Week 2

Alicia Gower
Linda Link
Emily Zehr
Sara George
Gina Di Guardi

What are CAT's (Classroom Assessment Techniques)?

Classroom assessment techniques (CATs) are activities that are utilized to determine the extent to which
students are learning and to assess the best strategies for teaching. They are generally non-graded,
anonymous, in-class activities utilized to provide useful feedback in the teaching-learning process (Vanderbilt
University, 2016).
CATs involve direct, continuous interaction between the student and teacher to help guide and validate
optimal student learning. CATs are considered to be major components of formative evaluation because they
are helpful tools that are designed to analyze the progress of learning and learning strategies for both teachers
and students in a non-intimidating environment. They do not reflect an evaluation or grading of student
learning, but rather, highlight methods in which the learning environment may be optimized from both the

student and teacher perspective. Classroom assessment techniques (CATs) help to facilitate a better
opportunity for learning as they highlight active learning strategies.
(Billings & Halstead, 2012).

>>Follow this link to learn more about CATs! When you're finished, peek at some
examples!

>>For FUN

Look at these videos about Classroom Assessment Techniques (CAT's)!

Authentic Assessment is defined as evaluation of students performance in a real or simulated situation that
reflects professional practice. For nursing education purposes, this performance demonstrates meaningful
application of knowledge and skills through practice activities applied within the context of the nursing
profession and patient care. The authentic assessment is meaningful beyond quantitative scoring, and
intrinsically represents the legitimate professional work of the student (Iwasiw & Goldenberg, 2012;
whatisit.htm, 2016; Poindexter et al, 2016). Authentic Assessment tests transfer of knowledge and integration
of conceptual learning, and is unlike traditional assessment methods, which focus on acquisition of knowledge
and concepts. Evidence suggests that student development of associations and connections between facts,
and their application to a variety of contexts, are replacing traditional methods. The emphasis of authentic
assessment is on supporting the student to critically reason and integrate knowledge, skills and professional

values throughout real-life situations. Preparation for practice will require these abilities to be applied in
learning situations that simulate actual nursing practice (Poindexter et al, 2015).

Four Examples of CAT/Authentic Assessment Evaluation

1.

Minute Paper: This evaluation assesses prior knowledge, recall, and understanding of a
major course concept. Recommended for assessing declarative learning of a particular
subject. This is the most frequently utilized form of evaluation. The activity consists of
answering 1-2 questions (What was the most important thing learned in class today?
and/or What was most confusing to you today?) Takes about 5-10 minutes for the

administration of the activity and approximately 30-45 minutes for evaluation and
clarification of the students answers. This can be applied in nursing education for the
student to think about and evaluate the class and assess what they did or did not learn
(Angelo & Cross, 1993; Billings & Halstead, 2012).
2.
Self-Confidence Survey: This is a anonymous survey that assess the students level of
confidence in mastering course material and clinical skills. It helps the teacher to develop
and integrate students attitudes, opinions, values, and self-awareness into the course
curriculum. The survey can be completed before, during, or after class, and depending on
the number of questions, the survey can take 1-10 minutes to complete and
approximately 5-30 minutes to evaluate students answers. This can be applied into
nursing education following a nursing lab class or clinical to evaluate the students
confidence level related to hands-on patient care (Angelo & Cross, 1993; Billings &
Halstead, 2012).
3.
Concept Mapping: This assesses the skill in synthesis and creative thinking and assists
in the development of the students intelligence, judgment, knowledge, and skills related
to specific course content. It helps to clarify the relationship between concepts including
similarities and differences among concepts, and helps the student to link previous
learned content to the knew information presented. This can be applied into nursing
education by having the student complete a concept map relevant to the diagnosis of the
patient they will care for in clinical. This will ensure the student if fully prepared and
knowledgable in order to provide safe, effective patient care and be able to apply theoryto-pratice (Angelo & Cross, 1993; Billings & Halstead, 2012).
4.
Reading Rating Sheets: This assess the students reaction and has them evaluate the
assigned readings and gives the teacher information that is necessary to improve the
course to promote student success. This can be applied to nursing education for all classes
throughout a given nursing program to ensure the effective of reading assignments as
they pertain to the class content and testing relevancy (Angelo & Cross, 1993; Billings &
Halstead, 2012).

