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Types of CATs

There are many CATs that evaluate student learning, from quick checks to more in-depth approaches. Most CATs don't require much prep work from the instructor and allow students to provide anonymous feedback to help encourage honest responses. 

• Student Course Surveys 

  Student Course Surveys 

  Student course surveys are short questionnaires used to gather feedback from students about their learning experiences in a course. These can focus on course structure, instructional methods, materials, or specific learning activities. Surveys may include both open-ended and scaled questions to capture a range of perspectives. 

  Student surveys provide direct insight into how students are engaging with your course. They help identify what鈥檚 working and what could be improved. When used mid-semester, they allow instructors to make timely adjustments that can enhance learning and classroom climate.

  Instructors design a brief survey (typically 3 - 5 questions) that invite students to reflect on their learning experiences. Questions might ask what is helping them learn, what could be improved, or what additional support could be required. Surveys can be anonymous and completed online or on paper. After reviewing responses, instructors summarize common themes and share with students how their feedback will inform next steps.

  You can give surveys at a certain part of the semester or after specific activities:

  • Mid-semester: To gather formative feedback that can inform real-time changes
  • End of semester: To reflect on overall course design and student experience for future planning
  • After a specific activity or module: To assess the impact of a new teaching approach or learning tool

  Alternative versions

  • Stop, Start, Continue: Ask students what they suggest the instructor stop doing, start doing, and continue doing
    
  • 3鈥�2鈥�1 Feedback: Have students list 3 things they鈥檝e learned, 2 questions they still have, and 1 suggestion for improvement
    
  • Focused Feedback Form: Center questions on a particular aspect of the course, such as group work, discussions, or assignments

  Online options

  • Blackboard Ultra surveys or anonymous quizzes for quick feedback
  • Google Forms or Microsoft Forms for customizable, easily analyzed responses

  Summary

  • Student course surveys are short questionnaires that gather student feedback on learning experiences, course structure, and teaching methods; may include open-ended or scaled questions
  • They provide insight into student engagement, highlights what鈥檚 working and what could improve, and allows for timely adjustments to enhance learning and classroom climate
  • Instructors create a brief and anonymous survey inviting students to reflect on their learning. Instructors then review responses, identify themes, and share with their students how feedback will inform their next steps
  • Student course surveys can be given mid-semester for formative feedback, end of semester for reflection and planning, or after specific activities to assess new approaches or tools
• Muddiest Point

  Muddiest Point

  The muddiest point is a quick and simple classroom assessment technique (CAT) used to identify areas where students are confused or unclear about a lesson or topic. It asks students to respond to the question: 鈥淲hat was the muddiest point in today鈥檚 lesson?鈥� (In other words: What was the most confusing or unclear part for you?)

  Faculty should use the muddiest point when they want quick, informal feedback on what students are finding most confusing or unclear. It鈥檚 especially effective in the following situations:

  • At the end of a lesson or class period
  • After introducing new or complex material
  • When preparing for a review or test
  • During units where learning builds sequentially
  • In large or quiet classes

  You can use the muddiest point to:

  • Diagnose confusion or gaps in understanding
  • Encourage students to reflect on their learning
  • Give students a safe way to admit confusion
  • Build a supportive learning environment by showing that confusion is normal and addressable

  How does it work? 

  1. Pose the question: At the end of a class, lecture, or learning activity, the instructor asks students to write down what they found most confusing. For example: 

  • "What was the most confusing part of today鈥檚 class?"
  • "Which part of the lecture didn鈥檛 make sense?"
  • "What concept would you like me to explain again?"

  2. Collect responses: Students can submit answers on index cards, slips of paper, or through a digital tool (like Google Forms).

  3. Review and respond: The instructor reviews the feedback and uses it to address common areas of confusion in the next class or immediately, if time allows.

