Classroom Assessment Techniques (Teaching and Learning)

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Classroom assessment techniques (CATs) are mostly simple, non-graded, anonymous, in-class activities that give both teachers and learners feedback on the teaching-learning process. Classroom assessment can be implemented anytime: the beginning of the term, in the middle of a class, immediately after a major assignment, and other occasions as needed. Using CATS, teachers receive timely feedback on how students learn and make appropriate adjustments in the teaching to further their learning.

The table below provides a quick comparison between 'traditional evaluation' and 'classroom assessment'.

Traditional Evaluation Classroom Assessment
Format Midterms, Finals, Projects, etc (See reference below for techniques)
Focus Usually on content Can be on content, and is also used to assess:
  • Process
  • Value and attitude
  • Teaching
Audience One-way Mutually beneficial
  • Instructors use it to adjust teaching
Process Summative: for grades Formative: to improve learning


This page lists resources tools, and a bibliography for learning more about this topic.

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For a complete bibliography, please visit the CTLT's shared folder on Refworks.

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  • Mann, K. B. (2000). You can herd CATs: Assessing learning in the humanities. College Teaching, 48(3), 82-89. Ubc-elink.png
  • Rouseff-Baker, F., & Holm, A. (2004). Engaging faculty and students in classroom assessment of learning. New Directions for Community Colleges, (126), 29-42. Ubc-elink.png
  • Stein, B., & Haynes, A. (2011). Engaging faculty in the assessment and improvement of students' critical thinking using the critical thinking assessment test. Change: The Magazine of Higher Learning, 43(2), 44-49. Ubc-elink.png


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