{"id":32388,"date":"2026-02-10T15:46:46","date_gmt":"2026-02-10T15:46:46","guid":{"rendered":"https:\/\/provost.ncsu.edu\/ofe\/?page_id=32388"},"modified":"2026-02-10T15:46:48","modified_gmt":"2026-02-10T15:46:48","slug":"classroom-assessment-techniques-cats","status":"publish","type":"page","link":"https:\/\/provost.ncsu.edu\/ofe\/classroom-assessment-techniques-cats\/","title":{"rendered":"Classroom Assessment Techniques (CATs)"},"content":{"rendered":"\n\n\n\n\n<p>Assessment of student learning has been a hot topic of discussion of late. There are several research-supported practices around assessment that we should all be trying to incorporate in our teaching, both online and face-to-face. One of those practices is to use <a href=\"https:\/\/ofdblog.wordpress.ncsu.edu\/2020\/04\/07\/do-you-really-need-a-proctored-exam-an-invitation-to-rethink-assessment\/\" target=\"_blank\" rel=\"noreferrer noopener\">authentic assessments<\/a>. Another is the incorporation of formative assessment done frequently throughout your entire course. These types of formative assessments are often referred to as Classroom Assessment Techniques or CATs. Here are ways in which you can incorporate CATs into your teaching as well as information on CATs that can help for specific needs such as assessing synthesis, critical and creative thinking, problem-solving, application, and performance.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">CATs<\/h3>\n\n\n\n<p>CATs were originally envisioned as simple, non-graded, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. They are based on work from Angelo and Cross (1993). However, many instructors use CATs as graded assessments. By doing this, the instructors are using more frequent and lower stakes assessments that take the pressure off of or eliminate the need for large stakes final exams.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Why You Should Incorporate CATs<\/strong><\/h3>\n\n\n\n<p>Frequent, lower-stakes assessments have many benefits including the ability to retrieve just-in time feedback on aspects of the teaching-learning process, collecting information on student learning with less effort that traditional high stakes assignments, encouraging and modeling the view that learning is an on-going inquiry process that requires experimentation and reflection, helping students become better at self-monitoring their own learning and learning strategies, helping students feel less anonymous, especially in large courses, and providing evidence to students that you care about their learning.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Steps to Using CATs<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>1.  Decide what you want to assess about your students\u2019 learning from a CAT;<\/li>\n\n\n\n<li>2.  Choose a CAT that provides this feedback in the best way, is consistent with your teaching style, and can be implemented easily in your class;<\/li>\n\n\n\n<li>3.  Explain the purpose of the activity to students, and then conduct it;<\/li>\n\n\n\n<li>4.  After class, analyze (review) the results, determine what they tell you about your students\u2019 learning, and decide what changes you will make to instruction, if any;<\/li>\n\n\n\n<li>5.  Let your students know what you learned from the CAT and how you will use this information.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Two CATs to Get You Started<\/strong><\/h3>\n\n\n\n<p>I will introduce just two CATs in this post, with more to come in future posts. These two CATs can be used effectively in both large and small courses and online and face-to-face.<\/p>\n\n\n\n<div class=\"wp-block-ncst-accordion ncst-accordion\"><div class=\"accordion\" id=\"ncst-accordion-0\">\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-0-2\" id=\"ncst-accordion-item-heading-2\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-0-2\" aria-controls=\"ncst-accordion-item-0-2\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>The Minute Paper<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-0-2\" aria-labelledby=\"ncst-accordion-item-heading-2\" data-parent=\"#ncst-accordion-0\"><div class=\"accordion-item__content\">\n<p>The purpose of the minute paper is to find out about how well students are comprehending a particular class session. It can also be used during the first few minutes of a class in review of homework. This CAT can also be used as a summative, graded assessment if desired, but you should discuss how the responses will be used with students prior to implementation.