Classroom Assessment Techniques (CATs) are generally simple activities designed to give both instructor and students useful feedback on the teaching-learning process. With the appropriate implementation of CATs, it could:
(1) provide just-in-time feedback about the teaching-learning process
(2) provide information about student learning with less work than traditional assignments (tests, papers,etc.)
(3) encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflection
(4) help students become better monitors of their own learning
(5) provide concrete evidence that the instructor cares about learning

Although there are many published CATs, educators who use them generally invent more as they become comfortable incorporating them into their teaching. In my chemsitry classes, I have been developing CATs to improve students' learning, such as traffic light card (published on College Teaching, 2019;Teaching Professor, 2020) and constructive error climate (publisjed on Journal of College Science Teaching, 2020). In this workshop,by implememnting multiple CATs, I will work with the audience in solving Rubik's cube to improve their learnig.