Student Learning Using Classroom Assessment Techniques
Jon Stratton, Walla Walla Community College
June 26-28, 2003 in Seattle, Washington
the current national emphasis on assessment, many faculty feel the need to
understand and employ effective assessment of student learning and of their own
classroom teaching. Classroom
assessment techniques (CATs) are very well suited to meet this need.
CATs are ungraded, anonymous feedback instruments used to evaluate and
improve both student learning and faculty instruction.
course will focus on discussion and hands-on assessment opportunities.
Initially, participants will review the rationale for classroom research
and assessment. After completing a
teaching goals inventory, they will examine, practice, and evaluate specific
CATs, with an eye to adaptation in their own courses. Participants will practice interpreting actual student
feedback data, and will practice various techniques.
the simplest level, CATs are used to discover how well students have learned
what teachers want them to learn on a given day.
After examining the results, teachers can modify instruction accordingly.
For example, a teacher solicits from each student an anonymous written
response to the question, “What is the most important thing you’ve learned
today?” Reviewing the results
provides the teacher with reactions to two (at least) important questions:
How well did the students learn what the teacher
thinks is “the most important thing” taught today?
What clues for improving instruction in this specific class are contained
in the responses?
a more complex level, CATs are context-dependent, interactive, multiple-focused,
formative, largely qualitative assessments.
They are “conversational” rather than “standardized,”
“personal” rather than “disengaged.”
Participants will work from Classroom
Assessment Techniques, by Thomas A. Angelo and K. Patricia Cross.
For college and
high school teachers
of all disciplines.
Jon Stratton is an Instructor in Philosophy and Humanities Division Chair at Walla Walla Community College in Washington State. Dr. Stratton has given presentations in Classroom Assessment Techniques at several Outcomes Assessment Conferences and Abilities Institutes in Washington. He presented CATs workshops at the National Institute for Staff and Organizational Development at the University of Texas (NISOD) in 1997 and 1998. He was awarded the NISOD Excellence Award for teaching in 1998, and the Exemplary Status Award from the Washington State Community College Humanities Association in 1997. Dr. Stratton has led a number of workshops for college faculty in outcomes assessment with an emphasis on critical thinking. He is the author of Critical Thinking for College Students (Rowman and Littlefield, 1999).
This course will be held on or near the University of Washington campus. University of Washington dorm accommodations are available for this course. Link to UW Housing/Dorms for more information.
Please go to the National Chautauqua site at the University of Pittsburgh site to apply. Registrations cannot be confirmed without payment.
Use this link to plan your trip to the Chautauqua Pacific Northwest Field Center.
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