Many instructors give their students exams, pop quizzes, announced tests, and homework. Advanced and graduate classes also rely on projects and group assignments to evaluate student performance.

Required:
a. Do you believe that the instructor’s goals might vary across different kinds of classes?
Justify, with examples.
b. Consider an undergraduate pre-business class on management accounting. Suppose this class has an enrollment of 500 students and is taught in two large lectures, supplemented by help sessions in smaller groups (recitation sections). What are the likely objectives of this class? What evaluation mechanisms might be appropriate for this class?
c. A favorite instructor assigns 10% of the points for attendance, 20% of the points for short multiple-choice quizzes on the assigned reading for the day, and the remainder across three examinations. How do these measures complement each other in accomplishing course objectives?
d. Continue with question c. Which of the measures are lead indicators, and which are lag indicators of the students’ likely mastery of the subject material?