First Steps

What is the primary purpose of formative evaluations, such as Classroom Assessment Techniques (CATs)?

What is the term for evaluations, such as quizzes and term papers, that are used to make judgments about individual student achievement and assign grades?

In the nautical metaphor used to define Classroom Assessment Techniques, what do the CATs themselves represent?

How many basic sources for the Classroom Assessment Techniques presented in the handbook are mentioned?

Which of the following is NOT one of the seven questions asked to guide the selection of Classroom Assessment Techniques?

What is the first step in the recommended three-step process for a first-time user of Classroom Assessment?

When planning a first assessment, what type of course is recommended to focus on?

How many 'Useful “Introductory” CATs' are listed by name in the chapter?

Which introductory CAT is described as an adaptation of the Minute Paper used to find out what students are unclear about?

What is the recommended final action in the three-step process for starting with Classroom Assessment, referred to as 'closing the feedback loop'?

What is the rough time estimate provided for analyzing feedback from a CAT like the Muddiest Point?

According to the 'Five Suggestions for a Successful Start', what should a teacher do if a Classroom Assessment Technique does not appeal to their intuition and professional judgment?

What is the third suggestion for a successful start with Classroom Assessment?

How much more time does the chapter suggest allowing for administering and analyzing a CAT, particularly the first few times, compared to an initial estimate?

After gaining experience with simple CATs for one or two semesters, what does the chapter suggest instructors may want to do next?

What is the primary way that Classroom Assessment Techniques (CATs) complement the informal evaluation techniques teachers already use?

The selection criterion 'Is it likely to make a difference?' refers to the technique's focus on what kind of variables?

What is the key action an instructor should take during Step 2 (Implementing) of the three-step process?

Which introductory CAT assesses students' skill at summarizing a large amount of information within a highly structured format by asking 'Who did what to/for whom, when, where, how, and why?'

When analyzing responses from a CAT like Directed Paraphrasing, what is the recommended simple method for initial sorting?

What does the fifth suggestion, 'Make sure to “close the loop,”' specifically entail?

The chapter suggests that because of the enormous variation in faculty goals and interests, a given college teacher will likely find some CATs useful and will reject others as...

In the 'Implementing' step, what should an instructor do when it comes time to use the CAT in class?

What is the second of the 'Five Suggestions for a Successful Start'?

The criterion 'Is it educationally valid?' asks if the technique reinforces and enhances what?

What is the recommended first action in Step 3 (Responding) of the three-step process?

How many steps are in the streamlined process designed to minimize time and energy for first-time Classroom Assessment efforts?

Which introductory CAT assesses learners' skill at transference by eliciting possible applications of lessons learned to real life?

What is the primary reason given for trying out an assessment technique on yourself before using it with students?

What is the recommended approach to the number of CATs a teacher should try in a semester when starting out?

What does the text identify as a primary benefit of CATs for students when they and teachers receive regular feedback throughout a course?

CATs are described as 'feedback devices' that help faculty find out what three things about student learning?

According to the chapter, how do most CATs enhance a teacher's memory of classroom events?

The selection criterion 'Is it flexible?' refers to the ability of a CAT to be...

When responding to students after a CAT, what else is important to inform them of besides adjustments the teacher might make?

How much time does the chapter suggest a simple Classroom Assessment Technique will require in class?

Which of the five introductory CATs is NOT primarily focused on assessing cognitive skills like summarizing or applying knowledge?

From which of the three basic sources of CATs did the technique of 'Directed Paraphrasing' likely originate?

What is the primary reason the chapter gives for recommending against starting Classroom Assessment in a problematic or difficult course?

In the 'Responding' step, after reading the feedback from thirty students using the Minute Paper (which has two questions), approximately how much out-of-class time should an instructor budget for analysis?

What is the stated goal of the three-step process for starting small?

Which of the following CAT numbers is NOT among the five useful introductory CATs listed?

The chapter suggests that after trying one or two quick assessments, an instructor can decide if the Classroom Assessment approach is worth further investments of what two resources?

What does the chapter suggest is the main reason an instructor should try a CAT on themself first?

According to the chapter, what is the authors' hope for what each reader will find among the CATs?

What is the relationship between Classroom Assessment and formal classroom evaluation?

In the 'Responding' step, when sharing results with the class about a 'muddy point', what is a suggested form of response?

Why does the chapter recommend starting with CATs that require very little planning or preparation?

What is the final piece of advice given in the 'NEXT STEPS' section of the chapter?

What is a key difference between analyzing feedback from CATs and analyzing student work for grades?