II. Means to Assess Classroom Effectiveness In addition to the formal means we use to assess student understanding tests, projects, – reports, etc. there are ways to get quick, informal feedback from our students to give – us a of what seems to be working and what isn’t. Cross and ‘meta-understanding’ Angelo compiled numerous short feedback forms with which we can get such information. These are termed Assessment Techniques’ and can help us to ‘Classroom gauge students’ knowledge, confidence, or attitudes at the outset, as well as their questions, concerns or level of understanding at the conclusion of class. Below are some of the topics addressed by these CATS: Lecture Outline Questions, Questions Class Outline Focused Listing Lab Outline Put It In Your Own Words What's Exciting To Me Guiding Principles Do Your Own Quiz Most Useful - Least Useful Class Notes Little Things Class Notes - Decisions Beginning Class Study Time Log Ending Key Points In The Reading First Class A Key Question On The Reading I've Heard Linking Ideas - Class I've Heard - And Now I Believe Linking Ideas - Reading Most Exciting - Most Boring Test Feedback - Student Experiential Exercises Feedback Me, Studying Course Chatroom Feedback Study Partners Distance Learning Feedback Best Friend, Worst Enemy Film Feedback Beginning of Semester Feedback What Worries Me About This Course Finding The Course Hard Background Knowledge Probe The Class At Work Ways I Can Help Feedback On My Comments Course Objectives Advice To The Newcomers Expectations Objective Checking Feedback on Teaching Are We Meeting Expectations? A Question I Have Put It In Your Own Words Class Feedback Do Your Own Quiz Confidence Levels Misconceptions Check What's Exciting To Me These are some of the many topics available with the CATS forms. You can find many of the types of at the link below, as well as helpful prefatory information. ‘CATS’
II. Means to Assess Classroom Effectiveness In addition to the formal means we use to assess student understanding – tests, projects, reports, etc. – there are ways to get quick, informal feedback from our students to give us a ‘meta-understanding’ of what seems to be working and what isn’t. Cross and Angelo compiled numerous short feedback forms with which we can get such information. These are termed ‘Classroom Assessment Techniques’ and can help us to gauge students’ knowledge, confidence, or attitudes at the outset, as well as their questions, concerns or level of understanding at the conclusion of class. Below are some of the topics addressed by these CATS: Lecture Outline Class Outline Lab Outline What's Exciting To Me Do Your Own Quiz Class Notes Class Notes - Decisions Study Time Log Key Points In The Reading A Key Question On The Reading Linking Ideas - Class Linking Ideas - Reading Test Feedback - Student Me, Studying Study Partners Best Friend, Worst Enemy Beginning of Semester What Worries Me About This Course Background Knowledge Probe Ways I Can Help Course Objectives Expectations Feedback on Teaching A Question I Have Class Feedback Confidence Levels What's Exciting To Me Questions, Questions Focused Listing Put It In Your Own Words Guiding Principles Most Useful - Least Useful Little Things Beginning Class Ending First Class I've Heard I've Heard - And Now I Believe Most Exciting - Most Boring Experiential Exercises Feedback Course Chatroom Feedback Distance Learning Feedback Film Feedback Feedback Finding The Course Hard The Class At Work Feedback On My Comments Advice To The Newcomers Objective Checking Are We Meeting Expectations? Put It In Your Own Words Do Your Own Quiz Misconceptions Check These are some of the many topics available with the CATS forms. You can find many of the types of ‘CATS’ at the link below, as well as helpful prefatory information.
Pathways%20toolkit%20History%20Final.docx