  Alternative versions

  • Follow up a traditional muddiest point exercise by asking students what could be done to help clear up the 鈥渕uddy points鈥� for them
  • Use two column response exercises. One side is labeled 鈥渃rystal clear鈥� and the other column is labeled 鈥渕uddiest point.鈥� This alternate version helps students reflect on their own learning as they think about what they do and do not understand
  • Use the muddiest point to review work outside of class (e.g. lab or homework assignment)

  Online options

  • Have students post to a discussion board
  • Use a shared (open for anonymous responses) google document to collect responses
  • In Blackboard Ultra, you can allow class conversations on an item to give students a space to discuss it. Class conversations work like ungraded discussion boards

  Summary

  • The muddiest point is a quick, simple classroom assessment technique that helps faculty identify what students found most confusing or unclear in a lesson
  • By asking a single question (such as 鈥淲hat was the muddiest point in today鈥檚 class?鈥�), teachers gather anonymous feedback at the end of a session to diagnose gaps in understanding, promote student reflection, and adjust instruction as needed
  • Responses can be collected via paper or digital tools and reviewed to clarify concepts in future lessons
  • This technique is especially useful after introducing complex material, in large or quiet classes, or before exams
  • Variations include asking students how to resolve their confusion, using a 鈥渃rystal clear vs. muddiest point鈥� format, or applying the method to out-of-class work
  • Online tools like discussion boards or shared documents can facilitate virtual use
• Think-Pair-Share

  Think-Pair-Share

  Think-Pair-Share (Lyman, 1982) is a widely used CAT and three-step cooperative learning strategy in which students Think (reflect individually on a question or problem), Pair (discuss their thoughts with a partner), and Share (present their ideas or conclusions to the larger group or class). It can be used in any course to:

  • Promote class participation from all students
  • Develop student critical thinking and communication skills
  • Assess student understanding in a low-pressure environment

  Faculty should use Think-Pair-Share when they want to promote student engagement and deeper thinking, especially in moments that benefit from reflection and discussion. Some times to use this are:

  • After asking a thought-provoking or open-ended question
  • When introducing a new or challenging topic
  • During a warm-up or review activity
  • Before or after reading or viewing something
  • Between lectures to keep students engaged

  How does it work? 

  1. Pose a question or prompt related to the lesson (e.g., "What鈥檚 the main idea of this paragraph?" or "Why did the experiment fail?")

  2. Think (1 - 2 minutes): Students quietly reflect and jot down their thoughts or answers individually

  3. Pair (2 - 3 minutes): Each student pairs up with a partner to share and compare responses. They may revise or clarify their thinking through discussion

  4. Share (3 - 5 minutes): Pairs (or selected individuals) share their responses with the whole class, either orally or in writing

  Alternative versions

  • Ask students to compare and contrast their ideas, reach a consensus, explain why their ideas are different, etc.
  • Give the students the prompt as homework, coming into class prepared to share
  • Have pairs match up with another nearby pair to share ideas before reporting back to the whole class

  Online options

  The Think-Pair-Share technique can be effectively adapted for an online classroom by leveraging digital tools to maintain its interactive and reflective nature. It might look something like this: 

  Online: Set Time

  1. Think - Pose a question during a live session (Zoom, Teams) and give students a few minutes to think and jot down their thoughts privately
  2. Pair - Use breakout rooms in Zoom or another video platform to let students discuss in real time. Provide a clear time limit and discussion prompts
  3. Share - Bring students back from breakout rooms and ask representatives to share key takeaways in the main session, either verbally or through the chat feature

  Online: No Set Time

  1. Think - Post a prompt or question in a Blackboard Ultra discussion board. Then ask students to reflect and write a short response before seeing others鈥� replies
  2. Pair - Assign students into pairs or small groups and use discussion boards, shared Google Docs, or private group chats to discuss their responses
  3. Share - After group discussions, students post a summary or insight from their pair to the main discussion board for the whole class to read and comment on

  Summary

  • Think-Pair-Share is a widely used classroom assessment technique that promotes cooperative-learning through a simple three-step process: students first think individually about a question, then pair up to discuss their responses, and finally share their ideas with the larger group
  • This low-pressure strategy helps instructors quickly assess understanding while encouraging all students to participate and refine their thinking through dialogue
  • It works well across disciplines and class sizes, especially when introducing new material, encouraging reflection, or breaking up lectures
  • Variations include comparing responses, reaching consensus, or extending the discussion to include more groups
  • While more challenging to implement online, it can still be adapted using breakout rooms or discussion boards

  Reference: Lyman, F. (1981). The responsive classroom discussions: the inclusion of all students. A. Anderson (Ed.), Mainstreaming Digest, College Park: University of Maryland Press, pp. 109-113.

