Classroom Assessment Techniques (CATs)

Classroom Assessment Techniques (CATs) include a range of in-class activities that are usually ungraded and sometimes anonymous. They can help you assess how well your students understand the course content. Results from the CATs enable you to identify areas of confusion or misconception and make adjustments to your content, teaching strategies, or learning activities. The approach is active, learner-centered, mutually beneficial, and good practice.

How do Classroom Assessment Techniques improve teaching and learning?

Getting Started with Classroom Assessment Techniques

Examples of Classroom Assessment Techniques


Further Readings

The standard reference on CATs is Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, by Thomas A. Angelo and K. Patricia Cross (Jossey-Bass, 1993). This book includes 50 CATs, indexed in a variety of useful ways. The book is available for check-out from the Library/Instructional Design Department.

Classroom Assessment Techniques (National Teaching & Learning Forum)

This George Washington University webpage contains a table with descriptions of eight common CATs describing how faculty members can use the data collected from them. The table also identifies the time required for preparation, class implementation, and data analysis.

Classroom Assessment Techniques in Asynchronous Learning Networks (Henderson, 2001)

As more college and university courses are offered online, institutions face an important question: How can classroom assessment techniques be implemented for distance students, especially students communicating asynchronously?

Classroom Assessment Techniques (CATs): An Introduction (Enerson, Plank, & Johnson, 2007)

Summary of Angelo & Cross’s book, Classroom Assessment Techniques: A Handbook for College Teachers. This handout provides and example and definition of the techniques easiest to use.

Other Examples of CATs:

George Washington University

University of Minnesota

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