| Initiative Title | Increase use of Classroom Assessment Techniques (CATS) |
|---|---|
| Submitted in Previous Year(s) | No |
| Critical Information, Notes, Justification, Rationale | Part of a successful learning experience is being taught in a way that matches one's learning needs. A strong teacher frequently assesses his or her students (both formally and informally) during class sessions. Using CATS allows instructors to quickly assess student learning, and match instruction to assessment results. |
| Consequences of this initiative not being funded | This initiative does not require funding. |
| Department Goals | Develop and carry out more extensive student supports to increase retention and completion of academic programs., Evaluate and improve the effectiveness of our programs through various program assessment activities. |
| Programs | AAS Early Childhood Development & Care, Cert. Early Childhood Development & Care, Cert. Teaching Asst., Jointly Registered Teacher Education Program |
| Locations | Main Campus |
| Estimated Completion Date | |
| Will this initiative span multiple budget years? | No |
| Importance | Medium |
| Funding Source | |
| Created | 11/21/2017 11:27 am |
| Updated | 11/21/2017 11:34 am |
| Goal | How will the initiative support this institutional goal? |
|---|---|
|
CATs are an example of an ongoing learning support that can be used right in the classroom setting. They allow students to gauge their own understanding and provide a clear picture of student learning to instructors. |
|
CATs are an assessment technique that allows an instructor to quickly and effectively gauge student learning and understanding of course concepts. This assessment method allows instructors to support student learning quickly and effectively. |
| Action Step | Responsible Party | Order |
|---|---|---|
| Explain CATs to department faculty at a Department Meeting | Department Chair | 1 |
| Outcome | Order |
|---|---|
| Through the use of meaningful assessments, faculty will better be able to understand student learning, and can meet their academic needs quickly and effectively. This may lead to greater levels of academic success. | 1 |
| Method | Description | Other Method | Responsible Party |
|---|---|---|---|
| Observations | Information can be collected while observing “events” (including, sponsored activities, student {office staff} sessions, etc.) in the natural setting. Observation can provide information on student behaviors and attitudes. | Education Department Faculty | |
| Institutional Data | Review both program and student data that is collected at the institutional level. Data can include program enrollment, retention, transfer, student GPA, etc. | Department Chair |
| INITIAL YEAR COST: | $0.00 |
|---|---|
| RECURRING COST: | $0.00 |
| Need | Cost (Initial/Recurring) | Supporting Departments | |
|---|---|---|---|
| TOTAL: | $0.00 / $0.00 | ||
| Need | Cost (Initial/Recurring) | Supporting Departments | |
|---|---|---|---|
| TOTAL: | $0.00 / $0.00 | ||
| Need | Cost (Initial/Recurring) | Supporting Departments | |
|---|---|---|---|
| TOTAL: | $0.00 / $0.00 | ||
| Need | Cost (Initial/Recurring) | Supporting Departments | |
|---|---|---|---|
| TOTAL: | $0.00 / $0.00 | ||
| Need | Cost (Initial/Recurring) | Supporting Departments | |
|---|---|---|---|
| TOTAL: | $0.00 / $0.00 | ||
| Need | Cost (Initial/Recurring) | Supporting Departments | |
|---|---|---|---|
| TOTAL: | $0.00 / $0.00 | ||
| Need | Cost (Initial/Recurring) | Supporting Departments | |
|---|---|---|---|
| TOTAL: | $0.00 / $0.00 | ||
This initiative is not ready for prioritization.
| Date | Department Name | Status | Cost to Date | Funding Source | |
|---|---|---|---|---|---|
| No results found. | |||||