WGU
WGU Foundations ofFo undatio
Teaching ns oGuide
Study f Teaching
Questions & Answers Exam Prep 2026–2027
Study this set o nline at: https://www.cram.co m/flashcards/wgu-fo undatio ns-o f-
teaching-2391221
test scores cause i nf erences about knowl edge, ski l l s, other attri butes about the
test taker. Val i di ty control s what i t appropri ate about those i nf erences. But
f ai rness i s control l ed by the appropri ateness of i nf erences upon di f f erent groups of
val i di ty/f ai rness
test takers. A f ai r tests i s one that i s val i d f or di f f erent groups-- w/o i t, the test
woul d not be a val i d measurement. F ai rness/val i di ty go hand i n hand. (ex. you
woul dn't gi ve a hi gh school student a physi ci an's exam).
Construct- al l of the KSAs (attri butes of a test taker) that are supposed to be
measured i n a test. Vari ance- a l abel f or di f f erences among test scores. T he
vari ances i ncreases wi th a wi der range of test scores. I n an i deal test, the vari ance
woul d be caused by construct-rel evant di f f erences i n the KSAs of the test takers.
Constructs and Vari ant H owever, i t i s contami nated by other vari ances the test i ncl udes. (ex. a math test
that contai ns advanced wordi ng may hi nder the taker's abi l i ty to answer the math
probl ems, or mask an i ndi vi dual who actual l y l acks the KSA). T heref ore, i t wi l l
l ead to wrong i nf erences about the test takers and di mi ni sh val i di ty. F ai rness wi l l
be di mi ni shed as wel l because certai n groups wi l l be at a greater di sadvantage.
Cogni ti ve sources- when knowl edge/ski l l not rel ated to test are requi red to
answer i tem correctl y. (ex. i ncl udi ng metri c system when testi ng mul ti pl i cati on).
Af f ecti ve vari ance-- i f l anguage/i mages cause strong emoti ons that i nterf ere wi th
3 sources of construct-i rrel evant vari ance
the abi l i ty to respond to an i tem correctl y. (ex. of f ensi ve content af f ecti ng
concentrati on/creates di stracti on/emoti on i nstead of l ogi c). Physi cal sources of
construct-i rrel evant vari ance-- usual l y f or di sabl ed, bl i nd, deaf , etc.
appl i ed i ndustri al management theory to school l eadershi p. D esi gned
admi ni strati ve system l ed by prof essi onal cl ass of superi ntendents and pri nci pal s,
E l l wood Cubberl ey
creati ng hi erarchy. known f or "sci ence" of school management. Wanted state power
as f oundati on of democrati c educati on.
1
, WGU
WGU Foundations ofFo undatio
Teaching ns oGuide
Study f Teaching
Questions & Answers Exam Prep 2026–2027
Study this set o nline at: https://www.cram.co m/flashcards/wgu-fo undatio ns-o f-
teaching-2391221
Bernard Bai l yn Wrote E ducati on i n the f ormi ng of Ameri can Soci ety.
Lati n Grammar School s Usual l y f ound i n New E ngl and. Usual l y sponsored by churches f or poor f ami l i es
Broader than Lati n Grammar school s. Were open to al l chi l dren. Of ten control l ed
Secondary school s or academi es
by l ocal sharehol ders and parents.
(1830-1860) I mmi grati on and growi ng Cathol i c popul ati on had Protestant
ref ormers concerned. Used publ i c school s as a means of teachi ng val ues and
moral s. Used state authori ti es to central i ze power i n school s, as a means of
opposi ng i mmi grant parents/val ues. Mostl y Whi g party. Opposed by Jacksoni an
Common school movement
D emocrats and Cathol i cs. Led by H orace Mann. Used state taxes to support
school s/trai n teachers.MAD E SCH OOLS F RE E I N E VE RY ST AT E , made school s
non-secul ar, but NOT non-rel i gi ous (Protestant). Rel i gi ous aspect struck down by
USSC i n 1963
2
, WGU
WGU Foundations ofFo undatio
Teaching ns oGuide
Study f Teaching
Questions & Answers Exam Prep 2026–2027
Study this set o nline at: https://www.cram.co m/flashcards/wgu-fo undatio ns-o f-
teaching-2391221
bel i eved the most f undamental assumpti on of common school movement was that
publ i c school woul d be an "agent of moral and soci al redempti on" and make
Ll oyd P. Jorgensen
school s non-secul ar. H e noted that Protestants made i t thei r mi ssi on to excl ude
Cathol i c school s.
F ami l y i s pri mari l y responsi bl e f or chi l d's educati on. Pl ural i sm- opti ons f or
T radi ti ons of Ameri can Publ i c School i ng
school s. Publ i c school . Cooperati on between publ i c/pri vate school s.
F i rst woman physi ci an i n I tal y. H er work rei nf orced humani sti c i deal s, supported
handi capped/mental l y chal l enged chi l dren, and appl i ed the i dea that any chi l d
D r. Montessori
can be taught. Montessori argued that the educator’s j ob i s to serve the chi l d;
determi ni ng what each one needs to make the greatest progress.
recogni zed as the f ounder of "oral educati on of the deaf ; the f i el d of
I tard otol aryngol ogy; the use of behavi or modi f i cati on wi th severel y i mpai red chi l dren;
and speci al educati on f or the mental l y and physi cal l y handi capped."