• Classroom Opinion Polls

  Classroom Opinion Polls

  Classroom opinion polls are a CAT used to quickly gauge students鈥� attitudes, beliefs, or opinions on a topic, concept, or issue relevant to the course. They can be used to:

  • Promote student reflection on their own beliefs and attitudes
  • Give instructors a real-time snapshot of class sentiment or understanding. This can be particularly helpful in identifying divisive questions and allows the instructor to better prepare for potential classroom conflict
  • Encourage student participation, especially in large classes. Polls give every student a voice, especially when not everyone speaks up
  • Encourage students to test their opinions against evidence and expert opinion

  How does it work?

  1. Before class, review course material. When you review course material, identify any questions or issues that students may have opinions on that could affect their learning.

  2. Write draft question(s) for the poll. If time allows, faculty should try out their questions and response system on a trusted peer. Then make any necessary revisions. 

  3. Pose the opinion question(s) to the class. We encourage faculty to first discuss the purpose of the poll and how their responses will be used in the course before asking any questions. Faculty should also make it clear to students that anonymity will be maintained throughout the process. Then faculty can pose the opinion question(s) verbally, on slides, or via polling tools (e.g., clicker apps, Google Forms, Zoom session with a poll). 

  Examples of opinion questions:

  • Do you agree with the statement: Modern climate change is primarily caused by human activity? (Yes/No)
  • How confident do you feel about solving problems using the quadratic formula? (Very confident / Somewhat confident / Not confident)
  • Which ethical principle do you believe should guide decisions in this case study?

  4. Collect and discuss results with students. Polling students on their opinions can imply that there will be a discussion of the relevant issues and that faculty should be prepared to discuss the results of any poll with the class (). This discussion can occur immediately or at a later date in the course. If faculty are disappointed, surprised, or offended by student responses, they should take time to prepare their response in private before sharing out to the class. At all times, care should be given to model respectful dialogue (See Navigating Conflict: A toolkit for instructors). 

  5. Use the poll results to shape discussion, clarify misconceptions, or guide future instruction. Faculty can use the poll results to identify common trends, areas of confusion, or differing perspectives among students. Additionally, faculty can use the insights to correct the misconceptions students have, adjust lesson plans, provide targeted support, or introduce new topics that align with students鈥� needs and interests.

  When to use: 

  • Before introducing a new topic/assignment to assess students鈥� prior knowledge, assumptions, or attitudes
  • During a lesson to check comprehension, engagement, or stimulate discussion
  • After a lesson/assignment to reflect on learning or detect shifts in opinions
  • Before a debate, discussion, or controversial topic to map out class perspectives and create a respectful dialogue space
  • Anytime to gauge reactions to course content or teaching methods. For example, faculty can use polls to solicit informal feedback about class pace, clarity, or interest

  Alternative versions:

  • Once students have practice with this technique, ask them to explain or justify their opinions
  • As a follow-up assignment, have students engage with a viewpoint that differs from their own. First, ask them to critique the opposing opinion and explain their reasoning. Then, challenge them to write a rebuttal and provide a justification from the opposing perspective
  • Invite students to design classroom opinion polls that are insightful and thought-provoking

  Online options 

  Online: No Set Time:  

  • • Use tools like Google Forms, Microsoft Forms, or Blackboard Ultra quizzes or knowledge checks to assign polls with certain video lectures or readings. Then ask students to respond before proceeding to the next module or discussion
    • Use Blackboard Ultra discussion boards for opinion polls. Post a poll question and ask students to reply with their choice and a brief explanation

  Online: Set Time:

  • • Use built-in polling features. UAA supported platforms like Zoom, Microsoft Teams, and Google Meet offer built-in polling tools. Create multiple-choice, true/false, or scale-based questions in a Blackboard Ultra quiz or the knowledge-check tool to gauge student understanding in real time. Share links or display results live during the session to stimulate discussion

  Summary

  • Classroom opinion polls are a type of classroom assessment technique used to gauge students鈥� attitudes, beliefs, or opinions on course-related topics
  • These polls promote student reflection, increase participation - especially in large classes - and help instructors adapt their teaching based on real-time insights into student perspectives
  • Faculty develop polls by identifying relevant issues, drafting questions, and administering them through various methods such as verbal prompts or digital tools
  • After collecting responses, instructors should discuss the results respectfully with their students and use the insights to clarify misconceptions, shape discussion, or inform future instruction
  • Polls can help support dialogue around controversial topics
  • Over time, students can be encouraged to justify their opinions, engage with opposing views, or even design their own polls
• Focused Listening

  Focused Listening

  Focused listening is a CAT used to gauge how well students are understanding spoken content during a lecture, discussion, or presentation. It involves students attentively listening to specific content (e.g., short lecture, podcast, or audio clip) and then immediately responding to questions, prompts, or summarizing what they heard. It is designed to improve and assess active listening skills and comprehension in real time. Focused listening is great for:

  • Assessing students' listening comprehension
  • Enhancing focus during lectures or oral explanations
  • Getting feedback on how clearly the material is being communicated
  • Helping students develop listening and note-taking skills

  Focused listening is easy to implement and requires minimal preparation. Here is how you can use it in your class. 

