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Author: Bergquist, E.

Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom

Author(s):	Bergquist, E. & Holbeck, R.
Date:	2014
Publication:	Journal of Instructional Research
Citation:	Bergquist, E., & Holbeck, R. (2014). Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom. Journal of Instructional Research, 3, 3-7. https://eric.ed.gov/?id=EJ1127639.

Section on webpage:	Grading
Tenets:	Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	This article discusses Classroom Assessment Techniques (CATS) and how they can be adopted in the online classroom. The steps to assessing students via CATS include identifying the learning objectives, choosing the best way to assess this objective, implementing this assessment in an online discussion forum, analyzing student responses in an online discussion forum, and reteaching any areas where students are not excelling.

February 11, 2026

Using Classroom Assessment Techniques: A Proactive Approach for Online Learning

Author(s):	Bergquist, E. & Holbeck, R.
Date:	2013
Publication:	Faculty Focus \| Higher Ed Teaching & Learning
Citation:	Bergquist, E., & Holbeck, R. (2013). Using Classroom Assessment Techniques: A Proactive Approach for Online Learning. Faculty Focus \| Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-assessment-grading-and-feedback/using-classroom-assessment-techniques-a-proactive-approach-for-online-learning/.

Section on webpage:	Grading
Tenets:	Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	The authors of this article argue that there are several Classroom Assessment Techniques that work best in the online classroom. These CATS include directed paraphrasing, student-generated test questions, and double-entry journal. By utilizing these CATS, teachers are able to better assess students’ knowledge and involve students in their own learning.

February 11, 2026

Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom

Author(s):	Bergquist, E. & Holbeck, R.
Date:	2014
Publication:	Journal of Instructional Research
Citation:	Bergquist, E., & Holbeck, R. (2014). Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom. Journal of Instructional Research, 3, 3-7. https://eric.ed.gov/?id=EJ1127639.

Section on webpage:	Grading
Tenets:	Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	This article discusses Classroom Assessment Techniques (CATS) and how they can be adopted in the online classroom. The steps to assessing students via CATS include identifying the learning objectives, choosing the best way to assess this objective, implementing this assessment in an online discussion forum, analyzing student responses in an online discussion forum, and reteaching any areas where students are not excelling.

August 1, 2024

Using Classroom Assessment Techniques: A Proactive Approach for Online Learning

Author(s):	Bergquist, E. & Holbeck, R.
Date:	2013
Publication:	Faculty Focus \| Higher Ed Teaching & Learning
Citation:	Bergquist, E., & Holbeck, R. (2013). Using Classroom Assessment Techniques: A Proactive Approach for Online Learning. Faculty Focus \| Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-assessment-grading-and-feedback/using-classroom-assessment-techniques-a-proactive-approach-for-online-learning/.

Section on webpage:	Grading
Tenets:	Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation:	The authors of this article argue that there are several Classroom Assessment Techniques that work best in the online classroom. These CATS include directed paraphrasing, student-generated test questions, and double-entry journal. By utilizing these CATS, teachers are able to better assess students’ knowledge and involve students in their own learning.

August 1, 2024

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Howard, J., Daniel, C., Newman, L., Bond, N., and Romero-Hall, E. (eds.) “Feminist Pedagogy for Teaching Online.” (2025). https://feministsteach.org.

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You may contribute to this guide by sharing resources and tools that you have used in the past, your own assignments, or blog posts that reflect on your pedagogy. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education, please contact us at feministpedagogyonline@gmail.com.

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Feminist Pedagogy for Teaching Online: Digital Guide © 2020 by Jacquelyne Thoni Howard, Clare Daniel, Liv Newman, Niya Bond, and Enilda Romero-Hall is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

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