<\/p>\n\n\n\n<p>Process: During the last few minutes of the class period, ask students to answer two questions on a half-sheet of paper:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>What is the most important point you learned today? and<\/li>\n\n\n\n<li>What important question remains unanswered?<\/li>\n<\/ol>\n\n\n\n<p>Review responses and make note of any useful or important comments. During the next class session, implement any changes (review, additional instruction, etc.) or let the students know why you are not implementing changes.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-0-3\" id=\"ncst-accordion-item-heading-3\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-0-3\" aria-controls=\"ncst-accordion-item-0-3\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>Muddiest Point<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-0-3\" aria-labelledby=\"ncst-accordion-item-heading-3\" data-parent=\"#ncst-accordion-0\"><div class=\"accordion-item__content\">\n<p>The purpose of the muddiest point CAT is to discover where students need more clarification.<\/p>\n\n\n\n<p>Process: At the end of any lecture, presentation, assignment, paper, discussion, play, reading, video, etc., ask students to write down a quick response to one question: \u201cWhat was the muddiest (most unclear) point in the lecture or unit?\u201d After the end of the session, review submissions for the most common responses and discuss them during the next class period.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-0-4\" id=\"ncst-accordion-item-heading-4\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-0-4\" aria-controls=\"ncst-accordion-item-0-4\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>What About Online Courses?<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-0-4\" aria-labelledby=\"ncst-accordion-item-heading-4\" data-parent=\"#ncst-accordion-0\"><div class=\"accordion-item__content\">\n<p>Both of these CATs can be done in an online course with a small amount of pre-planning. Prior to the course session, prepare a Google form with the same questions. Push out a link to the form to students near the end of a synchronous session. For asynchronous modules you can link the form in a Moodle site at the end of each module. Note that once the collection form is created, you can reuse it.<\/p>\n<\/div><\/div><\/div>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>CATs for Assessing Synthesis, Critical and Creative Thinking<\/strong><\/h3>\n\n\n\n<p>These four CATs can be used effectively in both large or small courses and online or face-to-face. They are designed to focus on assessing student learning in critical and creative thinking and synthesis.<\/p>\n\n\n\n<div class=\"wp-block-ncst-accordion ncst-accordion\"><div class=\"accordion\" id=\"ncst-accordion-1\">\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-1-7\" id=\"ncst-accordion-item-heading-7\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-1-7\" aria-controls=\"ncst-accordion-item-1-7\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>One-Sentence Summary<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-1-7\" aria-labelledby=\"ncst-accordion-item-heading-7\" data-parent=\"#ncst-accordion-1\"><div class=\"accordion-item__content\">\n<p>The purpose of the one sentence summary is to assess a student\u2019s ability to determine the most salient points or key parts of a topic, problem, or idea.<\/p>\n\n\n\n<p>Process: Students are asked to respond to the following questions using only one sentence. \u201cWho does what to whom, when, where, how, and why?\u201d (WDWWWWHW) This is done in response to a given topic and prompting students to create a single informative, grammatically correct, and long summary sentence. <a href=\"https:\/\/terrymorris.net\/cats\/sso.htm\" target=\"_blank\" rel=\"noreferrer noopener\">Here is an example of this technique<\/a>.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-1-8\" id=\"ncst-accordion-item-heading-8\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-1-8\" aria-controls=\"ncst-accordion-item-1-8\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>Analytic Memo<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-1-8\" aria-labelledby=\"ncst-accordion-item-heading-8\" data-parent=\"#ncst-accordion-1\"><div class=\"accordion-item__content\">\n<p>The purpose of the analytic memo is to analyze a problem to help inform a decision-maker. Students can synthesize several sources of information and write in a concise way. This is best for smaller courses and especially useful when there are various ways to approach a problem.