  1. Set a clear focus, which could be a main idea, a specific detail, or a particular concept

  2. Deliver the content through a short lecture, reading aloud, or class discussion

  3: Students respond to a prompt. A prompt can look like:

  • Writing a summary in one sentence
  • Answering a specific question
  • Listing key points or facts mentioned
  • Completing a sentence starter like: 鈥淭he most important thing I heard was鈥︹��

  4: Review feedback to identify gaps or misconceptions

  When to use

  Faculty should use focused listening when they want students to engage with spoken content, develop listening and comprehension skills, and collaborate to process and retain key ideas. It is especially useful:

  • During or after a lecture, story-telling session, presentation, or audio clip
  • In language learning or communication-focused classes
  • When introducing complex, new, or dense material
  • To break up long periods of listening and keep students engaged

  Alternative versions

  • Use your list as the "master list" and have students compare their lists to it. Look for matches, missing items (on any list), clarification needs, additional teaching and learning opportunities
  • Assign this as a small group activity

  Online options

  Focused listing could easily be adapted into an online discussion board activity in Blackboard Ultra, shared Google Doc activity, or a chat/breakout room discussion. 

  Summary

  • Focused listening is a classroom assessment technique used to evaluate how well students comprehend spoken content during lectures, discussions, or presentations
  • Instructors guide students to listen for specific information - such as key ideas or details - and then respond immediately through brief written summaries, questions, or lists
  • This technique promotes deep listening, improves note-taking, and provides instructors with quick feedback on students鈥� understanding and the clarity of their own communication
  • It is especially useful when introducing complex material, in language-focused courses, or to maintain engagement during extended listening periods
  • Focused listening is easy to implement, requires little preparation, and can be adapted for online use through discussion boards or collaborative document
• One-Minute Paper

  One-Minute Paper

  The one-minute paper is a quick and effective CAT that helps instructors gauge student understanding and encourages reflective thinking. It involves asking students to spend about one minute writing a brief response to a specific question or prompt related to the lesson. You can use this quick and easy CAT to: 

  • Check student comprehension of key concepts
  • Identify areas of confusion or misunderstanding
  • Promote reflection on learning
  • Engage quiet or less participative students
  • Provide quick feedback to the instructor

  The one-minute paper is easy to implement and doesn't require much prep work. Here's how it works. 

  1: Pose a prompt asking students to answer 1 - 2 short questions in writing. Common prompts include:

  • For you, what interesting questions remain unanswered about today鈥檚 topic?
  • Were there any ideas expressed in today鈥檚 class that caused you to reconsider or change your personal opinions, viewpoints, or values?
  • What did you perceive to be the major purpose or objective of today鈥檚 class?
  • Did you see any relationships between today鈥檚 topic and other topics previously covered in this course?

  2: Students write for one minute 鈥� no need for perfect grammar or full sentences

  3: Collect and review responses (on paper or electronically) to identify common themes, misconceptions, or topics needing review

  Faculty should use the one-minute paper when they want quick, focused feedback on student understanding, typically at the end of a class session. It helps identify what students are learning and where they may be struggling. 

  The best times to use this techniques include: 

  • At the end of a lesson or class period
  • After covering a challenging topic
  • As a warm-up or exit ticket
  • To prepare for review sessions or discussions

  Variations

  • Two-minute paper allows more time for deeper reflection
  • Focused minute paper, ask a specific question (e.g., 鈥淓xplain today鈥檚 main concept in your own words.鈥�)

  Alternative versions

  • Allow students to compare and discuss their responses before handing them in
  • Allow small groups to suggest minute paper questions. Have members of the group analyze and present the results to the class

  Online options

  • Have students post to a discussion board
  • In an online class with a set meeting time, students can answer in chat
  • Use a shared (open for anonymous responses) Google Doc to collect responses

