The CATs in a Hat: Fostering Higher Order Thinking

This is the third article in our series on Classroom Assessment Techniques (CATs) which can be used to gauge lesson effectiveness and student comprehension. To review, CATs were developed by Angelo and Cross (1983) to efficiently check whether students understand a certain concept. For more examples of these formative assessments, please see our previous posts:

In this article, we will present three CATs focusing on developing Higher Order Thinking Skills (see Collins, 2014) and that can also be used face-to-face, hybrid, or online teaching. Continue reading

Aligning Assessments with Learning Objectives

When you are creating a course, strive to design with the end in mind. After you have established a set of measurable learning objectives for your course, work to develop assessments that are aligned with your stated learning objectives. Think of the learning objectives as a set of skills, knowledge, or abilities that your students will be able to demonstrate a mastery of at the end of the course. Then consider the assessments as a way for the student to prove they are capable of that mastery.

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