<\/p>\n\n\n\n<p>Process: Students are asked to write a 1 to 2 page memo analyzing a specific problem or issue. In most cases, you would ask students to write the paper to a specific audience such as the leader of a professional organization, an employer, or a policy leader. <a href=\"https:\/\/eloncdn.blob.core.windows.net\/eu3\/sites\/126\/2020\/10\/CATs-for-Active-Learning-Memos-and-RSQC2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A step-by-step guide can be found here<\/a>.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-1-9\" id=\"ncst-accordion-item-heading-9\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-1-9\" aria-controls=\"ncst-accordion-item-1-9\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>Pro and Con Grid<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-1-9\" aria-labelledby=\"ncst-accordion-item-heading-9\" data-parent=\"#ncst-accordion-1\"><div class=\"accordion-item__content\">\n<p>The purpose of the pro and con grid is to assess students\u2019 abilities to look at a topic or problem from views that may be different than their own. Students are forced to do more than react to a topic.<\/p>\n\n\n\n<p>Process: Students are asked to list pros\/cons, costs\/benefits, advantages\/disadvantages of an issue, question, or value of competing claims. This is helpful in all types of disciplines and helps to assess student depth and breadth of analysis. <a href=\"https:\/\/omerad.msu.edu\/teaching\/teaching-skills-strategies?view=article&amp;id=179:pro-and-con-grid&amp;catid=27:teaching\" target=\"_blank\" rel=\"noreferrer noopener\">Here is an example of a Pro and Con Grid<\/a>.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-1-10\" id=\"ncst-accordion-item-heading-10\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-1-10\" aria-controls=\"ncst-accordion-item-1-10\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>Concept Map<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-1-10\" aria-labelledby=\"ncst-accordion-item-heading-10\" data-parent=\"#ncst-accordion-1\"><div class=\"accordion-item__content\">\n<p>The purpose of the pro and con grid is to assess students\u2019 abilities to display concepts and show how they are connected. A well-drawn concept map challenges the students in their understanding of the topic and poorly drawn maps allow an instructor to quickly identify gaps in logic or comprehension.<\/p>\n\n\n\n<p>Process: Students are asked to draw or diagram the mental connections they make between a major concept and other concepts they have learned. Concept maps have two main components 1. Terms or concepts \u2013 usually presented in boxes; 2. Directional links (arrows) and linking phrases (prepositions) \u2013 that connect the terms. <a href=\"https:\/\/lsc.cornell.edu\/how-to-study\/concept-maps\/\" target=\"_blank\" rel=\"noreferrer noopener\">Here are guidelines and examples of how to use concept mapping.<\/a><\/p>\n<\/div><\/div><\/div>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>CATs to Incorporate for Assessing Problem-solving, Application and Performance<\/strong><\/h3>\n\n\n\n<p>These four CATs can be used effectively in both large and small courses and online and face-to-face. They are designed to focus on assessing student learning in critical and creative thinking and synthesis.<\/p>\n\n\n\n<div class=\"wp-block-ncst-accordion ncst-accordion\"><div class=\"accordion\" id=\"ncst-accordion-2\">\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-2-13\" id=\"ncst-accordion-item-heading-13\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-2-13\" aria-controls=\"ncst-accordion-item-2-13\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>Student-generated Test Questions<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-2-13\" aria-labelledby=\"ncst-accordion-item-heading-13\" data-parent=\"#ncst-accordion-2\"><div class=\"accordion-item__content\">\n<p>The purpose of the student-generated test questions is to give students the opportunity to evaluate the course topics, reflect on what they understand, and discover the aspects of effective test questions.<\/p>\n\n\n\n<p>Process: Students are asked to write two test questions and model answers for specified topics, in a format consistent with course exams. You may want to give groups of students different topics or let them choose. You can then evaluate the questions and use the good ones as discussion prompts or to build an exam test bank. <a href=\"https:\/\/li.wsu.edu\/documents\/2018\/01\/student-generated-test-questions.pdf\/\" target=\"_blank\" rel=\"noreferrer noopener\">More about student generated test questions<\/a>.