Question

are in class. ( the students)

is on the table. ( the cat)​

Answer 1

Respuesta:jajajajajaaj

Explicación:50 CATS by Angelo and Cross

Techniques for Assessing Course-Related Knowledge & Skills

I. Assessing Prior Knowledge, Recall, and Understanding

The CATS in this group are recommended to assess declarative learning, the content of a

particular subject.

1. Background Knowledge Probe: short, simple questionnaires prepared by

instructors for use at the beginning of a course or at the start of new units or topics;

can serve as a pretest; typically elicits more detailed information than CAT2. .

2. Focused Listing: focuses students’ attention on a single important term, name, or

concept from a lesson or class session and directs students to list ideas related to the

“focus.”

3. Misconception/Preconception Check: focus is on uncovering prior knowledge or

beliefs that hinder or block new learning; can be designed to uncover incorrect or

incomplete knowledge, attitudes, or values

4. Empty Outlines: in a limited amount of time students complete an empty or

partially completed outline of an in-class presentation or homework assignment

5. Memory Matrix: students complete a table about course content in which row and

column headings are complete but cells are empty

6. Minute Paper: perhaps the most frequently used CAT; students answer 2 questions

(What was the most important thing you learned during this class? And What

important question remains unanswered?)

7. Muddiest Point: considered my many as the simplest CAT; students respond to 1

question (What was the muddiest point in _________ ?); well suited to large, lower

division courses but not to those which emphasize integration, synthesis and

evaluation

II. Assessing Skill in analysis and Critical Thinking

The CATS in this group focus on analysis—the breaking down of information, questions, or

problems to facilitate understanding and problem solving

8. Categorizing Grid: student complete a grid containing 2 or 3 overarching concepts

and a variety of related subordinate elements associated with the larger concepts

9. Defining Features Matrix: students categorize concepts according to presence or

absence of important defining features

10. Pro and Con Grid: students list pros/cons, costs/benefits, advantages/disadvantages

of an issue, question or value of competing claims

11. Content, Form, and Function Outlines: in an outline form, students analyze the

“what” (content), “how” (form), and “why” (function) of a particular message (e.g.

poem, newspaper story, billboard, critical essay); also called “What, How, & Why

Outlines

12. Analytic Memos: students write a one- or two-page analysis of a specific problem

or issue to help inform a decision-maker