Estimated Levels of Time and Energy Required for:
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Pages: |
| Faculty to prepare to use this CAT | Low | 193-196 |
| Students to respond to the assessment | Low |
| Faculty to analyze the data collected | Medium |
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| Description | "To respond to the Approximate Analogies assessment technique, students simply complete the second half of an analogy – A is to B as X is to Y – for which their instructor has supplied the first half (A is to B). Consequently, the student can respond to this CAT in as few as two words. For the purposes of Classroom Assessment, student responses need not always display the rigor required of analogies in formal logic or mathematics; therefore, we call these analogies “approximate”."
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| Purpose | "Responses to the Approximate Analogies technique allow teachers to find out whether their students understand the relationship between the two concepts or terms given as the first part of the analogy. Those responses also show faculty how effectively – and how creatively – students are able to connect the “new” relationship to one they are more familiar with. For learners, this technique provides guided practice in making connections, practice that helps them strengthen and extend their “knowledge networks”." — Classroom Assessment Techniques, Angelo, TA and Cross, KP, 1993 |