The CAT Test

As someone who taught students to search the literature effectively and assess the validity and credibility of sources, I appreciated finding this simple tool that can help our students consistently and critically assess resources. 

I frequently taught the course in which we helped students learn how to conduct research. Something I commonly noticed was how quickly they took what they found and what they read as valid information. Presently, this is made more complicated with AI and the assumption that it is pulling from reliable sources. However, AI has sought to be as transparent as possible by including a disclaimer that reminds us AI makes mistakes and urges the user to confirm the information is accurate. 

We are also working against the fact that for years, this generation of students has been attached to their digital devices. They are used to instant results when they have a question or need to research something. I have noticed a pattern: they read the first few sentences of something they find, assume it is true, and think no further research is needed. There seems to be a real lack of discernment. 

Given the current state of communication in this country and the difficulty of knowing whether something is accurate, the need to teach students a quick, easy way to verify content is essential. 

I recently came across an article that addressed this directly as a way to enhance critical thinking, a skill our students must be able to do. The author, a Science Information Specialist at a university library, suggests using a simple but effective approach using the mnemonic CAT to encourage students to evaluate the credibility and trustworthiness of the content they find. It’s called the CAT test, and it stands for Check, Ask, Think. 

The CAT Test 

Check is the first step and involves checking the source and context of the information to verify that it is from a credible source, such as peer-reviewed, the date, the author’s qualifications, and the publication’s reputation. 

Ask is the second step. This step requires students to evaluate whether the information is supported by valid evidence, including citations, references, and data sources. This step also involves looking for any signs of bias or conflicts of interest that may skew the information being presented. 

Think is the third step, which involves considering and reflecting on how the information fits what the students already know. Does it confirm, expand on, or conflict with it? What is the potential impact or implications of the content? Is more research needed? 

What I like about this model is its simplicity. Once the students have learned the deeper skills required to determine the validity, credibility, and trustworthiness of a source or site, this test can serve as a quick reminder of the steps they need to take. 

The CAT test helps students approach information with curiosity, discernment, and objectivity, and can help build an inquisitive mindset that promotes critical thinking. 

Reference

Tomaszewski, R. (2024, December 2). Enhancing critical thinking with the CAT test: Check, ask, think. Faculty  Focus. https://www.facultyfocus.com/articles/educational-assessment/enhancing-critical-thinking-with-the-cat-test-check-ask-think/