  Summary

  • The one-minute paper is a quick, low-stakes classroom assessment technique where students write brief responses to specific prompts at the end of a lesson
  • Typically taking one minute, students may be asked to summarize key concepts, identify lingering questions, or connect new content to previous material
  • This strategy offers instructors immediate feedback on comprehension and confusion while encouraging all students to participate
  • It's easy to implement in-person or online, can be adapted in length or focus, and be used as an exit ticket, review prep, or a tool for engaging discussions
• Jigsaw

  Jigsaw

  The jigsaw is a CAT especially useful for assessing students鈥� understanding of different parts of a larger topic (). In a jigsaw activity, a topic is divided into sections, and each student (or group) is responsible for learning and becoming an 鈥渆xpert鈥� on one part. Then, they teach their part to others in small groups so every student learns the full content through collaboration. Here's how you can implement it in your class.

  1: Divide the content into 4 - 6 segments (e.g., parts of a chapter, different perspectives, stages of a process).

  2: Form expert groups, where all members study and discuss the same segment. They collaborate to understand it deeply.

  3: Form jigsaw groups, rearranging students into new groups (jigsaw groups) where each member comes from a different expert group. Each student takes turns teaching their section to the rest of the group.

  4: Synthesize and assess. After everyone has shared, the instructor may assign a quiz, a summary, or a reflection to assess understanding of the entire topic.

  Faculty should use the jigsaw technique when they want to promote deeper engagement with content and peer teaching. It鈥檚 particularly effective when the material can be divided into interconnected parts, each of which contributes to a larger concept or understanding. This CAT is great for: 

  • Breaking up complex topics into smaller parts that can be easier to understand
  • Encouraging cooperative learning, student engagement, and peer teaching
  • Breaking up long lectures or reading assignments
  • Building collaboration, communication, and accountability
  • Assessing individual mastery and group learning
  • Giving individual students a chance to build confidence in a subject area before presenting to peers

  Alternative versions

  • Use as a quiz or exam preparation activity
  • Combine the technique with presentations

  Online options

  With advance preparation, faculty can effectively adapt the jigsaw CAT for online classes using digital tools and structured collaboration. Here are a few ideas you can use or adapt for your own classes. 

  • Create a space for student groups to meet through Blackboard-integrated Zoom meetings and allow teams to use other UAA collaboration tools like Google Meet or MS Teams
  • In an online course with a set meeting time, students can present to peers in breakout rooms. For asynchronous online courses, students can present with recorded explanations, collaborative slides, or discussion board posts
  • Faculty can host a synchronous session or use forums to discuss key takeaways, address misconceptions, and connect the subtopics to the larger course goals
  • Use quick polls, quizzes, discussion prompts, or reflections to gauge student understanding and ensure accountability

  Summary

  • Jigsaw is a CAT that divides a topic into segments, with each student (or group) becoming an 鈥渆xpert鈥� on one part. After studying their assigned section in expert groups, students join new jigsaw groups to teach their portion to peers, allowing everyone to learn the complete topic through teamwork
  • This method fosters deep understanding, builds communication and confidence, and allows instructors to assess both individual and collective learning through follow-up quizzes, summaries, or reflections
  • It鈥檚 especially effective for complex, multi-part content and can be adapted for in-person or online learning environments
• Concept Mapping

  Concept Mapping

  The concept mapping CAT helps students organize and represent their understanding of a topic or concept. A is a diagram that shows relationships between key concepts, usually in a hierarchical or web-like format. Concepts are written in nodes (boxes or circles) and connected by labeled arrows or lines that explain how they relate to each other. It is useful for assessing how well students grasp relationships between ideas. You can use this to:

  • Assess depth of understanding and connections between ideas
  • Reveal student misconceptions or gaps in knowledge
  • Promote higher-order thinking, such as analysis and synthesis

  Concept maps can be especially effective:

  • At the beginning of a unit to assess prior knowledge
  • During a unit to monitor learning progress
  • At the end of a lesson or unit as a summative assessment
  • For review or exam preparation

  Concert mapping can be use with individuals, pairs, or groups. Here is how you can do this in your class. 

