Abstract
Classroom assessment techniques, or CATs, are invaluable tools for formative assessment in any classroom and represent a formative approach to assessment. Their purpose is to improve the quality of student learning rather than collecting evidence for evaluating or grading students. Classroom assessment provides faculty with real-time feedback about their effectiveness as teachers and gives students a measure of their progress as learners. It aims to provide faculty with information on what, how much, and how well students are learning. Teachers themselves created, administered, and analyzed CATs. CATs can be used in any type of class: in small groups, or to check students' immediate understanding, or for application and critical thinking. The research on effective practical techniques to measure both student learning and teaching started in 1988 with the classroom research project funded by the Ford Foundation and the Pew Charitable Trust. Numerous articles have been published on the subject, multiple workshops have been conducted nationally, regionally, and locally. This research indicates that the students believe that classroom assessment contributes to greater involvement in learning because they are forced to think about what they have learned. The research also applies to faculty development: many faculty rethink how they teach their classes. Classroom assessment provides the input needed to learn more about what is working and what needs to be changed in their classes. The provided examples of CATs can serve as starting points, models, and inspiration for many new CATs yet to be invented.
Author Information
Svetlana Davidek, Defense Language Institute Foreign Language Center, United States
Jon Phillips, Defense Language Institute Foreign Language Center, United States
Paper Information
Conference: IICE2024
Stream: Assessment Theories & Methodologies
This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
Davidek S., & Phillips J. (2024) CATalysts for Learning: Elevating Education With Authentic Classroom Assessment Techniques (CATs) ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.51
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.51
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