The Use of Classroom Assessment Techniques (CATs) to Enhance Learning and Motivation in First Year Undergraduate Students

Formative evaluation can provide valuable data when evaluating student learning and the teaching strategies being used. Classroom assessment techniques (CATs) are non-threatening ways of evaluating student learning and their reaction to your teaching methods. The purpose of classroom assessment is to enable both instructors and students to mutually improve learning. Its purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students.

To enhance learning and motivation among students during Biochemistry Lectures in first-year MBBS & BDS students. Introduction of two CATs namely 'one-minute paper ’and 'muddiest point ’during classroom teaching to facilitate learning and enhance motivation.

Two CATs-one-minute paper and muddiest point were introduced in Biochemistry Lectures by all teachers for a period of 2 months. The students and faculty were asked to give their feedback after 2 months. The data generated from feedback form was tabulated and analysed.

85.7% faculty and 75.2% students are very positive and looking forward to the use of similar CATs in future. 73.3% students feel that these techniques will enhance their exam performances. 71.4% faculty and 67.6% students feel that other subject teachers should also start using such techniques.

Majority of students and faculty are enthusiastic about using other classroom techniques as well, and that these techniques should be used by teachers in other departments also. Majority of students also stated that they feel their exam performance will also be increased by the use of these techniques. This will also cause awareness among other subject teachers and a broader administration of such techniques will be seen in the near future with an attempt to enhance motivation, learning and exam performance of our students.