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Classroom Assessment Techniques
Classroom Assessment Techniques, also referred to as CAT's, are strategies educators use to gauge how well students are comprehending key points during a lesson or a course. The techniques are meant to be a type of formative assessment that also allow teachers to make adjustments to a lesson based on students' needs. CAT's are most commonly ungraded, unanimous, and are conducted during class time. 〔(【引用サイトリンク】url=http://tlc.provost.gwu.edu/classroom-assessment-techniques )〕
==Background==
The incorporation of classroom assessment techniques is an age-old concept which teachers have been using and practicing for years. Whether a teacher uses a technique learned in training, or simply a strategy conjured up on their own, teachers need to know if their methods are successful and many feel that the desire to understand students’ comprehension is instinctive. Despite this innate characteristic among teachers, the first real attempt to document such techniques for teachers didn’t appear until 1988, when K. Patricia Cross and Thomas A. Angelo published “Classroom Assessment Techniques: A Handbook for Faculty”.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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