This document summarizes a presentation on using classroom assessment techniques (CATs) for online instructors. It introduces several CATs, such as background knowledge probes, misconception checks, and punctuated lectures. It outlines the benefits and barriers of CATs. It also provides recommendations from seminal literature on implementing CATs, including choosing a course, identifying learning goals, planning, assessing data, and evaluating effects. Several key resources on CATs are cited.

1. Classroom Assessment
Techniques for
Online Agents of Change
Mindy Menn
Amanda Espinoza
Mckelle Hamson

2. Texas Distance Learning Association
2018 Annual Meeting
March 21, 2018
#TxDLA
#TxDLACAT
@dr_menn

3. Tab 1: Session Introduction
Stage Yourself: One-Question Survey
Show of Hands: Survey Results
Foldable Creation
Poll Everywhere Setup
Presenter Introductions

5. CAT 1: Background Knowledge Probe

9. Tab 2: CAT Characteristics
Formative
Fast
Flexible
Faculty-Directed
Student-Centered

10. CAT 2: Misconception/Preconception Check

13. Tab 3: Barriers
Oversimplifying
Risk Superficial or Flippant Responses
Students Might Not be Honest/Too Honest
Time Required

14. Tab 3: Benefits
For the Student
Student Ownership
For the Instructor
Relieves Instructor Pressure

15. CAT 3: Punctuated Lecture
Stop, Don’t Collaborate, then Listen
One Minute to Think
One Minute to Write
One Minute to Share

16. Tab 4: CAT Implementation Plan
(According to Angelo and Cross)
CAT Addition vs CAT Project
Integrated
Ongoing
Carefully Planned

17. Tab 4: CAT Implementation Plan
(According to Angelo and Cross, p. 35)
Choose Your Course
Identify an Assessable Question/Goal
Plan Your Project
Teach the Related Session

18. Tab 4: CAT Implementation Plan
(According to Angelo and Cross, p.35)
Assess: Collect Data
Analyze
Interpret
Communicate
Evaluate Effects

19. Implementing
CATs
Implement
Plan
Reviewand
Redirect
Modified from Angelo and Cross (1993, p.35).

20. Tab 5: Seminal Literature and Resources
Angelo, T.A. (1991). Ten easy pieces: assessing higher learning in four dimensions. New Dir. Teach. Learn.
46, 17–31. San Francisco, CA: Jossey-Bass.
Angelo, T.A. (1998). Classroom Assessment and Research: An Update on Uses Approaches, and Research
Findings. Centers for Teaching and Technology - Book Library. 131.
Cross, K.P. (1988). Assessment in the Classroom. Community/Junior College Quarterly of Research and
Practice, 12(4), 275-285.
Steadman, M. (1998). Using classroom assessment to change both teaching and learning. New Dir. Teach.
Learn. 75, 23-35. San Francisco, CA: Jossey-Bass.

21. Tab 5: Seminal Literature and Resources
Cross, K. P., & Angelo, T. A. (1993). Classroom assessment techniques: A handbook for faculty (2nd
ed.). San Francisco, CA: John Wiley & Sons, Inc.
Intro to CAT
Planning and Implementation
50 CAT Examples
Resources

22. Tab 5: Seminal Literature and Resources
George Washington University Teaching and Learning Center
Guide for faculty and teaching assistants
CAT Examples with instructions
Building community through online courses

23. Tab 5: Seminal Literature and Resources
Field-tested Learning Assessment Guide: FLAG
Web-based modules
Written and used by instructors
Descriptions, instructions, variations, analysis, and sources
11 CAT examples

24. Compare and Contrast
Pre to Post

25. Stages of Change (Prochaska and DiClemente)
Precontemplation
Contemplation
Preparation
Action
Maintenance
Termination

26. CAT 4: Muddiest Point Q&A

27. References
Cross, K. P., & Angelo, T. A. (1993). Classroom assessment techniques: A handbook for faculty (2nd ed.). San
Francisco, CA: John Wiley & Sons, Inc.
Prochaska, J. O., & DiClemente, C. C. (1982). Transtheoretical therapy: Toward a more integrative model of change.
Psychotherapy: Theory, Research & Practice, 19(3), 276-288.