WGU D658 Section 4
Assessment, Evaluation, and Instructional Design
Models
Definitions and Verified Concepts Review | Aligned with 2026
Western Governors University | Teachers College
Professor-Verified Terminology | 100% Accuracy Review
Exam Composition: 50 multiple-choice questions distributed across four content domains.
Cognitive level distribution: ~30% recall, ~50% application, ~20% analysis. Approximately 75%
of items are scenario-based (classroom data interpretation, lesson plan assessment alignment,
evaluation model selection), with 25% direct (professor-verified definitions, assessment
terminology, model steps). WGU D658 Section 4 specific verified terminology and exact
definitional boundaries for assessment types; complex scenario-based identification of the correct
evaluation model or assessment type; and application of instructional design models (ADDIE,
Bloom's revised taxonomy, Gagne's Nine Events) to assessment creation and alignment. Each item
includes four options (A-D), one correct answer, and a concise rationale explaining why the
correct option is best and why distractors are incorrect.
Contents
Section 1: Formative vs. Summative Assessment Definitions and Applications (Q1-Q12)
Section 2: Evaluation Models and Data-Driven Instruction (Q13-Q25)
Section 3: Instructional Design Models (ADDIE, Bloom's, Gagne) (Q26-Q38)
Section 4: Standardized Testing, Rubrics, and Authentic Assessment (Q39-Q50)
WGU D658 Section 4 - Assessment, Evaluation, and Instructional Design Models (2026) Page 1
, Section 1: Formative vs. Summative Assessment Definitions and Applications
Items 1-12 cover professor-verified definitions of formative, summative, and diagnostic assessment; interim
benchmarks; distinguishing purpose and timing; grading vs. feedback; common misconceptions about formative
grading; and data sources for instructional adjustment.
Q1: Which statement is the professor-verified definition of formative assessment?
A. An end-of-course evaluation used to assign final grades
B. Ongoing assessment used during instruction to monitor learning and adjust teaching [CORRECT]
C. A standardized annual achievement test
D. A punitive evaluation of student behavior
Correct Answer: B
Rationale: Formative assessment occurs during instruction to inform teaching adjustments. End-of-course
grading and annual standardized tests are summative; punitive evaluation is not assessment.
Q2: Summative assessment is best defined as:
A. A daily check for understanding
B. An assessment that evaluates learning at the conclusion of an instructional unit or course
[CORRECT]
C. An assessment given before instruction begins
D. An informal observation of behavior
Correct Answer: B
Rationale: Summative assessment evaluates learning at the end of a unit/course. Daily checks are formative,
pre-instruction assessment is diagnostic, and informal observation is formative.
Q3: A diagnostic assessment is given primarily to:
A. Assign a final grade
B. Determine students' prior knowledge and skills before instruction begins [CORRECT]
C. Evaluate program effectiveness after a course
D. Compare students to national norms
Correct Answer: B
Rationale: Diagnostic assessment is pre-instructional, identifying prior knowledge and gaps. Final grades are
summative, program evaluation is evaluation, and national norms are standardized/norm-referenced.
Q4: A teacher gives a 5-question quiz midway through a lesson to decide whether to re-teach. This is
best classified as:
A. Summative assessment
B. Formative assessment [CORRECT]
C. Diagnostic assessment
D. Norm-referenced assessment
Correct Answer: B
Rationale: The quiz informs instructional adjustment during learning, which is formative. Summative evaluates at
the end, diagnostic is pre-instruction, and norm-referenced compares to peers.
WGU D658 Section 4 - Assessment, Evaluation, and Instructional Design Models (2026) Page 2
Assessment, Evaluation, and Instructional Design
Models
Definitions and Verified Concepts Review | Aligned with 2026
Western Governors University | Teachers College
Professor-Verified Terminology | 100% Accuracy Review
Exam Composition: 50 multiple-choice questions distributed across four content domains.
Cognitive level distribution: ~30% recall, ~50% application, ~20% analysis. Approximately 75%
of items are scenario-based (classroom data interpretation, lesson plan assessment alignment,
evaluation model selection), with 25% direct (professor-verified definitions, assessment
terminology, model steps). WGU D658 Section 4 specific verified terminology and exact
definitional boundaries for assessment types; complex scenario-based identification of the correct
evaluation model or assessment type; and application of instructional design models (ADDIE,
Bloom's revised taxonomy, Gagne's Nine Events) to assessment creation and alignment. Each item
includes four options (A-D), one correct answer, and a concise rationale explaining why the
correct option is best and why distractors are incorrect.
Contents
Section 1: Formative vs. Summative Assessment Definitions and Applications (Q1-Q12)
Section 2: Evaluation Models and Data-Driven Instruction (Q13-Q25)
Section 3: Instructional Design Models (ADDIE, Bloom's, Gagne) (Q26-Q38)
Section 4: Standardized Testing, Rubrics, and Authentic Assessment (Q39-Q50)
WGU D658 Section 4 - Assessment, Evaluation, and Instructional Design Models (2026) Page 1
, Section 1: Formative vs. Summative Assessment Definitions and Applications
Items 1-12 cover professor-verified definitions of formative, summative, and diagnostic assessment; interim
benchmarks; distinguishing purpose and timing; grading vs. feedback; common misconceptions about formative
grading; and data sources for instructional adjustment.
Q1: Which statement is the professor-verified definition of formative assessment?
A. An end-of-course evaluation used to assign final grades
B. Ongoing assessment used during instruction to monitor learning and adjust teaching [CORRECT]
C. A standardized annual achievement test
D. A punitive evaluation of student behavior
Correct Answer: B
Rationale: Formative assessment occurs during instruction to inform teaching adjustments. End-of-course
grading and annual standardized tests are summative; punitive evaluation is not assessment.
Q2: Summative assessment is best defined as:
A. A daily check for understanding
B. An assessment that evaluates learning at the conclusion of an instructional unit or course
[CORRECT]
C. An assessment given before instruction begins
D. An informal observation of behavior
Correct Answer: B
Rationale: Summative assessment evaluates learning at the end of a unit/course. Daily checks are formative,
pre-instruction assessment is diagnostic, and informal observation is formative.
Q3: A diagnostic assessment is given primarily to:
A. Assign a final grade
B. Determine students' prior knowledge and skills before instruction begins [CORRECT]
C. Evaluate program effectiveness after a course
D. Compare students to national norms
Correct Answer: B
Rationale: Diagnostic assessment is pre-instructional, identifying prior knowledge and gaps. Final grades are
summative, program evaluation is evaluation, and national norms are standardized/norm-referenced.
Q4: A teacher gives a 5-question quiz midway through a lesson to decide whether to re-teach. This is
best classified as:
A. Summative assessment
B. Formative assessment [CORRECT]
C. Diagnostic assessment
D. Norm-referenced assessment
Correct Answer: B
Rationale: The quiz informs instructional adjustment during learning, which is formative. Summative evaluates at
the end, diagnostic is pre-instruction, and norm-referenced compares to peers.
WGU D658 Section 4 - Assessment, Evaluation, and Instructional Design Models (2026) Page 2
