In the physical education example, what were the two most frequently mentioned and most important goals for students taking the aerobics class, which surprised the instructor?
Explanation
This question focuses on the core finding of the physical education instructor's assessment: the mismatch between her teaching goals and the students' actual learning goals.
Other questions
In the Anthropology example for assessing prior knowledge, what technique did the instructor use for the follow-up class session to capitalize on the 'group memory'?
In Example 2, what was the most interesting and disconfirming result for the astronomy instructor when students used the Categorizing Grid?
In the psychology example using Applications Cards, what portion of the thirty-five students in the survey course reported that they had applied something learned in class to their own lives?
In the calculus example assessing problem-solving skills, what was the instructor's response to student resistance and his colleague's suggestion that finally led to cooperation?
According to the results of the One-Sentence Summary exercise in the political science class, what fraction of the class demonstrated the necessary minimal ability to summarize?
In the criminal justice example involving the Everyday Ethical Dilemma, what did the instructor's follow-up assessment, conducted after a class discussion, reveal about the students' responses?
In Example 8, assessing 'Ways of Knowing' in a speech communication course, which 'way of knowing' did the majority of international students, but almost no U.S. students, choose as their usual approach in class?
In the nursing practicum example on self-confidence, what percentage of students rated their self-confidence as 'high' or 'extremely high' in the follow-up survey at the end of the semester?
In the statistics example using Productive Study-Time Logs, what percentage of the total hours logged by students was rated as highly productive?
In the accounting class example, what was the primary purpose for the professor using the Classroom Assessment Quality Circle?
In Example 12, the developmental education instructor used Group-Work Evaluations to assess student critiques. What did the results reveal about the students' comments on their peers' first drafts?
What was the initial list of items compiled by the anthropology professor in Example 1 before he pared it down for the Background Knowledge Probe?
In the follow-up interviews for the astronomy Categorizing Grid example, what reason did some bright students give for incorrectly categorizing a factual statement like 'Brighter stars are generally hotter ones'?
In the psychology example, what was one of the reasons given by students who responded 'no' to having applied course learning to their lives?
At the end of the semester, what was the calculus instructor's cautious explanation for the much higher percentage of A's and B's and the fact he did not fail a single student?
In the political science example, which part of the One-Sentence Summary did most students have difficulty answering?
How many basic categories of responses did the criminal justice instructor create from the students' answers to what they would do in Paul's place?
What was the dance instructor's response in the physical education example after discovering her students' primary goals were related to self-image and stress reduction?
In the Speech Communication example (Example 8), which 'way of knowing' did more women than men select as their approach in their personal and social lives?
In Example 9, what interesting difference did the nursing instructor find when comparing responses from students who rated their self-confidence as 'average' versus those who rated it lower or higher?
In the statistics project (Example 10), what was the instructor's finding about the relationship between total study time and test scores?
In the accounting example (Example 11), what was the 'bug' that the Quality Circle identified with the new cooperative-learning process for reviewing homework?
In the final example on developmental education (Example 12), what did the instructor realize was the reason for the unequal distribution of helpful comments, where students recalled receiving help but not giving it?
What were the three criteria that faculty projects had to meet to be included as examples of successful Classroom Assessment?
In the anthropology instructor's 'jigsaw learning' activity, how did he structure the group lists to help them start off with some success?
What did the astronomy instructor learn about her students' ability to 'play the game' from the Categorizing Grid assessment?
In the psychology example (Example 3), the instructor's response to the Applications Card assessment was to summarize the results and then challenge the class. What was this challenge?
What was the second type of objection students gave for resisting the 'Documented Problem Solutions' assessment in the calculus class?
After the political science instructor was disappointed with the results of the One-Sentence Summary, what was his immediate response to the class?
In the Everyday Ethical Dilemma in Example 6, what was the first question students were asked to answer, imagining they were Paul?
What did the physical education instructor's assessment show about the relationship between her teaching goals and the students' learning goals?
In the speech communication example (Example 8), what did the professor discover was the most frequent response, across the board, when students were asked about their usual approach *in class*?
What specific, helpful sentence completions did students provide in the nursing self-confidence survey (Example 9) regarding how an instructor could raise their confidence?
In the statistics example (Example 10), what did the instructor demonstrate about the relationship between *productive* study time and test scores?
In the accounting example, what new problem arose after the instructor responded to the Quality Circle's initial concern by putting a solution manual on reserve in the library?
In Example 12, what did a colleague point out to the developmental education instructor that helped her re-evaluate her students' behavior in group work?
What does the chapter state is the meaning of 'success' in the context of Classroom Assessment?
In the anthropology professor's Background Knowledge Probe, what did he discover about the distribution of knowledge among his students?
What was the psychology professor's initial assessment unit for the Applications Card exercise?
What did the political science instructor do with the students' One-Sentence Summaries to categorize them?
In the criminal justice example, after the first anonymous assessment, what did the instructor realize her students needed to understand better?
In response to the Goal Ranking and Matching assessment, the dance instructor incorporated two student ideas. One was the 'two-track' workout. What was the other?
What was the only area where the Self-Assessment of Ways of Learning (Example 8) showed a notable difference between U.S. and international students?
In the nursing self-confidence example, what did the instructor create as a reminder for herself to use during clinical supervision, based on student feedback?
To resolve the dilemma of needing to award credit while ensuring anonymity for the Productive Study-Time Logs, what did the statistics professor decide to do?
What was the ultimate resolution to the problem of students photocopying solution manuals in the accounting class?
In the developmental education example, what did the instructor find was the second thing about the responses that caught her attention?
How long did the political science instructor give students to complete the One-Sentence Summary at the end of his lecture on presidential elections?
In the final follow-up to the developmental education group work assessment, what did students say accounted for the improvement in the critiquing session?