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The sentence presents a cause-and-effect relationship: an action (“posted transparent rubrics”) followed by outcomes (“more targeted questions” and “more purposeful” office hours). The best summary is that clarity/ transparency improved student focus—answer B. Options A, C, and D are contradicted by the text: nothing suggests discouragement, cancellation, or abandonment of rubrics. On PERT Reading, watch the structure. An initial prepositional or participial phrase (“After the department posted…”) frequently sets up an intervention, and the main clause lists measurable effects. The coordinating “and” connects two aligned results, reinforcing the central claim. When forming a main idea, compress the details without adding new claims: here, don’t infer changes in attendance volume or grading policies beyond what’s stated. Recognizing how authors link a procedural change to downstream behaviors is essential in academic reading—policy memos, course syllabi, and research abstracts often employ this cadence. A reliable test strategy: ask “What changed?” (rubric transparency) and “What happened as a result?” (questions more targeted; office hours more purposeful). Then choose the option that fuses those parts into one accurate, general statement.