CAT Cross-ref to Goals

	A	B	C	D	E	F	G	H	I	J	K
1	Angelo & Cross: Classroom Assessment Techniques
2	Sorted by CAT
3			Areas for Formative Assessment		Teaching Goal Categories
4	CAT#	CAT	Areas	Sub-Areas	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills	IV. Liberal Arts & Academic Values	V. Work & Career Preparation	VI. Personal Preparation	Applicable to Think-pair-share
5	1	Background Knowledge Probe: Short, simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units or topics; can serve as a pretest	I. Techniques for Assessing Course-Related Knowledge & Skills	A. Assessing Prior Knowledge, Recall, & Understanding		II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills				Yes
6	2	Focused Listing: Focuses students’ attention on a single important term, name, or concept from a lesson or class session & directs students to list ideas related to the “focus”	I. Techniques for Assessing Course-Related Knowledge & Skills	A. Assessing Prior Knowledge, Recall, & Understanding		II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills				Yes
7	3	Misconception/Preconception Check: Intended to uncover prior knowledge or beliefs that may hinder or block new learning; can be designed to uncover incorrect or incomplete knowledge, attitudes, or values	I. Techniques for Assessing Course-Related Knowledge & Skills	A. Assessing Prior Knowledge, Recall, & Understanding			III. Discipline Specific Knowledge & Skills	IV. Liberal Arts & Academic Values			Yes
8	4	Empty Outlines: In a limited amount of time students complete an empty or partially completed outline of an in-class presentation or homework assignment	I. Techniques for Assessing Course-Related Knowledge & Skills	A. Assessing Prior Knowledge, Recall, & Understanding		II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills
9	5	Memory Matrix: Students complete a table about course content in which row & column headings are complete but cells are empty	I. Techniques for Assessing Course-Related Knowledge & Skills	A. Assessing Prior Knowledge, Recall, & Understanding		II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills				Yes
10	6	Minute Paper: The most frequently used CAT; students answer 2 questions (What was the most important thing you learned during this class? What important question remains unanswered?)	I. Techniques for Assessing Course-Related Knowledge & Skills	A. Assessing Prior Knowledge, Recall, & Understanding		II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills
11	7	Muddiest Point: Considered by many as the simplest CAT; students respond to the question "What was the most unclear or confusing point in (lecture, homework, discussion)?"	I. Techniques for Assessing Course-Related Knowledge & Skills	A. Assessing Prior Knowledge, Recall, & Understanding		II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills
12	8	Categorizing Grid: Student complete a grid containing 2 or 3 overarching concepts & a variety of related subordinate elements associated with the larger concepts	I. Techniques for Assessing Course-Related Knowledge & Skills	B. Assessing Skill in Analysis & Critical Thinking	I. Higher-Order Thinking Skills		III. Discipline Specific Knowledge & Skills				Yes
13	9	Defining Features Matrix: Students categorize concepts according to the presence or absence of important defining features	I. Techniques for Assessing Course-Related Knowledge & Skills	B. Assessing Skill in Analysis & Critical Thinking	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills					Yes
14	10	Pro & Con Grid: Students list pros/cons, costs/benefits, advantages/disadvantages of an issue, question, or value of competing claims	I. Techniques for Assessing Course-Related Knowledge & Skills	B. Assessing Skill in Analysis & Critical Thinking	I. Higher-Order Thinking Skills			IV. Liberal Arts & Academic Values		VI. Personal Preparation	Yes
15	11	Content, Form, & Function Outlines: In an outline form, students analyze the “what” (content), “how” (form), & “why” (function) of a particular message (e.g. poem, newspaper story, critical essay); also called “What, How, & Why Outlines	I. Techniques for Assessing Course-Related Knowledge & Skills	B. Assessing Skill in Analysis & Critical Thinking	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills					Yes
16	12	Analytic Memos: Students write a one- or two-page analysis of a specific problem or issue to help inform a decision-maker	I. Techniques for Assessing Course-Related Knowledge & Skills	B. Assessing Skill in Analysis & Critical Thinking	I. Higher-Order Thinking Skills				V. Work & Career Preparation
17	13	One-Sentence Summary: Students answer the questions “Who does what to whom, when, where, how, & why?” (WDWWWWHW) about a given topic & then create a single informative, grammatical, & long summary sentence	I. Techniques for Assessing Course-Related Knowledge & Skills	C. Assessing Skill in Synthesis & Creative Thinking	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills			V. Work & Career Preparation
18	14	Word Journal: Involves a 2 part response; 1st the student summarizes a short text in a single word & 2nd the student writes 1-2 paragraphs explaining the word choice	I. Techniques for Assessing Course-Related Knowledge & Skills	C. Assessing Skill in Synthesis & Creative Thinking	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills
19	15	Approximate Analogies: Students simply complete the 2nd half of an analogy—a is to b as ? is to ?; described as approximate because the rigor of formal logic is not required	I. Techniques for Assessing Course-Related Knowledge & Skills	C. Assessing Skill in Synthesis & Creative Thinking	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills		IV. Liberal Arts & Academic Values			Yes
