CATs: A Student’s Gateway to Better Learning
نویسندگان
چکیده
At present, many faculty learn about Classroom Assessment Techniques (CATs) by observing other more experienced faculty members modeling a variety of CATs for colleagues. While modeling is extremely useful for demonstrating the “what” or “how” of Classroom Assessment, it is less successful at conveying the “why” of Classroom Assessment. Faculty members who wish to get the maximum benefit from Classroom Assessment are well-advised to learn about the relationship between CATs and cognitive learning theory. Understanding this link will not only allow them to choose or design CATs to fit the particular needs of their classes, it will also help them make explicit to their students the potential applications of CATs to study strategies in general. Once a student can make this leap, the effects of a single class activity are multiplied many times.
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