The CATS in this group focus on problem solving skills of various kinds—recognition of types of problems, determining principles and techniques to solve, perceiving similarities of problem features and ability to reflect and then alter solution strategies.

In their book, Classroom Assessment Techniques, Angelo and Cross describe 50 Classroom Assessment Techniques (CATs)-simple tools (instruments, forms, strategies, activities) for collecting information on student learning in order to improve it.

"Classroom Assessment" is a formative rather than a summative approach to assessment. Its purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners.

Classroom Assessment Techniques, also referred to as CATs, 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.

What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.

Classroom Assessment Techniques (CATs) are simple, low-pressure ways to check how well students are understanding the material. These methods are efficient, student-centered strategies that provide valuable insights into learning progress.

In fact, a set of techniques has been developed to get at the question, “What are students thinking?” They are called Classroom Assessment Techniques (CATs), and were developed by Angelo and Cross (1993). There are many varied CATs that can be used.