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-2-14\" id=\"ncst-accordion-item-heading-14\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-2-14\" aria-controls=\"ncst-accordion-item-2-14\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>Directed Paraphrasing<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-2-14\" aria-labelledby=\"ncst-accordion-item-heading-14\" data-parent=\"#ncst-accordion-2\"><div class=\"accordion-item__content\">\n<p>The purpose of directed paraphrasing is to analyze the students\u2019 ability to comprehend materials and transfer knowledge.<br>Process: Students are asked to write in layperson\u2019s terms, about something they learned. The instructor or students should choose a target audience such as a grandparent, parent, employer, sibling, etc. Students can either turn these in or share with each other and discuss their level of success in translating the material. <a href=\"https:\/\/activelearning.uga.edu\/instructor-development\/instructor-resources\/directed-paraphrasing\/\" target=\"_blank\" rel=\"noreferrer noopener\">Examples of directed paraphrasing<\/a>.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-2-15\" id=\"ncst-accordion-item-heading-15\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-2-15\" aria-controls=\"ncst-accordion-item-2-15\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>Application Cards<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-2-15\" aria-labelledby=\"ncst-accordion-item-heading-15\" data-parent=\"#ncst-accordion-2\"><div class=\"accordion-item__content\">\n<p>The purpose of application cards is to quickly determine whether or not students understand the practical applications of what they have learned. Students are forced to link new information with prior knowledge.<\/p>\n\n\n\n<p>Process: After students have been introduced to some principle, generalization, theory, or procedure, you would pass out index cards and ask students to write down at least one possible, real-world application for what they have just learned. To assess, the responses can quickly be separated into four groups \u2014 great, acceptable, marginal, and not acceptable. Responses should be discussed in the next class. <a href=\"https:\/\/www.purdue.edu\/activelearning\/Need%20Help\/ALCOP%20-%20Application%20Cards.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">More about application cards.<\/a><\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-ncst-accordion-item ncst-accordion-item panel\"><a class=\"accordion-item__header collapsed\" href=\"#ncst-accordion-item-2-16\" id=\"ncst-accordion-item-heading-16\" data-toggle=\"collapse\" data-target=\"#ncst-accordion-item-2-16\" aria-controls=\"ncst-accordion-item-2-16\" rel=\"noopener noreferrer\"><span class=\"accordion-item__expansion-indicator\"><span class=\"ncst-plus-minus-toggle\"><\/span><\/span><h2 class=\"accordion-item__label h5\"><strong>Documented Problem Solutions<\/strong><\/h2><\/a><div class=\"collapse panel-collapse accordion-item__content-container \" id=\"ncst-accordion-item-2-16\" aria-labelledby=\"ncst-accordion-item-heading-16\" data-parent=\"#ncst-accordion-2\"><div class=\"accordion-item__content\">\n<p>The purpose of document problem solutions is to assess how students solve problems and to evaluate how well students comprehend and can describe their problem-solving methods.<\/p>\n\n\n\n<p>Process: Students are asked to document the specific steps they take in attempting to solve a problem. The instructor selects two or three problems students have studied in recent weeks. The instructor solves the problems, noting how long it took to solve it and the steps each solution required. Problems should be able to be solved in less than thirty minutes. You should distribute the problem and directions to students making clear that it is not a test or a quiz. It is more important for students to explain how they tried to solve the problems than to get the right answers. <a href=\"https:\/\/serc.carleton.edu\/sp\/library\/dps\/how.html\" target=\"_blank\" rel=\"noreferrer noopener\">How to teach using documented problem solutions<\/a>.<\/p>\n<\/div><\/div><\/div>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>What About Online Courses?<\/strong><\/h3>\n\n\n\n<p>All of these CATs can be done in an online course or face-to-face. You can use Google forms or folders to collect responses or even have the students work in small groups to share their responses with others and come up with a group consensus response. There are also free tools for developing concept maps digitally such as <a href=\"https:\/\/www.mindmup.com\/\" target=\"_blank\" rel=\"noreferrer noopener\">Mindmup<\/a> and <a href=\"https:\/\/simplemind.eu\/\" target=\"_blank\" rel=\"noreferrer noopener\">SimpleMind<\/a>. Here is a <a href=\"https:\/\/zapier.com\/blog\/best-mind-mapping-software\/#drawio\" target=\"_blank\" rel=\"noreferrer noopener\">link to other options<\/a>, both free and paid.