Hi Nicholas,
CATs, if you can fit them into the classroom time, are invaluable at informing both students and yourself about what they learned about an important concept or about their ability to apply their knowledge.
Some CATs only take a minute and can be done periodically through the class, Nicholas. For instance, before moving onto the next concept, you could ask them to write down one question they have; most of the time, you will find the questions are similar, and can be addressed fairly quickly before moving on to the next objective. Quick multiple choice tests are also good ideas at the end of class. You can share results during the next class period, fill in the gaps, and ask students needing further help to meet with you after class.
For instance, I teach English, and based on results of non-graded tests, I have allocated time after class to do some group work with students, for instance, who struggled with documenting sources, writing a citation, etc).
Good luck finding ways to fit in some CATs in your 4 day class.
Cynthia
Hi Angela,
I, too, like using the minute paper and the background knowledge probe test (or as one student said in one live chat, "Oh, no, the dreaded probe." (Yet, they do like them very much - especially when they see how "smart" they are after all).
CATs are definitely a good "gut check" for both the student and the teacher.
Have fun bringing CATS into the classroom.
Cynthia
Hello Brandon,
I agree that asking open ended questions are a good way to assess students' knowledge and ability to apply that knowledge in real world settings. I teach English with a focus on research, critical thinking, and problem solving. So, in a class where we have discussed how to approach problem solving, I might ask: What did you learn today about problem solving steps? How can this be applied in a real-world or work place situation?
If we are debating a specific issue, I might ask them to write down what they think the best solution, and then, based on the criteria we have generated in the class, ask the class to test each the solution.
I love CATs, even though I'm a dog owner (-;
Cynthia
The good thing about this type of CAT is that students are not allergic to them, and they love having them in class (ha, ha -- silly teacher joke).
I use CATS in both my online live chats and discussion forums to engage students in learning, but also to inform them of their progress.
In the discussion forum, I sometimes ask students to take one minute to summarize what they have learned from the live chat and to include a question they still have about the concept covered. Their answers and questions are sent only to me by deselecting "all participants" for a moment before they post their response. It is a good way to get them to ask questions they may not asked during the chat, too.
If students are learning how to use a specific type of documentation method. I might give them a short non-graded multiple choice quiz on APA citation (as an example)to test their understanding at both the beginning and again, at the end of class. Then, summarize the results for students. This will help them realize where they stand on APA and what they need to study. I can then provide resources for further study.
These are just two examples, but I have been bringing CATs into the classroom for years, and I continue to look for good CATs.
The link provided in the module on CATs provides some good examples:
http://www.ntlf.com/html/lib/bib/assess.htm
Hi Cheryl, Wow - Love your ideas for combining CATs with Powerpoints - Thanks for sharing! Best wishes for continued success in your teaching career. Susan
Susan Polick
Incorporation of CAT can be used at anytime during the classroom experience. I've actually done this many times. My favorite method is at the beginning of a PowerPoint lecture to give an introduction to the topic of the day. (The assignment prior to this class session was to have completed specific reading material.) Early in the PPT lecture a slide appears with "Question #1" Students are given a piece of paper with blanks for 5 questions. They then answer all of the PPT questions. Following their responses the questions reappear...we now have in-class discussion of the possible answers. The next slide contains the answer and reference locations. Once all 5 questions have been completed the students assess their "entry-level knowledge" and the lecture continues. At the conclusion of the lecture, 5 “very similar†post-lecture assessment questions appear. Students evaluate their “Quizzes†and submit for my (no point value) review. Students who performed poorly on the post-lecture evaluation receive individual assessment and communication from me.
by assesing where they are with the learning , you can find different and new ways to demonstrate what else can be learned, i find explaining things in more then one way and then demonstrating how it works key to learning.
CATs are very useful for both students and instructors. As a professor you can use student responses as sort of an evaluation. You are able to see what students enjoy, what they are having difficulty in, and what they have learned. You should be able to use your finding and reassure students on their difficulty and continue to do the activities they do like in class.
Hi Nicholas, Yes, taking time to assess learning styles in a 4 day class makes no sense. Overall, I would suggest just making sure that you address all the learning styles as much as possible in your delivery. Thanks for your posts! Susan
Susan Polick
It's difficult to meet with their previous instructors, at least until part-way through the 4-day course.
I am pleased to see your suggestion of speaking after class and approaching the students, because I do actually do just that.
I just didn't know if you felt taking up part of the first class to test them was a good idea when there is already a good deal of pressure to complete a great deal of material in 4 days.
Thank you again.
I use CATs as a creative writing tool. The students must use the basic narrative or structural framework from what we have learned, and create their own creative details. This works great to measure whether the students understood the basic underlying concepts I want them to know.
Hi Nicholas, Is it at all possible to speak with the previous instructors of these students? I would also be sure to set concrete objectives that must be met in your 4 day course. You may need to set aside some one-on-one with some students to enable them to meet the objectives. Best wishes for continued success in your teaching career. Susan
Susan Polick
Actually, I'm somewhat intrigued by this idea and was hoping to talk about this as the course was going on.
I teach a small section of an overall audio engineering/music production curriculum; it only last for four days. I find it quite challenging to come in toward the end of the curriculum, never having met these students, and not know their strengths and weaknesses insofar as the previous material.
Because time is a factor, what sort of approach could I take to, somewhat, set the bar as far as both their expectations and my own?
Thank you.
Hi Sandra, Thanks for sharing some excellent ideas for getting timely feedback! Best wishes for continued success in your teaching career. Susan
Susan Polick
In the nursing program we use multiple techniques: critical thinking case studies, pop quizzes, labs, open ended questions and exit cards.
I like the exit cards. You take the lessons objectives and turn them into questions and the students write the answers down and hand it in. The instructor either reviews and clarifys before they leave or when they return for the next class. Sometimes both. If they clarify before they leave, at the next meeting the students may have questions again.
Hi Najla, Thanks for your post to the forum. Your frequent breaks to get feedback with questions is excellent! Best wishes for continued success in your teaching career. Susan
Susan Polick
After every 10 to 15 minutes of lecture, I ask the students some quick check questions about what they just learned. Then at the end of the lecture, I do some audience questions in my powerpoint. Students seem to be very responsive.
Hi Karen, Utilizing student "teach-back" is a favorite technique of mine as well. I am glad that you found the info on CATs useful! Best wishes for continued success in your teaching career. Susan
Susan Polick
I think it is very useful to intersperse questions throughout a lecture to gauge the students' understanding of the material. This gives me the opportunity to immediately make adjustments and corrections to ensure students understand the material.
I conduct student workshops on using Microsoft Office. One of the things that I like to do is demonstrate something, then later in the workshop go back to what I demonstrated and ask for a volunteer to talk the class through doing it again. I follow the student’s instructions and can correct any mistakes at that time.
I really enjoyed getting the information on CATs from the NTLF. There are some really great ideas there that I plan to use in the future. I especially like the directed paraphrasing.
Hi Anna-Maria, Thanks for your post to the forum. CATs do indeed give us valuable feedback. Best wishes for continued success in your teaching career. Susan
Susan Polick