  1: Introduce a topic or central idea

  Examples:

  • STEM disciplines

    STEM disciplines

    1. Biology: Create a concept map showing the relationships between cell organelles and their functions.
    2. Chemistry: Map out the types of chemical bonds and how they relate to molecular structure and properties.
    3. Physics: Develop a concept map linking Newton鈥檚 Laws of Motion to real-world applications.
    4. Computer Science: Illustrate how different data structures (arrays, lists, stacks, queues) relate to algorithm efficiency.
    5. Geology: Create a concept map showing the relationships among the major processes in the rock cycle, including how different types of rocks (igneous, sedimentary, metamorphic) form, transform, and interact with Earth's systems (e.g., plate tectonics, weathering, erosion).
  • Humanities and Social Sciences

    Humanities and Social Sciences

    1. History: Create a concept map showing causes, key events, and outcomes of the Civil Rights Movement.
    2. Psychology: Map the major theories of learning (e.g., behaviorism, cognitivism, constructivism) and how they compare.
    3. Literature: Show the connections between themes, characters, and symbolism in a selected novel or play.
    4. Sociology: Construct a map that connects social institutions (family, education, religion) and their societal roles.
  • Professional and Applied Fields

    Professional and Applied Fields

    1. Nursing: Map out the nursing process steps and how they guide clinical decision-making.
    2. Business: Illustrate the relationship between marketing strategies, customer behavior, and market segmentation.
    3. Education: Create a concept map linking instructional methods to learning theories and classroom applications.
    4. Engineering: Map out the engineering design process and how it applies to a specific problem-solving scenario.
  • General critical thinking or study skills

    General critical thinking or study skills

    1. Create a concept map that organizes the key ideas from this week鈥檚 readings.
    2. Illustrate the connections between main course themes and specific case studies discussed.
    3. Map out your understanding of how theory and practice interact in this field.

  2: Create the map. Students identify related concepts and draw connections using lines or arrows. They often include linking words to describe the relationships (e.g., "leads to," "causes," "includes").

  3: Review and reflect, evaluating the map for accuracy, complexity, and logical organization. Students can also revise their maps as their understanding deepens.

  Important consideration

  • Concept mapping can be very demanding for students
  • Concept maps require a lot of time and energy from faculty, and they are generally not graded
  • Large classes may be managed easier if concept maps are assigned to small groups

  Best practices

  • Create your own concept map before assigning one to your students
  • If students are new to concept maps, students will need training and continual practice
  • Together as a class, create a simple concept map on something everyone is familiar with. For example, use an easy topic like, 鈥淲hat are moose?鈥�

  Alternative versions

  • Use a top down approach, working from general to specific or use a free association approach by brainstorming nodes and then developing links and relationships
  • Assign a concept map as a small group activity to alleviate anxiety
  • Extend the activity by having students write an explanatory essay based on their maps
  • Construct a concept map and then remove all of the concept labels (keep the links!). Ask students to replace the labels in a way that makes structural sense
  • Create a concept map and then remove concepts from the nodes (about one-third of them). These deleted concepts are placed in a numbered list on the map and students choose among them
  • Provide a list of concept labels (10 to 20) and ask students to construct their maps using only these labels. The focus here is on the linking relationships, and the evolution of structural complexity of students' knowledge frameworks

  Online options

  • There are numerous free online software tools, including AI options, where students can create concept maps digitally. Since they are not adopted by UAA, faculty and students are responsible for their own troubleshooting
  • All UAA students have access to Google slides and Powerpoint, which have features that allow students to construct their own digital concept maps. These are UAA supported software, so faculty and students have access to tech support if issues arise

  Summary

  • Concept mapping is a CAT that helps students organize and demonstrate their understanding of relationships between ideas
  • Using diagrams with labeled nodes and connecting arrows, students map out key concepts to show how they interrelate - promoting higher-order thinking, revealing misconceptions, and deepening comprehension
  • Instructors can use concept maps at various stages of instruction to assess prior knowledge, monitor progress, or review material
  • Though cognitively demanding and time-intensive to assess, concept mapping fosters critical thinking and works well for individuals or groups
  • Variations include guided maps, collaborative versions, or prompts tailored to specific fields
  • Digital tools, such as Google slides, also support online adaptation
• Peer Assessment

  Peer Assessment

  Peer assessment is a CAT where students provide feedback and evaluation on each other's work. This method can be used to improve learning, enhance critical thinking skills, and save faculty鈥檚 time, particularly in larger classes. It fosters a deeper engagement with the material and allows students to identify areas for improvement in their own work. It's great for: 

  • Empowering students to take responsibility for and manage their own learning
  • Enabling students to learn to assess and give others constructive feedback to develop lifelong assessment skills
  • Students understanding why a particular answer was wrong or what in their essay needed more work. Students can be more receptive to feedback when it's from peers
  • Time efficiency. Peer assessment can free up an instructor's time for other tasks, especially in large classes where traditional grading methods can be time-consuming.

