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Center for Excellence in Teaching & Learning (CETL)

Assessment in the classroom can be used to evaluate the effectiveness of teaching activities and strategies. Classroom Assessment Techniques, or CATs, are brief assessments that provide that information to instructors without taking more than a short part of any class period.

This page will showcase different CATs, with an archive section for past showcases.

If you have further questions or need further information, please contact

CATs -- Classroom Assessment Techniques

Mid-Semester Assessments
Classroom assessments give us a window into what's working in our courses.  A baseline at the beginning of the semester and a snapshot at the end provide valuable information on what worked and what did not, but that only helps for the next course.  To fine-tune as we teach, we need that information during the course itself.
A mid-semester assessment can give us that data, allowing us to change anything that's falling short and expand those elements that are working well.  That helps the students as much as it helps the instructor.  At the same time, though, mid-semester assessments demonstrate to our students that we really are looking for their input.  Changes made during the semester also underscore our responsiveness as instructors.
Below are three examples of mid-semester assessments from actual professors at Pikes Peak Community College.  One is designed to work with an early semester baseline assessment and an end-of-semester assessment to create continuity across the course.  Another is focused on assessing which classroom techniques are working and which are not.  The third asks students to assess their own grasp of the content of the course.  Thanks to Bliss DiJulio, Karen Summerson, and instructors with the History Department for sharing their midterm assessments.
If you have any questions, or would like additional examples, please contact  Thank you!


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