Students are asked to paraphrase part of a lesson for a specific audience and purpose, using words that are more accessible to a target audience (e.g., translate highly specialized information into language that clients or customers will understand).
| Individual/Group Activity | Individually |
| Class Size | Small (<25), Medium (25-50), & Large (51-200) |
| Bloom’s Taxonomy Level | Understand |
| Development Initial | Transitional Knowing |
| Minimum Time to Facilitate | 16-30 Minutes |
| Minimum Time to Debrief | < 10 Minutes |
| PDFs | Here |
Additional Resources
Flint, W. (1993). Classroom assessment techniques (CATs) for online instruction: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=e657dec14bd1e540cbf581a53767b524409c7244
Purcell, B. M. (2014). Use of Formative Classroom Assessment Techniques in a Project Management Course. Journal of Case Studies in Accreditation and Assessment, 3: https://eric.ed.gov/?id=EJ1060609
SrivaSTava, T. K., Mishra, V., & Waghmare, L. S. (2018). Formative Assessment Classroom Techniques (FACTs) for better learning in pre-clinical medical education: A controlled trial. Journal of Clinical and Diagnostic Research, 12(9), JC01: https://www.researchgate.net/profile/Tripti-Srivastava/publication/327229061_Formative_Assessment_Classroom_Techniques_FACTs_for_Better_Learning_in_Pre-Clinical_Medical_Education_A_Controlled_Trial/links/5b8673f7299bf1d5a72eef8e/Formative-Assessment-Classroom-Techniques-FACTs-for-Better-Learning-in-Pre-Clinical-Medical-Education-A-Controlled-Trial.pdf