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Formative Assessment<\/h3>\n\n\n\n<p>Remember that CATs are primarily for formative assessment \u2013 to see where your students are while you still have time to change, adapt or add to instruction. Because they are not intended to be graded, most are suitable for both small and large courses. Designing these types of assessments into your courses on a regular basis can also reduce student anxiety over graded assessments by helping them understand your expectations. If you need help in designing a CAT for your course, contact us at the Office of Faculty Development. We also want to hear about your stories of implementing CATs into your courses.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Give it a shot!<\/h3>\n\n\n\n<p>During your next class session, try using one of these Classroom Assessment Techniques. See what information you can obtain from your students and how it can help you increase student success in your courses. If you would like help designing or would like to discuss Classroom Assessment Techniques, <a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSe6bn847D4EoFwMvEaDO0B-SMLw4eMQliDkmgwOVu-m_t2nwQ\/viewform\" target=\"_blank\" rel=\"noreferrer noopener\">contact the Office for Faculty Excellence for a consultation.<\/a> We are here to help.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Resources<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Angelo, T. A., &amp; Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd Ed.). San Francisco: Jossey-Bass. (<a href=\"https:\/\/catalog.lib.ncsu.edu\/catalog\/NCSU830539\" target=\"_blank\" rel=\"noreferrer noopener\">NC&#160;State catalog<\/a>)<\/li>\n\n\n\n<li>Angelo, T. A., &amp; Cross, K. P. (1988). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass. <a href=\"https:\/\/files.eric.ed.gov\/fulltext\/ED317097.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Link to Full Text<\/a> (ERIC)<\/li>\n\n\n\n<li><a href=\"https:\/\/www.uky.edu\/celt\/50-classroom-assessment-techniques-cats\" target=\"_blank\" rel=\"noreferrer noopener\">50 Classroom Assessment Techniques (CATs)&nbsp;<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/provost.tufts.edu\/celt\/files\/MinutePaper.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Example of a Minute Paper<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.unthsc.edu\/center-for-innovative-learning\/wp-content\/uploads\/sites\/35\/2017\/11\/Muddiest-Point-Assessment-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Muddiest Point Information<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSdQ5QnZ5ePVyZ02BvNhiHz7O0tVHOJcS1NFqrCKuwoyT-880A\/viewform?formkey=dFluMWY5UjVIRFotaVpwVl9VRm5ab1E6MA#gid=0\" target=\"_blank\" rel=\"noreferrer noopener\">Example of an Online Muddiest Point form<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=AA3O5Wj9RQI&amp;list=PLPJXKJB4GEnufrEOVQmJ0f1-KXBNNHq_a&amp;index=8\" target=\"_blank\" rel=\"noreferrer noopener\">Mapping and Diagramming for Problem Framing<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Assessment of student learning has been a hot topic of discussion of late. There are several research-supported practices around assessment that we should all be trying to incorporate in our&hellip;<\/p>\n","protected":false},"author":139,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"source":"","ncst_custom_author":"","ncst_show_custom_author":false,"ncst_dynamicHeaderBlockName":"ncst\/split-header","ncst_dynamicHeaderData":"{\"backgroundColor\":\"red_400\",\"imageID\":32389,\"imageURL\":\"https:\/\/provost.ncsu.edu\/ofe\/wp-content\/uploads\/sites\/2\/2026\/02\/cats-1.png\",\"useCTA\":false,\"boxPosition\":\"left\",\"ctaNum\":\"one\"}","ncst_content_audit_freq":"","ncst_content_audit_date":"","footnotes":""},"class_list":["post-32388","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages\/32388","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/users\/139"}],"replies":[{"embeddable":true,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/comments?post=32388"}],"version-history":[{"count":13,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages\/32388\/revisions"}],"predecessor-version":[{"id":32414,"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/pages\/32388\/revisions\/32414"}],"wp:attachment":[{"href":"https:\/\/provost.ncsu.edu\/ofe\/wp-json\/wp\/v2\/media?parent=32388"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}