Assessing and evaluating learning are

just as important as the teaching

process.
In class, anonymous, short,
nongraded exercises that provide
feedback for both teacher and
learner about the teaching-
learning process.
 Advantages:
Gaining insight into student learning while there is
still time to make changes.
Demonstrating to learners that the teacher really
cares of they are succeeding.
Building rapport with learners.
Spending only short amounts of time to gain
valuable information.
Using flexibility to CATs to adapt to the needs of
individual classes.
Helping Learners to monitor their own learning.
Gaining insight into your own teaching.
 Disadvantages
They do take some class time away from other
activities.
They can be overuse to the point of frustration of
the learners.
They do provide some negative feedback for the
educator.
They are likely to point out weaknesses in your
teaching process or your style.
1. One-minute Paper
2. Muddiest Point
3. Directed Paraphrasing
4. Application Cards
5. Background Knowledge Probe
6. Misconception/Preconception Check
7. Self-Confidence Surveys
 Most commonly used. Often called just
minute paper.
This technique is use in the last two or three
minutes of the class period.
What was the most important thing you
learned today? and What important point
remains unclear to you?
A very quick way to obtain essential
information about the effectiveness of your
class.
 Another very popular assessment technique.
It was first used by Mosteller (1989) at
Harvard University.
It is very simple and quickly used.
What was the muddiest point in todays
class?
Especially useful for introductory-level
courses and for totally new content.
 Requires learners to put into their own words
something they have just learned.
This technique can be used in the classroom,
as an out of class assignment, or with patient
teaching.
It provides valuable feedback on learner
understanding and their ability to translate
information.
 Another technique especially useful for
nursing.
Helps learners to apply the theoretical
material they are being taught and also helps
them use to see immediate relevance of
what they are learning.
 Itis used before teaching new content to
discover what the learners already know
about the material.
In a sense, an ungraded pretest.
Emphasize the fact that this is not an
attempt to embarrass anyone, but a useful
tool for directing the rest of your teaching.