Thank You for Asking: Classroom Assessment Techniques and Students’ Perceptions of Learning
Abstract
This study was conducted to determine the effect of Classroom Assessment Techniques (CATs) on both the content and process of students' learning. Instructors using these techniques engage students in their courses by asking them to provide regular, anonymous feedback regarding their understanding of course material and their beliefs about the effectiveness of the class structure. Students enrolled in biology, business management, political science, and literature courses were asked for their perceptions of the effect of CATs on their learning. Students' open-ended comments were analyzed to derive categories summarizing their responses. The implications of these responses for improving pedagogy and student learning are discussed. Finally, directions for future research are suggested.
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