  Here is how you can implement peer assessment in your course: 

  1: Instructor designs the task and criteria. Identify assignments or activities for which students might benefit from peer feedback (e.g., an essay, presentation, project, or problem set). Design guidelines or鈥痳ubrics鈥痺ith clearly-defined tasks for the reviewer. Tips:

  • Consider breaking a larger assignment into smaller pieces and incorporating peer assessment opportunities at each stage. For example, assignment outline, first draft, second draft, etc.
  • Determine whether peer review activities will be conducted as in-class or out-of-class assignments. For out-of-class assignments, peer assessments can be facilitated through (help.blackboard.com). (YouTube video) shows how to use peer assessments. Also review the features of all peer interaction tools supported at UAA. 

  2: Students complete the task

  3: Anonymous or named peer review. This can be done anonymously or with names attached, depending on the course goals and context. Students use the rubric to assess the work and provide feedback鈥攕ometimes in written comments, ratings, or scores.

  4: Instructor monitors quality by reviewing a sample of peer feedback to ensure quality, fairness, and accuracy. Sometimes, peer assessments are graded based on the quality of feedback they provide.

  5: Feedback and revision (optional). Students may revise their work based on peer feedback. Alternatively, the process may just serve as a formative step (i.e., no revisions, but helpful for future assignments).

  Faculty should use peer assessment when they want to promote student engagement, self-reflection, and critical evaluation skills. It鈥檚 particularly effective in the following situations:

  • During draft or formative stages of an assignment or activity
  • When learning outcomes include analyzing quality or applying criteria
  • When assigning group work to evaluate individual contributions and promote accountability
  • To scale formative feedback without overwhelming the instructor, particularly important in large or writing intensive courses
  • When the goal is to involve students more actively in the assessment process
  • Before high-stakes assessments

  Best practices

  • Let students know why they are doing peer review. Explain the expectations and benefits of engaging in a peer review process
  • Help students learn to carry out peer assessment by modeling appropriate, constructive criticism and descriptive feedback through your own comments on student work and well-constructed rubrics
  • Consider having students evaluate anonymous assignments for more objective feedback
  • Be prepared to give feedback on students鈥� feedback to each other. Display some examples of feedback of varying quality and discuss which kind of feedback is useful and why
  • Give clear directions and time limits for in-class peer review sessions and set defined deadlines for out-of-class peer review assignments
  • Listen to group feedback discussions and provide guidance and input when necessary
  • Student familiarity and ownership of criteria tend to enhance peer assessment validity, so involve students in a discussion of the criteria used. Consider involving students in developing an assessment rubric

  Alternative versions

  • Peer conferencing: Incorporate small feedback groups where written comments on assignments can be explained and discussed with the receiver during structured sessions
  • Comment-only feedback: Instead of scoring, students give qualitative feedback focusing on strengths and areas for improvement
  • Peer ranking or rating: Students rank or rate peer work (e.g., 1鈥�5 stars) on specific criteria like creativity or clarity
  • Group member evaluation: In group projects, students assess the contributions and collaboration of their teammates
  • Checklist peer review: Students use a yes/no or completed/incomplete checklist to ensure specific elements are present
  • 360-degree feedback: Each student receives feedback from multiple peers, offering a broad perspective on performance
  • Reflective peer assessment: Students assess each other鈥檚 work and also reflect on the feedback they receive and give

  Online options

  • Students use online platforms (like Google docs or Blackboard Ultra tools) to streamline anonymous feedback and manage submissions

  Summary 

  • Peer assessment is a CAT where students evaluate each other鈥檚 work using set criteria, promoting deeper learning, critical thinking, and self-reflection while reducing instructor workload
  • It is especially effective during early assignment drafts, in group projects, or before high-stakes assessments
  • By engaging in peer feedback, students learn to apply evaluation criteria and give constructive comments, which often improves their own work
  • Effective peer assessment requires clear rubrics, guidance on giving feedback, and instructor oversight
  • It can be conducted anonymously or openly, in class or online, and adapted through various formats such as comment-only feedback, checklists, and peer conferences

Choosing a CAT

Angelo and Cross (1993) identify 50 CATs in their book, but many more have been created, shared, and tested by the teaching and learning community. Some CATs lend themselves more to certain disciplines and modes of classroom delivery (in-person vs. online) than others. If you are new to or interested in using CATs, it can be overwhelming to select which CAT(s) to use. You should think about the purpose or intended use of the student information that will be collected. 

