Classroom Assessment Techniques (CATs) are quick, often anonymous, low-stakes, and non-graded activities used by instructors to gather immediate feedback on student learning during a lesson. These formative tools allow educators to adjust teaching methods in real-time to address gaps in understanding, rather than waiting for graded assignments. If you’re looking for more information on student feedback generally, check out “Student Feedback: The 411“.
Example CATs
- Chain Notes: Pass around a sheet where each student adds a brief comment or question about the topic.
- Stop-Start-Continue: Students list what should stop, start, and continue in the class.
- Application Card: Write down one real-world application of what was just learned.
- One-Word Summary: Summarize the lesson in a single word and explain why.
- Traffic Light Cards: Students hold up green (understand), yellow (uncertain), or red (confused) cards.
- Thumbs Up/Down/Sideways: Quick visual check of understanding.
- Exit Ticket: Students answer a short question before leaving class.
- Poll or Quick Quiz: Use clickers or online tools for instant feedback (i.e. poll everywhere, mentimeter) [note: while there are fee-for-service tiers of these digital products, there are limited free functions for both!]
- What’s the Question?: Give an answer and have students write the question that fits. Alternatively, ask students to write a test question (with the answer) for the material of the day
- Minute Paper: Ask students to write for 1 minute on a question
Any time you’re asking students for feedback (whether its on your practice, course design, or their own perceptions of learning) you should consider this…
Process for Soliciting Student Feedback
1: Describe Feedback Opportunity – Whether this is a one-time thing (like mid-semester feedback) or something regularly occurring (like an exit-ticket) let learners know what to expect.
2: Collect Anonymous Feedback – Make sure all mechanisms are void of identifying information… there should be no way for you to connect feedback to a specific person .
3: Express Gratitude – It takes time and energy to provide thoughtful feedback (even if we design activities to be quick). Be sure to say thanks for the value-add.
4: Share Themes & Trends – After the feedback window closes, synthesize the feedback for big ideas and key themes. The share these back with your learners!
5: Explain What Happens Next – Considering the trends, which of the ideas are a) within the scope of your learning objectives and b) aligned with your teaching philosophy? Share with your learners what chances you will/won’t be making based on their input (and why/why not).
There are ways you can utilize/integrate digital tools for your anonymous feedback questions. “Building Anonymous Surveys for Formative Feedback” provides a great introduction to possibilities.