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Abstract
College instructors often provide students with only summative evaluations of their work, typically in the form of exam scores or paper grades. Formative evaluation, such as classroom assessment techniques (CATs), are more rare in higher education and provide an ongoing evaluation of students' progress. In this article, the author summarizes the use of CATs in an undergraduate introductory statistics course and present data indicating that students believed CATs increased their understanding of material and benefited their academic performance. With minor revision, these CATs can be effectively used in other disciplines.
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