Additionally, you should: 

• Use techniques that align with your teaching style, intuition, and/or professional judgment
• Start with techniques that are quick and easy to use in a classroom setting
• Consider how much class time can realistically be devoted to CATs, recognizing that it will take more time than might seem necessary to complete the task the first time through

organized all CATs into one of the following 3 categories based on the type of learning that was being assessed: 

• Techniques for assessing course-related knowledge and skills

  Techniques for assessing course-related knowledge and skills

  Assessing Prior Knowledge, Recall, and Understanding: These CATs assess student understanding of content and can be used before and after instruction. Examples: Focused listening, one-minute paper, muddiest point

  Assessing Skill in Analysis and Critical Thinking: These CATs ask students to break down information or problems to achieve better comprehension. Examples: pro and con grid, defining features matrix

  Assessing Skill in Synthesis and Creative Thinking: These CATs ask the student to develop material and provide content for the faculty member to evaluate student understanding. Example: concept mapping, annotated ePortfolios

  Assessing Skill in Problem Solving: These CATs help students develop problem solving skills by critically reflecting on the processes used to find solutions. Examples: What鈥檚 the principle?, problem recognition tasks

  Assessing Skill in Application and Performance: These CATs encourage students to show what they know and demonstrate how well they can use it. Examples: student-generated test questions, directed paraphrasing, paper or project prospectus

• Techniques for assessing student attitudes, values, and self-awareness

  Techniques for assessing student attitudes, values, and self-awareness

  Assessing student awareness of their attitudes and values: These CATs are designed to help faculty understand and promote the development of student attitudes, opinions, values, and self-awareness in the learning process. Examples: classroom opinion polls, course-related self-confidence surveys, everyday ethical dilemmas

  Assessing course-related learning and study skills, strategies, and behaviors: These CATs focus on the way students complete their course work and the actual things they do both in and out of class to learn. These techniques provide some insight to both faculty and students on how they interact with course materials. Examples: punctuate lectures, productive study-time logs

• Techniques for assessing student reactions to instruction

  Techniques for assessing student reactions to instruction

  Assessing student reactions to teachers and teaching: These CATs provide faculty with context and feedback that can be used to improve their teaching. Examples: chain notes, instructor-designed feedback forms, small group instructional feedback

  Assessing learner reactions to class activities, assignments, and materials: These CATs allow students to provide feedback on the course structure and its impact on their learning. Examples: exam evaluations, group-work evaluations, assignment assessments

Summary 

• CATs vary in complexity and context, and while they offer valuable feedback, faculty new to CATs may find choosing the right ones overwhelming
• Before selecting a CAT, faculty should first consider the purpose of the assessment
• CATs can be categorized into three main areas: 1) assessing course-related knowledge and skills; 2) student attitudes and learning behaviors; and 3) student reactions to instruction and course components
• Faculty are encouraged to choose CATs that align with their teaching style, start with simple and manageable techniques, and be mindful of the class time required, especially when using a technique for the first time

Best Practices

1. Align with course goals: Faculty should select CATs that fit their course objectives and design. Faculty should plan when and how to use them for maximum impact. Ensure they serve a clear purpose, such as gauging understanding or addressing misconceptions.
2. Act on the feedback: Faculty should review student responses promptly. Then they should address key findings in the next class or a Blackboard Ultra post. Faculty should then use the feedback to clarify concepts, correct errors, or adjust their teaching approach.
3. Encourage participation: Faculty should make it clear that participating in CATs is essential. While they鈥檙e typically non-graded, faculty can offer participation points. The focus should be on completion rather than accuracy to foster a safe environment where students feel comfortable making mistakes and taking risks.
4. Use CATs regularly: Faculty should incorporate CATs as a routine part of their teaching. Consistent use helps students see CATs as an integral part of the learning process.
5. Foster a supportive learning environment: Remember, learning is a journey. Students progress at different rates and face unique challenges. Faculty should monitor student understanding and adapt their teaching to create a positive, student-focused classroom where learners feel valued and supported.

Summary

• CATs provide students and faculty with regular feedback, promote student reflection, help track student progress, encourage student engagement, and enhance communication between students and faculty, faculty, and faculty and administrators
• Classroom assessment fosters both student success and faculty development by supporting informed, adaptive, and reflective teaching practices