CAT and Authentic Assessment

Brieanna Bradford, Amy Scalise, Hussah Bubshait, Linda

Quackenbush
Classroom assessment techniques (CAT) definition:
CATs are feedback that instructors obtain to know if students understand the
content that is being taught (George Washington University). CATs are
formative in nature.
CAT link #1
CAT link #2
It's not teaching if there's no learning

Authentic assessment definition:

Authentic assessment helps educators to determine the knowledge that a
student has obtained by applying it to the real world. Rubrics are often used to
determine the level of knowledge a student has obtained.
Authentic assessment video
Examples of CAT/Authentic Assessment Evaluation of
Student Learning:
1. The Minute Paper: This technique is used at the end of class to tell if students are gaining
knowledge or not. The instructor asks students to write a response about what they
learned in class or what questions remain unanswered at the end of class. In nursing
education, the instructor might teach a class on the neurological system. At the end of
class, a student might report that they wished they had learned more about strokes. At
the beginning of the next class, the instructor can briefly review strokes; especially if many
students expressed that they had questions about them.
2. Student Generated Test Questions: Students are allowed to write test questions and
model answers for specified topics, in a format consistent with course exams. This will
give students the opportunity to evaluate the course topics, reflect on what they
understand, and consider what makes a good test item. In a nursing class, the instructor
could use the good questions to prompt discussions in class, or possibly use material for
exam questions.
3. Directed Paraphrasing: Students are asked to write a translation of something they have
just learned to assess their ability to comprehend and transfer concepts. In nursing
education, if students are consistently translating a term or theory incorrectly, the
instructor might need to come up with a new method to teach this information.
4. Application Cards: After teaching about an important theory, principle, or procedure, ask
students to write down at least one real-world application for what they have just learned
to determine how well they can transfer their learning. In nursing education, there may be
many students from all walks of life. If one student is able to give a really good example of
a nursing theory, for example, this can be shared with the rest of the class, who may be
able to gain a better understanding with the specific example.

Authentic Assessment of e-portfolio: An Article Summary

Green, J., Wyllie, A., Jackson, D. (2014). Electronic portfolios in nursing education: A
review of literature. Nurse Education in Practice. 14. 4-8.
Electronic portfolios are being used more recently by nurses, it is a common and more
versatile way to compile the information other than paper only. This review of literature focuses
on why e-portfolios can be used by nurses, and a discussion on its potential for learning and
professional development. The portfolio development is an active learning experience where the
student collects, synthesizes and organizes important accomplishments to reflect their
achievements.
Some research identifies e-portfolios that create accountability, and autonomy because
students are displaying information based upon their own learning preferences. There are a few
theory models behind the e-portfolio that support the accountability and autonomy. The
theoretical frameworks behind the portfolio include Kolb which is the active experiential learning
model, Benners novice to expert framework, and reflection in and action by Schon.
 Self-reflection is accomplished throughout the e-portfolios because the people will be
focused on self-awareness as they include their experiences into the portfolio. Some may reflect
on what they have accomplished and this will encourage them to move forward. The e-portfolio
is also a way to prepare students for the professional working world as they construct their own
active learning.
Research shows that E-portfolio is an authentic assessment technique because students set
their own goals, critically think, solve problems and construct new knowledge throughout this
process. There is an evaluation of self, peers, and reflection on experiences that you would not
experience with a paper portfolio. E-portfolios have shown to produce better student results in
summative assessment especially with formative assessment along the way.

Standardized patient experiences: Evaluation of clinical

performance and nurse practitioner student satisfaction.
Ebbert, D. W., & Connors, H. (2004). Standardized patient experiences: evaluation of
clinical performance and nurse practitioner student satisfaction. Nursing Education
Perspectives, 25(1), 12-15.
In this article, the authors claimed that traditional methods of evaluation are not effective in
identifying the clinical competency. Authentic assessment adds a structure for evaluating the
learners work that is based on the students capability to apply skills, find answers using critical
thinking, and discuss information in ways that affect real life situations. Standardized patient
experiences are a type of authentic assessment that provide an objective method of evaluating
a proficiency of family nurse practitioner and adult /geriatric nurse practitioner students. These
experiences work also in testing the experiences for all learners. Moreover, they allow students
to transfer their knowledge, skills, beliefs and attitudes into real situations without putting the
patients under risk. Although these standardized patient experiences are expensive, they are
valuable and full of benefits for both patients and students. Instructors have ethical, legal, and
moral responsibilities to the community to ensure that students are capable to practice what
they have learned. In general, Standard patient experiences give faculty important information
to positively prove clinical competency while maximizing the chances for learners to provide
synthesis of knowledge in real- life situations.
References:
Arella, F. (2017). Authentic assessment: Examples & overview. Retrieved
from: https://www.youtube.com
Carnegie Mellon University (2015). Using classroom assessment techniques. Retrieved
from: https://www.cmu.edu/teaching/assessment/assesslearning/CATs.html
Ebbert, D. W., & Connors, H. (2004). Standardized patient experiences: evaluation of
clinical performance and nurse practitioner student satisfaction. Nursing Education
Perspectives, 25(1), 12-15.
George Washington University Teaching & Learning (ND). Classroom assessment
techniques (CATs). Retrieved from: htps://library.gwu.edu/utlc/teaching/calssroom-
assessment-techniques-cats
Green, J., Wyllie, A., Jackson, D. (2014). Electronic portfolios in nursing education: A
review of literature. Nurse Education in Practice. 14. 4-8.
Tarte, J. (2013). Life of an educator by Justin Tarte. Retrieved
from: http://www.justintarte.com/2013/09/its-not-teaching-if-theres-no-learning.html
Vanderbilt University (2017). Classroom assessment techniques (CATs). Retrieved
from: https://cft.vanderbilt.edu/guides-sub-pages/cats/