This document provides examples of different classroom assessment techniques (CATs) that can be used in a one-shot library instruction session to assess student learning. It describes several CATs, including the one sentence summary, defining features matrix, directed paraphrasing, pro/con grid, what's the principle/tool, 1-minute paper/muddiest point, and misconception/preconception check. For each CAT, it provides a brief explanation of how it can be used and examples of questions or prompts for that CAT. These CATs allow instructors to check student understanding and gather feedback during and after a one-shot session in a quick and low-stakes way.

1. One Sentence Summary
Students summarize their knowledge of a particular concept in one sentence.
 This CAT is great for mid-session.
 This CAT can be used for pairs/groups.
 This CAT can be collected.

2. Examples of the One Sentence Summary
Who or what? The Boolean operator AND
Does what? Limits or narrows
To what or whom? Search results
When? In a keyword search
Where? In the catalog/summon/database
How? By joining two keywords
Why? To provide a list of sources most appropriate for my
topic.
Who or what? Prospector
Does what? Finds books
To what or whom?
When? Immediately online
Where? In Colorado and Wyoming
How? Searches other libraries
Why? So I can get the books I need

3. Defining Features Matrix
Students demonstrate their knowledge of differences and similarities between concepts or tools.
 This CAT is great for mid-session or wrap-up.
 This CAT can be used in pairs/groups.
 This CAT is good for sessions where you teach multiple tools.
 This CAT can be collected.

4. Examples of the Defining Features Matrix
Summon Encore
Can link by title to Prospector
Has a limiter for E-books
Can access scholarly articles
Displays print and E-books

5. Directed Paraphrasing
Students summarize and restate important information in their own words to demonstrate that they have
understood and internalized the presented information.
Typically students are asked to summarize the information for a particular audience, such as a fifth
grader or a UNC freshman.
 This CAT is good for mid-session or wrap-up.
 This CAT can be done in pairs/groups.
 This is a good CAT for having group discussions and/or presentations.
 This CAT can be collected.

6. Examples of Directed Paraphrasing
One-Shot Example
Imagine that you have been tasked with teaching freshmen in your major how
to use Prospector and Inter-library loan. The freshmen will need to use this
information for an assignment due the next class period. In one-two sentences
paraphrase the instructions for using Prospector. In one-two sentences
paraphrase the instructions for using inter-library loan.

7. Pro/Con Grid
This CAT gives faculty a quick overview of a class’s analysis of the pros and cons or advantages and
disadvantages of an issue of mutual concern.
For the one-shot, this can show a class’s analysis of different tools.
 This CAT can be used mid-session or wrap-up.
 This CAT can be done in pairs/groups.
 This CAT can be collected.

8. Example of the Pro/Con Grid
We have just discussed dissertations and scholarly articles, two types of sources that you might use when
you conduct research for your literature review. Briefly list three to five major advantages or
disadvantages (pro/con) to consulting dissertations during your research.
Using Dissertations PRO Using Dissertations CON
Other possibilities for the CAT:
Web vs Database; Summon vs Encore; Son of Citation Machine vs End Note Web; One tool vs another tool
for a certain subject or search.

9. What’s the Principle?
For the one-shot we might change this to What’s the Tool? or What’s the Skill?
This CAT can assess student’s knowledge about different tools/resources and their ability to use those
tools/resources. This CAT can be used to assess if students choose the right tool.
For this CAT you will provide the students with a few research scenarios and then have them decide
which tool is best suited for their research needs.
 This CAT is good for mid-session or wrap-up.
 This CAT can be done in pairs/groups.
 This CAT is great if you are teaching multiple tools
 This CAT can be collected.

10. Examples for What’s the Principle?
Tool Use
JSTOR
Proquest Dissertations and Theses
Summon
Encore (Books & More)
Skill Tool
Access Prospector from a book
search
Find Landmark Court Cases
Search world-wide library catalogs
Find Census Data

11. 1-Minute Paper/Muddiest Point
The 1-Minute Paper/Muddiest Point is useful if you want immediate feedback about a student’s sense of
her or his own learning.
 This CAT is good for wrap-up.
 This CAT can be collected.
 This CAT should not be used as your only assessment method in a one-shot.
This CAT is simple and requires an answer to two questions:
1. “Describe the most important thing that you learned in today’s session” (there can be variations,
such as “describe one new thing that you learned today”)
2. “What questions do you still have about what was covered in today’s session?” OR “List something
that you wish the instructor has spent more time explaining.”

13. Misconception/Preconception Check
The Misconception/Preconception check assess student’s prior knowledge but focuses on uncovering
prior knowledge or beliefs that may hinder or block further learning.
 This CAT is great for the start of a session and can be used as an ice-breaker.
 This is a good CAT if you are outside of the library for your session.
 This CAT is good for graduate sessions.
 This CAT can be done in groups.
 This CAT can be collected.
Collecting this CAT can be useful for gaining insight into your student’s prior knowledge over time. If
you see the same misconceptions you can start earlier outreach to your subject areas.

14. Examples of the Misconception/Preconception Check
Open-Ended Questions
True/False Statements
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