Hurlbut, AmandaDunlap, Karen2022-10-212022-10-212019-06-24This is the published version of an article that is available at https://www.teachingprofessor.com/topics/online-learning/from-traditional-to-cyber-cats-different-breeds-for-different-needs/. Recommended citation: Hurlbut, A., & Dunlap, K. (2019, June 24). From traditonal to cyber CATS: Different breeds for different needs. The Teaching Professor. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.https://hdl.handle.net/11274/14128https://www.teachingprofessor.com/topics/online-learning/from-traditional-to-cyber-cats-different-breeds-for-different-needs/.Research has shown that using formative assessment to inform instruction is one of the most important components of good teaching (Rosenshine, 2012). While many teachers rely solely on questioning and discussion techniques to gauge a class’s comprehension and learning, formative assessment strategies are needed to engage and assess learners individually. Classroom assessment techniques (CATs) facilitate more meaningful learning by providing opportunities for students to self-reflect on their learning while instructors collect information on what and to what degree students learned (Angelo & Cross, 1993). Here are three fresh takes on CATs and how they can be used in online courses.en-USFormative assessmentOnline teaching and learningClassroom assessment techniquesArticle