Taking the Next Steps in Classroom Assessment and Research

What was the basic premise behind the initial concept of Classroom Research?

According to the chapter, Classroom Assessment Techniques (CATs) were devised to be like what?

What are the two major, unanticipated lessons that the authors learned from their work with Classroom Assessment?

What is described as the 'logical home' for the next steps in Classroom Research and Assessment?

What is suggested as a natural first step for a departmental program in Classroom Research?

What name is given to the assessment tools that a department might devise to assess whether the department as a whole is accomplishing its goals?

The chapter argues that while Classroom Assessment can tell you if a teaching technique works, it does not tell you what?

To understand *why* a teaching technique works, the chapter argues that teachers need to establish relationships between teaching practice and what?

What is the authors' stated position on turning a dedicated chemistry teacher into an educational researcher?

What promising next step is suggested for advanced Classroom Assessors to venture beyond assessment?

For which type of teacher or department are theories of self-efficacy and metacognition suggested to be particularly relevant?

In Merlin C. Wittrock's experience with enlisted men who had failed reading tests, what was a critical factor for motivation related to the reading materials?

The theory of self-efficacy, as described in the chapter, casts doubt on the effectiveness of what type of traditional assignment?

According to cognitive psychology as explained in the chapter, why is learning in introductory courses often more difficult than in advanced courses?

What simple analogy is used in the chapter to illustrate cognitive theories about the importance of organization in retention and retrieval?

What does the chapter claim is the ultimate way the value of Classroom Research will be enhanced?

The chapter notes that an initial, and incorrect, assumption about Classroom Assessment was that it would be something teachers did in what manner?

What does the chapter identify as a 'missing element' that teachers engaged in Classroom Assessment are seeking?

What is the primary purpose of administering the Teaching Goals Inventory (TGI) at the department level?

The chapter suggests that if a departmental TGI profile is too narrow, the faculty should discuss what?

What does the chapter suggest as a potential project for professional disciplinary groups, such as the American Psychological Association?

Why do the authors deliberately use the term 'theory' instead of 'research' when discussing the need to understand why teaching works?

The chapter argues that for teaching to become a true profession, teachers need to be able to do what?

What is the primary purpose of the year-long study seminars proposed in the chapter?

The chapter suggests that teachers of science, who tend to emphasize content mastery, might be particularly interested in which type of learning theory?

In the example from Merlin C. Wittrock, the researcher learned quickly that they had to know much about the enlisted men's attributional patterns and what else?

What is the primary, original purpose of the handbook, as reiterated at the end of Chapter 11?

Initially, the authors took a position that Classroom Assessors should feel free to risk searching for what?

The 'self-generated pressure' that teachers feel once they begin collecting data about their teaching's impact leads them to do what?

The chapter's emphasis on disciplinary affiliations as a basis for collaboration is explicitly stated not to do what?

After a department generates its Teaching Goals Inventory (TGI) profile, what is the suggested next step for the faculty?

What does the chapter suggest as one possible action if a department discovers through its TGI profile that important goals are being overlooked?

What does theory provide that, according to the chapter, is equally important as suggesting where to look for observations that fit a framework?

The chapter suggests that study groups on learning theory should focus on one area per year and keep the theory as close as possible to what?

Which learning theory is suggested to be relevant for teachers of business?

The theory of self-efficacy suggests that modest Classroom Research experiments could be designed by teachers to show developmental students what?

One implication of cognitive psychology theory, as mentioned in the chapter, is that teachers should make more and better use of what?

What does the closet organizer analogy illustrate about cognitive psychology?

The chapter hopes that experienced Classroom Assessors will use their skills to advance the study of learning and do what else?

Prior to the development of Classroom Assessment Techniques (CATs), what were the two 'primitive' tools most faculty had for measuring learning?

What is the relationship between Classroom Assessment and Classroom Research as described in the chapter?

Why did the authors initially warn administrators not to ask faculty about their Classroom Assessment results?

The chapter states that the basic feedback loop of classical assessment involves stating goals, devising measures, collecting data, feeding back results, modifying the treatment, and what final step?

According to the chapter, why have the authors created such a comprehensive set of Classroom Assessment Techniques in the handbook?

What reason does the chapter give for why most college teachers need some experience with practical measures of student learning before delving into the complexities of Classroom Research?

The chapter suggests forming faculty dyads or triads with common goals to do what?

Which of the following is NOT listed as a potential advantage of Collaborative Classroom Assessment for institutions?

What does the chapter argue is the result of 'scientific' research not being readily transferable to the classroom?

The chapter advocates for a future of Classroom Research that would capitalize on everything a good chemistry teacher brings to her teaching, including knowledge of chemistry, interest in teaching, a daily opportunity to observe students, and what else?

What does the chapter suggest about the points made by researcher Merlin C. Wittrock regarding his work with developmental readers?