3
WGU Foundations ofFo undatio
Teaching ns oGuide
Study f Teaching
Questions & Answers Exam Prep 2026–2027
Study this set o nline at: https://www.cram.co m/flashcards/wgu-fo undatio ns-o f-
teaching-2391221
test scores cause i nf erences about knowl edge, ski l l s, other attri butes about the
test taker. Val i di ty control s what i t appropri ate about those i nf erences. But
f ai rness i s control l ed by the appropri ateness of i nf erences upon di f f erent groups of
val i di ty/f ai rness
test takers. A f ai r tests i s one that i s val i d f or di f f erent groups-- w/o i t, the test
woul d not be a val i d measurement. F ai rness/val i di ty go hand i n hand. (ex. you
woul dn't gi ve a hi gh school student a physi ci an's exam).
Construct- al l of the KSAs (attri butes of a test taker) that are supposed to be
measured i n a test. Vari ance- a l abel f or di f f erences among test scores. T he
vari ances i ncreases wi th a wi der range of test scores. I n an i deal test, the vari ance
woul d be caused by construct-rel evant di f f erences i n the KSAs of the test takers.
Constructs and Vari ant H owever, i t i s contami nated by other vari ances the test i ncl udes. (ex. a math test
that contai ns advanced wordi ng may hi nder the taker's abi l i ty to answer the math
probl ems, or mask an i ndi vi dual who actual l y l acks the KSA). T heref ore, i t wi l l
l ead to wrong i nf erences about the test takers and di mi ni sh val i di ty. F ai rness wi l l
be di mi ni shed as wel l because certai n groups wi l l be at a greater di sadvantage.
Cogni ti ve sources- when knowl edge/ski l l not rel ated to test are requi red to
answer i tem correctl y. (ex. i ncl udi ng metri c system when testi ng mul ti pl i cati on).
Af f ecti ve vari ance-- i f l anguage/i mages cause strong emoti ons that i nterf ere wi th
3 sources of construct-i rrel evant vari ance
the abi l i ty to respond to an i tem correctl y. (ex. of f ensi ve content af f ecti ng
concentrati on/creates di stracti on/emoti on i nstead of l ogi c). Physi cal sources of
construct-i rrel evant vari ance-- usual l y f or di sabl ed, bl i nd, deaf , etc.
appl i ed i ndustri al management theory to school l eadershi p. D esi gned
admi ni strati ve system l ed by prof essi onal cl ass of superi ntendents and pri nci pal s,
E l l wood Cubberl ey
creati ng hi erarchy. known f or "sci ence" of school management. Wanted state power
as f oundati on of democrati c educati on.
1
, WGU
WGU Foundations ofFo undatio
Teaching ns oGuide
Study f Teaching
Questions & Answers Exam Prep 2026–2027
Study this set o nline at: https://www.cram.co m/flashcards/wgu-fo undatio ns-o f-
teaching-2391221
Bernard Bai l yn Wrote E ducati on i n the f ormi ng of Ameri can Soci ety.
Lati n Grammar School s Usual l y f ound i n New E ngl and. Usual l y sponsored by churches f or poor f ami l i es
Broader than Lati n Grammar school s. Were open to al l chi l dren. Of ten control l ed
Secondary school s or academi es
by l ocal sharehol ders and parents.
(1830-1860) I mmi grati on and growi ng Cathol i c popul ati on had Protestant
ref ormers concerned. Used publ i c school s as a means of teachi ng val ues and
moral s. Used state authori ti es to central i ze power i n school s, as a means of
opposi ng i mmi grant parents/val ues. Mostl y Whi g party. Opposed by Jacksoni an
Common school movement
D emocrats and Cathol i cs. Led by H orace Mann. Used state taxes to support
school s/trai n teachers.MAD E SCH OOLS F RE E I N E VE RY ST AT E , made school s
non-secul ar, but NOT non-rel i gi ous (Protestant). Rel i gi ous aspect struck down by
USSC i n 1963
2
, WGU
WGU Foundations ofFo undatio
Teaching ns oGuide
Study f Teaching
Questions & Answers Exam Prep 2026–2027
Study this set o nline at: https://www.cram.co m/flashcards/wgu-fo undatio ns-o f-
teaching-2391221
bel i eved the most f undamental assumpti on of common school movement was that
publ i c school woul d be an "agent of moral and soci al redempti on" and make
Ll oyd P. Jorgensen
school s non-secul ar. H e noted that Protestants made i t thei r mi ssi on to excl ude
Cathol i c school s.
F ami l y i s pri mari l y responsi bl e f or chi l d's educati on. Pl ural i sm- opti ons f or
T radi ti ons of Ameri can Publ i c School i ng
school s. Publ i c school . Cooperati on between publ i c/pri vate school s.
F i rst woman physi ci an i n I tal y. H er work rei nf orced humani sti c i deal s, supported
handi capped/mental l y chal l enged chi l dren, and appl i ed the i dea that any chi l d
D r. Montessori
can be taught. Montessori argued that the educator’s j ob i s to serve the chi l d;
determi ni ng what each one needs to make the greatest progress.
recogni zed as the f ounder of "oral educati on of the deaf ; the f i el d of
I tard otol aryngol ogy; the use of behavi or modi f i cati on wi th severel y i mpai red chi l dren;
and speci al educati on f or the mental l y and physi cal l y handi capped."
3
