  The Maryland Physics Expectations Survey (MPEX) describes student attitudes
and expectations toward learning, and might be used to predict normalized gains
on tests such as the Force and Motion Concept Evaluation (FMCE). These
predictions are incomplete, though, due to limitations of the standardized
tests themselves. I illustrate the problems involved in using the MPEX to
predict productive attitudes toward learning physics by focusing on two
students, both with seemingly appropriate expectations toward learning. While
one had high normalized gains, the other did not, due to "false favorable"
responses on the MPEX.
