

Ask students to generate possible test or discussion questions. This lets you see what they consider to be the most important content and how well they are able to manage this content, It also empowers students to believe they can predict and study for exams in a proactive manner rather than believing exams are random events.

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