20	16	Concept Maps: Students draw or diagram the mental connections they make between a major concept & other concepts they have learned	I. Techniques for Assessing Course-Related Knowledge & Skills	C. Assessing Skill in Synthesis & Creative Thinking	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills				Yes
21	17	Invented Dialogues: Students synthesize their knowledge of issues, personalities, & historical periods into the form of a carefully structured illustrative conversation; students can select & weave quotes from primary sources or invent reasonable quotes that fit characters & context	I. Techniques for Assessing Course-Related Knowledge & Skills	C. Assessing Skill in Synthesis & Creative Thinking	I. Higher-Order Thinking Skills		III. Discipline Specific Knowledge & Skills	IV. Liberal Arts & Academic Values			Yes
22	18	Annotated Portfolios: Students assemble a very limited number of examples of creative work & supplement them with their own commentary on the significance of examples	I. Techniques for Assessing Course-Related Knowledge & Skills	C. Assessing Skill in Synthesis & Creative Thinking	I. Higher-Order Thinking Skills		III. Discipline Specific Knowledge & Skills		V. Work & Career Preparation
23	19	Problem Recognition Tasks: Students recognize & identify particular problem types	I. Techniques for Assessing Course-Related Knowledge & Skills	C. Assessing Skill in Synthesis & Creative Thinking	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills				Yes
24	20	What’s the Principle?: Students identify the principle or principles to solve problems of various types	I. Techniques for Assessing Course-Related Knowledge & Skills	D. Assessing Skill in Problem Solving	I. Higher-Order Thinking Skills			IV. Liberal Arts & Academic Values			Yes
25	21	Documented Problem Solutions: Students track in a written format the steps they take to solve problems as if for a “show & tell”	I. Techniques for Assessing Course-Related Knowledge & Skills	D. Assessing Skill in Problem Solving	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills
26	22	Audio- & Videotaped Protocols: Students work through a problem solving process & it is captured to allow instructors to assess metacognition (learner’s awareness of & control of thinking)	I. Techniques for Assessing Course-Related Knowledge & Skills	D. Assessing Skill in Problem Solving	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills	III. Discipline Specific Knowledge & Skills
27	23	Directed Paraphrasing: Students paraphrase part of a lesson for a specific audience demonstrating ability to translate highly specialized information into language the clients or customers can understand	I. Techniques for Assessing Course-Related Knowledge & Skills	D. Assessing Skill in Problem Solving		II. Basic Academic Success Skills			V. Work & Career Preparation
28	24	Application Cards: Students generate examples of real-world applications for important principles, generalizations, theories, or procedures	I. Techniques for Assessing Course-Related Knowledge & Skills	E. Assessing Skill in Application & Performance	I. Higher-Order Thinking Skills		III. Discipline Specific Knowledge & Skills				Yes
29	25	Student-Generated Test Questions: Students generate test questions & model answers for critical areas of learning	I. Techniques for Assessing Course-Related Knowledge & Skills	E. Assessing Skill in Application & Performance			III. Discipline Specific Knowledge & Skills	IV. Liberal Arts & Academic Values			Yes
30	26	Human Tableau or Class Modeling: Students transform & apply their learning into doing by physically modeling a process or representing an image.	I. Techniques for Assessing Course-Related Knowledge & Skills	E. Assessing Skill in Application & Performance	I. Higher-Order Thinking Skills			IV. Liberal Arts & Academic Values
31	27	Paper or Project Prospectus: Students create a brief plan for a paper or project based on your guiding questions	I. Techniques for Assessing Course-Related Knowledge & Skills	E. Assessing Skill in Application & Performance	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills					Yes
32	28	Classroom Opinion Polls: Students indicate degree of agreement or disagreement with a statement or prompt	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	A. Assessing Students’ Awareness of Their Attitudes & Values						VI. Personal Preparation	Yes
33	29	Double-entry Journals: Students record & respond to significant passages of text	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	A. Assessing Students’ Awareness of Their Attitudes & Values				IV. Liberal Arts & Academic Values		VI. Personal Preparation
34	30	Profiles of Admirable Individuals: Students write a brief description of the characteristics of a person they admire in a field related to the course	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	A. Assessing Students’ Awareness of Their Attitudes & Values				IV. Liberal Arts & Academic Values		VI. Personal Preparation
35	31	Everyday Ethical Dilemma: Students respond to a case study that poses a discipline-related ethical dilemma	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	A. Assessing Students’ Awareness of Their Attitudes & Values				IV. Liberal Arts & Academic Values		VI. Personal Preparation	Yes
36	32	Course-related Self-Confidence Surveys: Students complete an anonymous survey indicating their level of confidence in mastering the course material	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	A. Assessing Students’ Awareness of Their Attitudes & Values					V. Work & Career Preparation	VI. Personal Preparation
37	33	Focused Autobiographical Sketches: Students write a brief description of a successful learning experience they had relevant to the course material	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	B. Assessing Students’ Self-Awareness as Learners					V. Work & Career Preparation	VI. Personal Preparation
