One of the disadvantages of starting with goals is that the process of identifying and clarifying them can seem what to some teachers?
Explanation
While clarifying teaching goals is a valuable exercise, the text acknowledges it can be a challenging and uncomfortable process for some instructors. This self-reflective task can feel 'overwhelming and even a bit threatening,' which is a potential barrier to adopting a goal-based approach.
Other questions
How is a Classroom Assessment Project described in relation to a simple, spur-of-the-moment Classroom Assessment?
What are the three main phases of the Classroom Assessment Project Cycle?
What does the text recommend for faculty starting their first Classroom Assessment Project regarding the choice of an instructional goal?
In the case study of Professors Alpha and Beta, why did Professor Alpha's 'problem-centered' Classroom Assessment Project fail to provide her with possible solutions?
Which of the following is listed as an advantage of starting a Classroom Assessment Project with goals when working in a faculty group?
What is identified as the primary disadvantage of the 'starting with questions' approach to Classroom Assessment?
In the case of the English composition instructor who wanted students to synthesize information, what did the Classroom Research group encourage her to do initially?
What is the first step in Phase I (Planning) of the Classroom Assessment Project Cycle?
What is the primary function of analyzing the feedback (Step 6) in the Project Cycle?
According to the text, what is a central and defining feature of Classroom Assessment that distinguishes it from normal testing?
What is the primary purpose of evaluation in a traditional classroom setting, as contrasted with the purpose of assessment in Classroom Assessment?
In the Classroom Assessment Project Cycle, what does Step 8, 'Communicating Results and Trying Out a Response,' primarily involve?
How many steps are there in a single Classroom Assessment Project Cycle before the beginning of a new project is represented?
What is the final step within Phase III (Responding) of the Project Cycle?
In the case study about the math instructor teaching problem solving and metacognition, what surprising realization did he come to when planning his first project?
What is one of the questions suggested in Step 9 to help evaluate a project's effect on teaching and learning?
When choosing a class for an initial Classroom Assessment Project, which characteristic is recommended?
What is the primary unit of analysis in Classroom Assessment, contrasting with the individual student focus in traditional evaluation?
What advice is given regarding anonymity in Step 5 when asking students for evaluative comments about the class, materials, or instructor?
According to the 'Ten Guidelines for Success and a Checklist for Avoiding Problems', what is the first guideline listed?
What is the final guideline in the list of 'Ten Guidelines for Success' for structuring Classroom Assessment Projects?
In the case study of the physics instructor assessing students' approach to visualizing problems, what was the key change he made in his teaching?
In Step 7, Interpreting the Results, what are the first questions that typically follow the receipt of feedback?
What does the text suggest is a powerful, if not a fallacy, assumption that may lead teachers to dismiss small-scale assessment projects as not significant enough?
The Classroom Assessment Technique called the One-Sentence Summary encourages an instructor to state a teaching goal more fully by prompting answers to a series of simple questions, including which of the following?
What is described as a typical problem for many first-time Classroom Assessors when beginning a project?
What should an instructor do in Step 3, Designing a Classroom Assessment Project, to plan effectively?
What does the case of the English instructor asking students how his essay comments could be more helpful illustrate about designing an assessment tool?
What reason is given for why it may often be better to use one or two open-ended questions rather than a set of multiple-choice items in a Classroom Assessment?
What change in perspective is described as occurring for many teachers during the analysis of student feedback (Step 6)?
What are the three ways the task of analyzing data for Classroom Assessment differs from the normal evaluation of student learning?
In the case study of the nursing instructor who asked students about their personal goals for the course, what was her initial reaction to finding they were most interested in feeling comfortable and secure?
What is the primary motivation for analyzing data collected through Classroom Assessment Techniques, according to the text?
In the case of the physical education instructor assessing goals for her aerobics class, what did her instructional response involve after learning students wanted to improve self-esteem and relieve stress?
What does the text mean by 'closing the feedback loop'?
How many questions related to 'Choosing a Goal' are included in the 'Checklist for Avoiding Problems with Classroom Assessment Projects' (Exhibit 4.1)?
In the section 'Applying the Assessment Technique' on the checklist in Exhibit 4.1, how many checklist questions are listed?
In the case study about the music history instructor assessing student recall of the Renaissance, what did his simple 'Focused Listing' technique reveal?
How many total checklist items are listed under the 'Responding to the Results' section in Exhibit 4.1?
Which phase of the Project Cycle includes the step 'Assessing learning by collecting feedback on that assessable question'?
According to the text, college courses are more often 'content-driven' than what alternative approach?
What is the primary advantage of starting a Classroom Assessment Project with questions instead of goals?
What is the second step in the Classroom Assessment Project Cycle?
What does the text suggest about the analysis of feedback in Phase II?
In the Responding phase of the Project Cycle, what do teachers essentially do?
What is the fifth advantage listed for starting a Classroom Assessment with goals?
How many phases does the 'Checklist for Avoiding Problems' in Exhibit 4.1 divide the project into for checking?
According to the 'Questions About Your Students' section, which question focuses on comparing different groups of learners?
What is the primary goal of Phase I (Planning) of a Classroom Assessment Project?