What is the primary purpose of the 'Background Knowledge Probe' (CAT 1)?
Explanation
The 'Background Knowledge Probe' is a pre-instructional tool used to gauge students' existing knowledge on a topic to inform the starting point and level of teaching, as detailed in the 'Purpose' section for CAT 1.
Other questions
According to the description of the 'Bloom taxonomy' for cognitive abilities, what does the category 'Analysis' involve?
When using the 'Background Knowledge Probe' as described in the Electrical Engineering example, what did the instructor do to capitalize on the diversity in student preparation?
What is a key difference between a 'Background Knowledge Probe' (CAT 1) and a 'Misconception/Preconception Check' (CAT 3)?
In the 'Focused Listing' example from the Political Science course, the professor used the technique as a pre- and post-assessment within a single class session. How many different terms did the thirty students collectively identify as 'most important' after the lecture?
What is the primary aim of the 'Misconception/Preconception Check' (CAT 3) as described in the text?
In the Astronomy example for the 'Misconception/Preconception Check', what was the most common incorrect explanation students gave for the changing of seasons on Earth?
What is the primary function of the 'Empty Outlines' technique (CAT 4)?
The 'Memory Matrix' (CAT 5) is described as a two-dimensional diagram used to organize information. What does this technique primarily assess?
What are the two questions that form the basis of the 'Minute Paper' (CAT 6)?
Which of the following is NOT another name for the 'Minute Paper' (CAT 6)?
What is the single question that the 'Muddiest Point' technique (CAT 7) asks students to respond to?
The 'Categorizing Grid' (CAT 8) is described as the paper-and-pencil equivalent of sorting objects into bins. What does this technique provide the faculty with?
How does the 'Defining Features Matrix' (CAT 9) require students to categorize concepts?
What is the primary purpose of the 'Pro and Con Grid' (CAT 10)?
The 'Content, Form, and Function Outlines' (CAT 11) is also known by another name that reflects the questions it asks. What is this other name?
What is the typical length limit for an 'Analytic Memo' (CAT 12) as described in the text?
The 'One-Sentence Summary' (CAT 13) technique challenges students to synthesize answers to a series of questions into a single sentence. What are these questions represented by?
What are the two parts of the response required by the 'Word Journal' (CAT 14) technique?
The 'Approximate Analogies' technique (CAT 15) is based on completing an analogy. What is the standard format presented for this analogy?
What is the primary purpose of using 'Concept Maps' (CAT 16) in the classroom?
The 'Invented Dialogues' technique (CAT 17) can be used on two levels. What is the difference between the first and second levels of 'invention'?
What are the two key components of 'Annotated Portfolios' (CAT 18) as used for Classroom Assessment?
What is the primary skill assessed by 'Problem Recognition Tasks' (CAT 19)?
The technique 'What's the Principle?' (CAT 20) focuses on which step in the problem-solving process?
What is the primary emphasis of the 'Documented Problem Solutions' technique (CAT 21)?
What is the main purpose of using 'Audio- and Videotaped Protocols' (CAT 22) as a classroom assessment technique?
What specific skill does 'Directed Paraphrasing' (CAT 23) assess by requiring students to translate learning for a specific audience?
What do students do in the 'Applications Cards' technique (CAT 24)?
According to the description of 'Student-Generated Test Questions' (CAT 25), which of the following is NOT an aspect of student learning that the technique allows faculty to assess?
In the Thermodynamics example for 'Student-Generated Test Questions' (CAT 25), what did the professor do after discovering that students were focused on 'lower-level stuff'?
What is the defining characteristic of the 'Human Tableau or Class Modeling' technique (CAT 26)?
What is a 'prospectus' in the context of the 'Paper or Project Prospectus' technique (CAT 27)?
What type of knowledge, which involves learning the appropriate conditions for applying what one has learned, is assessed by the five techniques in the 'Assessing Skill in Application and Performance' section?
The introduction to Chapter 7 mentions Benjamin Bloom's taxonomy. How many major levels or categories of cognitive abilities does this taxonomy contain?
What is the purpose of the 'Analytic Memos' technique (CAT 12)?
In the example for 'Analytic Memos' (CAT 12) from the Criminal Justice seminar, what was the primary weakness the instructor identified in the students' initial memos?
Which of the following is described as the most ambitious technique in the 'Assessing Skill in Analysis and Critical Thinking' section?
According to the 'One-Sentence Summary' (CAT 13) example from the Immunology course, which prompts did students have the most difficulty answering?
What does the text identify as a potential 'con' or disadvantage of using the 'Focused Listing' technique (CAT 2)?
What specific suggestion does the text offer for using the 'Paper or Project Prospectus' (CAT 27) with major assignments like theses or dissertations?
In the 'Human Tableau' example from the Fine Arts course (CAT 26), students were asked to pose as a specific scene to demonstrate their understanding of what concept?
What is the primary function of the NCRIPTAL group's 'resource management' category of learning strategies?
How many techniques are presented in the section 'Assessing Prior Knowledge, Recall, and Understanding'?
In the 'From an Introduction to Non-Western Art and Music' example for 'Focused Listing' (CAT 2), how did the instructor use the student-generated list of terms?
What is described as a 'pro' or benefit of 'Background Knowledge Probes' (CAT 1)?
When analyzing the responses from a 'Memory Matrix' (CAT 5), what is a useful approach suggested in the text?
In the Statistics example for the 'Minute Paper' (CAT 6), the instructor adapted the technique because he felt asking for only one significant point was too limiting. What did he ask his students to list instead?
What is a 'con' or potential downside of using the 'Pro and Con Grid' (CAT 10)?
In the 'Documented Problem Solutions' example from Linguistics (CAT 21), what did the professor find surprising about the students' responses?