38	34	Interest/Knowledge/Skills Checklists: Students complete a checklist survey to indicate their knowledge, skills & interest in various course topics	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	B. Assessing Students’ Self-Awareness as Learners					V. Work & Career Preparation	VI. Personal Preparation
39	35	Goal Ranking & Matching: Students list & prioritize 3 to 5 goals they have for their own learning in the course	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	B. Assessing Students’ Self-Awareness as Learners					V. Work & Career Preparation	VI. Personal Preparation
40	36	Self-Assessment Ways of Learning: Students compare themselves with several different “learning styles” profiles to find the most likely match	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	B. Assessing Students’ Self-Awareness as Learners						VI. Personal Preparation
41	37	Productive Study-Time Logs: Students complete a study log to record the quantity & quality of time spent studying for a specific course	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	C. Assessing Course-Related Learning & Study Skills, Strategies, & Behaviors					V. Work & Career Preparation	VI. Personal Preparation
42	38	Punctuated Lectures: Students briefly reflect then create a written record of their listening level of a lecture. Repeat twice in the same lecture & 2- 3 times over 2 to 3 weeks	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	C. Assessing Course-Related Learning & Study Skills, Strategies, & Behaviors		II. Basic Academic Success Skills				VI. Personal Preparation	Yes
43	39	Process Analysis: Students outline the process they take in completing a specified assignment	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	C. Assessing Course-Related Learning & Study Skills, Strategies, & Behaviors	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills
44	40	Diagnostic Learning Logs: Students write to learn by identifying, diagnosing, & prescribing solutions to their own learning problems	II. Techniques for Assessing Learner Attitudes, Values, & Self-Awareness	C. Assessing Course-Related Learning & Study Skills, Strategies, & Behaviors	I. Higher-Order Thinking Skills				V. Work & Career Preparation
45	41	Chain Notes: On an index card that is distributed in advance, each student responds to an open-ended prompt about his or her mental activity that is answered in less than a minute	III. Techniques for Assessing Learner Reactions to Instruction	A. Assessing Learner Reactions to Teachers & Teaching		II. Basic Academic Success Skills		IV. Liberal Arts & Academic Values		VI. Personal Preparation	Yes
46	42	Electronic Survey Feedback: Students respond to a question or short series of questions about the effectiveness of the course.	III. Techniques for Assessing Learner Reactions to Instruction	A. Assessing Learner Reactions to Teachers & Teaching			III. Discipline Specific Knowledge & Skills		V. Work & Career Preparation
47	43	Teacher-designed Feedback Forms: Students respond to specific questions through a focused feedback form about the effectiveness of a particular class session	III. Techniques for Assessing Learner Reactions to Instruction	A. Assessing Learner Reactions to Teachers & Teaching	I. Higher-Order Thinking Skills		III. Discipline Specific Knowledge & Skills			VI. Personal Preparation
48	44	Group Instructional Feedback Technique: Students respond to three questions related to their learning in the course (basically, what works, what doesn't, & how can it be improved)	III. Techniques for Assessing Learner Reactions to Instruction	A. Assessing Learner Reactions to Teachers & Teaching			III. Discipline Specific Knowledge & Skills	IV. Liberal Arts & Academic Values		VI. Personal Preparation
49	45	Classroom Assessment Quality Circles: A group or groups of students provide the instructor with ongoing assessment of the course through structured interactions	III. Techniques for Assessing Learner Reactions to Instruction	A. Assessing Learner Reactions to Teachers & Teaching						VI. Personal Preparation
50	46	RSQC2 (Recall, Summarize, Question, Connect & Comment): Students write brief statements that recall, summarize, question, connect & comment on meaningful points from previous class	III. Techniques for Assessing Learner Reactions to Instruction	B. Assessing Learner Reactions to Class Activities, Assignments, & Materials	I. Higher-Order Thinking Skills	II. Basic Academic Success Skills				VI. Personal Preparation	Yes
51	47	Group-Work Evaluation: Students complete a brief survey about how their group is functioning & make suggestions for improving the group process	III. Techniques for Assessing Learner Reactions to Instruction	B. Assessing Learner Reactions to Class Activities, Assignments, & Materials					V. Work & Career Preparation	VI. Personal Preparation
52	48	Reading Rating Sheets: Students complete a form that rates the effectiveness of the assigned readings	III. Techniques for Assessing Learner Reactions to Instruction	B. Assessing Learner Reactions to Class Activities, Assignments, & Materials		II. Basic Academic Success Skills				VI. Personal Preparation
53	49	Assignment Assessments: Students respond to 2 or 3 open-ended questions about the value of an assignment to their learning	III. Techniques for Assessing Learner Reactions to Instruction	B. Assessing Learner Reactions to Class Activities, Assignments, & Materials		II. Basic Academic Success Skills				VI. Personal Preparation
54	50	Exam Evaluations: Students provide feedback about an exam’s learning value and/or format	III. Techniques for Assessing Learner Reactions to Instruction	B. Assessing Learner Reactions to Class Activities, Assignments, & Materials		II. Basic Academic Success Skills				VI. Personal Preparation
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