Relevant article on any kind of authentic assessment

Authentic assessment is a way to evaluate learning in which students demonstrate obtained knowledge,
Skills and attitudes in the context of real world nursing. Traditional assessment methods test students
attainment of knowledge and concepts within nursing while authentic assessment test how well the student
apply what they have learned and how well the integrate knowledge into practice. As an educator it is important
to prepare students how to think critically and incorporate these skills into their daily practice. Therefore
assessing just students knowledge base may not be enough for safe nursing practice. This article supports the
use of authentic assessment to evaluate students ability to apply learning in situations that resemble actual
practice environment within nursing (Poindexter et al. 2015).
Authentic assessment is not meant to replace the use of traditional assessment. According to the authors,
testing of a general understanding is important concept (Poindexter et al. 2015). However, tests and multiple
choice exams are not enough of an education major to ensure that nurses are safe and competent in their
future practice. The use of authentic assessment methods uses a more comprehensive approach to encourage
student learning and that can be applied into real world practice. Some examples of authentic assessment
that can be sued with students include portfolios, concept maps, videotaped scenarios, case studies, peer
review assessments and simulations. Reflection is also a great tool that can be used for authentic
assessments. This can be used in an online format as well as a face to face design (Poindexter et al. 2015).
The use of authentic assessment within a course design allows for consistency of assessment measures and
teaching strategies. With the use of this method, nursing will continue to grow and expand and educators will
continue to help shape students into safe and competent nurses.

Poindexter, K., Hagler, D., & Lindell, D. (2015). Designing Authentic Assessment. Nurse Educator,40(1), 36-40.

Relevant article on any kind of authentic assessment

Traditional methods of assessing student learning and progress involve formal testing methods in the form
of multiple choice, written exams and skill verification. These assessment methods have little effect on rating
students against another and instead promotes rote learning. Many educators have expressed dissatisfaction
and frustration with the limitations of this type of evaluation (Wenzel, Briggs & Puryear, 1998).
Nursing educators at this time were evaluating methods of authentic assessment that would allow for selfreflection, promoting life-long learning, value improvement, and collaboration between student and educator. A
portfolio is type of authentic assessment already utilized in professions such as art, architecture, design, and
journalism. The portfolio is a strategic collection of student work documenting traditional and non-traditional
sources of learning and progress over a period of time. Portfolios are a continuous assessment of student
development and encourage active student involvement and responsibility for their own learning. For an
educator a portfolio provides a means of collaboration with the student involving coaching and goal setting. As
the student progresses the level of educator involvement will fluctuate (Wenzel et al, 1998).
It is a challenge for nurse educators to assess a students development in critical thinking skills. The
utilization of an authentic assessment tool is vital to attaining a holistic approach to student assessment. A
portfolio allows for this type of evaluation and aligns with the requirements for accrediting baccalaureate
nursing programs and Benners stages of proficiency theory which state a need for critical thinking skills and
effective communication skills (Wenzel et al, 1998).
Wenzel, L., Briggs, K., & Puryear, B. (1998). Portfolio: authentic assessment in the age of the curriculum
revolution. Journal of Nursing Education, 37(5), 208-212 5p.

References
Angelo, T. A. & Cross, K. A. (1993). Techniques for assessing course-related knowledge & skills.
50 CATS by Angelo and Cross. Retrieved from:
http://vcsa.ucsd.edu/_files/assessment/resources/50_cats.pdf
Billings, D. M. & Halstead, J. A. (2012). Improving teaching and learning: Classroom assessment
teachniques. Teaching in Nursing: A Guide for Faculty. (4th ed.). pp. 285-290. Elsevier: St.
Louis, Missouri.
Billings, D. M. & Halstead, J. A. (2012). Strategies to promote critical thinking and active
learning. Teaching in Nursing: A Guide for Faculty. (4th ed.). pp. 258-284. Elsevier: St. Louis,
Missouri.
Poindexter, K., Hagler, D., Lindell, D. (2015). Designing authentic assessment: Strategies for nurse educators.
Nurse Educator, 40(1), pp. 36-40. Wolters Kluwer.