The chapter highlights a significant difference in how math teachers and their colleagues in other disciplines view certain TGI goals. What percentage of math teachers rated improving mathematical skills as 'essential'?
Explanation
This question tests the recall of a specific quantitative point that vividly illustrates the disciplinary specificity of teaching goals, particularly for fundamental skills like math.
Other questions
Based on the analysis of the Teaching Goals Inventory (TGI), which factor was found to be the most significant predictor of a faculty member's teaching priorities?
In the survey of over 2,800 faculty members, what percentage of all respondents identified 'Developing higher-order thinking skills' as their primary teaching role?
Which group of faculty was most likely to view their primary role as 'Fostering student development and personal growth'?
What was the 'Muddiest Point' technique, developed by Frederick Mosteller, designed to identify?
According to the study by John Olmsted in his introductory chemistry class, what was the effect of introducing Classroom Assessment Techniques on office-hour visits?
What is the term for the learner's awareness, understanding, and control of their own learning process, which is promoted by Classroom Assessment?
What was the finding of Diana Kelly's study at Fullerton College regarding the effect of Classroom Research on course completion rates for adult learners?
Which of the following is NOT listed as a reason for the disparity between faculty conviction that Classroom Assessment improves learning and the equivocal evidence from grades and test scores?
According to the survey of experienced faculty, which of the following was NOT one of the three most frequently mentioned 'costs' of using Classroom Assessment?
What was identified as the most frequently mentioned benefit of Classroom Assessment by experienced faculty participants?
Which characteristic was NOT shared by teachers who were most satisfied and most likely to continue using Classroom Assessment?
According to the TGI results in Table 10.1, what percentage of math faculty identified 'Teaching the facts and principles of the subject matter' as their primary role?
What maxim is used in Classroom Research workshops to summarize the lesson that teachers need to fit assessment techniques to their specific classes?
When comparing four-year colleges and community colleges using TGI cluster data, community college teachers showed a slightly higher endorsement of which goal cluster?
What surprising finding was revealed about the goal 'Improve writing skills' when analyzing the TGI responses from faculty outside of English departments?
According to reports from teachers, which of the following is an effect of using Classroom Assessment on students?
What conclusion did the authors draw from the fact that every one of the fifty-two items on the TGI received the full range of responses from 'essential' to 'not applicable'?
What was the primary role preference for 51 percent of Basic Skills instructors, according to Table 10.1?
In her adaptation of the Minute Paper, what did writing teacher Melissa Kort ask students to comment on?
The authors state that the benefits faculty ascribed to Classroom Assessment were, in many ways, mirror images of the costs. How is this illustrated with the concepts of 'time' and 'collegiality'?
What was the overall finding regarding the impact of Classroom Assessment on student learning as measured by grades and test scores?
According to the TGI results, which two goal clusters were rated highest overall by the surveyed faculty?
What reason is given for why faculty at community colleges might show a slightly higher endorsement for personal development goals than faculty at four-year liberal arts colleges?
What did psychologist Charles Walker find was a result of using Classroom Assessment in his courses?
What percentage of faculty in the arts disciplines rated 'Fostering student development and personal growth' as their primary role?
The chapter discusses a 'no bad news' aspect of using Classroom Assessment. What does this refer to?
In the TGI data, what percentage of respondents chose 'Providing a role model for students' as their primary role?
What was the main lesson that Melissa Kort, the writing teacher, learned from her adaptation of the Minute Paper?
What is meant by the statement that Classroom Assessment 'lowering barriers' in the classroom?
When comparing TGI data between community and four-year colleges, the small differences that exist are attributed primarily to what factor?
Which of the four listed teaching goals had a high degree of consensus, being listed in the top five for faculty at both community colleges and four-year colleges?
What was the conclusion from the study by Nancy Stetson at the College of Marin, which compared retention rates in Classroom Research courses with other courses taught by the same instructor?
The chapter suggests a hypothesis for why Diana Kelly's study at Fullerton found an improvement in completion rates while Nancy Stetson's at Marin did not. What was part of this hypothesis?
How did accounting instructor Philip Cottell find that Classroom Assessment improved metacognition among his students?
What ironic parallelism is described regarding the cost of 'frustration from lack of closure' and its corresponding benefit?
What percentage of English faculty identified 'Developing higher-order thinking skills' as their primary teaching role?
Why do the authors predict that research on whether Classroom Assessment improves student learning will likely not be 'clear-cut'?
What percentage of faculty in medicine-related fields (mostly nursing and allied health) rated 'Preparing students for jobs/careers' as their primary role?
Teachers' responses to feedback from Classroom Assessment are described as varied. Which of the following is NOT an example of a response mentioned in the chapter?
According to the analysis of TGI data, which faculty group shows 'split loyalties,' identifying with both quantitative and qualitative teaching goals?
What does the chapter suggest is a 'collateral benefit' reported by many faculty who use Classroom Assessment?
What percentage of business faculty considered 'Teaching the facts and principles of the subject matter' their primary role?
The chapter states that when faculty respond to assessment feedback, they help create 'meaningful communities of learners'. How is this achieved?
What was a key difference noted between the faculty in the College of Marin study and the Fullerton College study on retention?
According to the analysis in the chapter, the finding that faculty priorities are strongly tied to their discipline confirms the assumption that most college teachers agree on what?
One of the three listed costs of using Classroom Assessment is the 'sacrifice of some content coverage'. Why does this sacrifice typically occur?
The chapter argues that student responses to Classroom Assessment Techniques frequently have what effect on faculty?
In the summary of lessons learned, what is the fourth characteristic of the most successful Classroom Researchers?
What does the chapter cite as a 'promising finding' because student-faculty interaction is, in general, positively related to learning?