WGU- Educational Psychology Assessment
EXAM
2026/2027 COMPLETE ACCURATE EXAM REAL
QUESTIONS AND CORRECT VERIFIED ANSWERS WITH
DETALED RATIONALES (100% CORRECT VERIFIED
ANSWERS) CURRENTLY UPDATED VERSION 2026
EDITION |GUARANTEED PASS A+
Diagnostic Assessment
(identifies causes of learning problems)
To diagnose learning difficulties during instruction
Example: Test of math computational skills necessary for learning
math
Bloom's taxonomy
6. Creating- Putting information together in an innovative way.
5. Evaluating- Making judgments based on a set of guidelines.
4. Analysis- Breaking the concept into parts and understanding
3. Applying- Use knowledge gained in new ways.how each part is
related to one another.
2. Understanding- making sense of what you have learned.
1. Remembering- recalling relevant knowledge from long term
memory.
,Teachers' Standards for Student Assessment
1. Teachers should be skilled in choosing assessment methods
appropriate for instructional decisions. Skill in choosing appropriate,
useful, administratively convenient, technically adequate, and fair
assessment methods are prerequisite to good use of information to
support instructional decisions.
2. Teachers should be skilled in developing assessment methods
appropriate for instructional decisions. While teachers often use
published or other external assessment tools, the bulk of the
assessment information they use for decision making comes from
approaches they create and implement.
3. The teacher should be skilled in administering, scoring, and
interpreting the results of both externally produced and teacher-
produced assessment methods. It is not enough that teachers are
able to select and develop good assessment methods; they must
also be able to apply them properly.
4. Teachers should be skilled in using assessment results when
making decisions about individual students, planning teaching,
developing curriculum, and school improvement. Assessment results
are used to make educational decisions at several levels: in the
classroom about students, in the community about a school and a
school district, and in society, generally, about the purposes and
outcomes of the educational enterprise. Teachers play a vital role
when participating in decision making at each of these levels and
must be able to use assessment results effectively.
5. Teachers should be skilled in developing valid pupil grading
procedures that use pupil assessments. Grading students is an
important part of professional practice for teachers. Grading is
defined as indicating both a student's level of performance and a
teacher's valuing of that performance. The principles for using
assessments to obtain valid grades are known and teachers should
employ them.
6. Teachers should be skilled in communicating assessment results
to students, parents, other lay audiences, and other educators.
Teachers must routinely report assessment results to students and to
,parents or guardians. In addition, they are frequently asked to
report or to discuss assessment results with other educators and
with diverse lay audiences. If the results are not communicated
effectively, they may be misused or not used. To communicate
effectively with others on matters of student assessment, teachers
must be able to use assessment terminology appropriately and must
be able to articulate the meaning, limitations, and implications of
assessment results.
7. Teachers should be skilled in recognizing unethical, illegal, and
otherwise inappropriate assessment methods and uses of
assessment information. Fairness, the rights of all concerned, and
professional ethical behavior must undergird all student assessment
activities, from the initial planning for and gathering of information
to the interpretation, use, and communication of the results.
Selected Response Tests
we can obtain a comprehensive coverage of a content domain, and
can administer, score, and interpret it easily, but we sacrifice realism
and some types of complexity (students are selecting the response:
multiple choice, matching, and true/false items)
, Performance Assessment
-high degree of realism
-high in complexity of the tasks we can assess
- time needed for assessment is frequently excessive and the
evaluation of the performance is highly judgmental
The purpose of the assessment device is to direct the observation
toward the most important elements of the performance and to
provide a place to record the judgments.
assessments provide direct evidence of valued learning outcomes
that cannot be adequately assessed by traditional paper-and-pencil
testing, but they are time consuming to use and require greater use
of judgment in scoring.
Assessments requiring students to demonstrate their achievement of
understandings and skills by actually performing a task or set of
tasks (e.g., writing a story, giving a speech, conducting an
experiment, operating a machine).
EXAM
2026/2027 COMPLETE ACCURATE EXAM REAL
QUESTIONS AND CORRECT VERIFIED ANSWERS WITH
DETALED RATIONALES (100% CORRECT VERIFIED
ANSWERS) CURRENTLY UPDATED VERSION 2026
EDITION |GUARANTEED PASS A+
Diagnostic Assessment
(identifies causes of learning problems)
To diagnose learning difficulties during instruction
Example: Test of math computational skills necessary for learning
math
Bloom's taxonomy
6. Creating- Putting information together in an innovative way.
5. Evaluating- Making judgments based on a set of guidelines.
4. Analysis- Breaking the concept into parts and understanding
3. Applying- Use knowledge gained in new ways.how each part is
related to one another.
2. Understanding- making sense of what you have learned.
1. Remembering- recalling relevant knowledge from long term
memory.
,Teachers' Standards for Student Assessment
1. Teachers should be skilled in choosing assessment methods
appropriate for instructional decisions. Skill in choosing appropriate,
useful, administratively convenient, technically adequate, and fair
assessment methods are prerequisite to good use of information to
support instructional decisions.
2. Teachers should be skilled in developing assessment methods
appropriate for instructional decisions. While teachers often use
published or other external assessment tools, the bulk of the
assessment information they use for decision making comes from
approaches they create and implement.
3. The teacher should be skilled in administering, scoring, and
interpreting the results of both externally produced and teacher-
produced assessment methods. It is not enough that teachers are
able to select and develop good assessment methods; they must
also be able to apply them properly.
4. Teachers should be skilled in using assessment results when
making decisions about individual students, planning teaching,
developing curriculum, and school improvement. Assessment results
are used to make educational decisions at several levels: in the
classroom about students, in the community about a school and a
school district, and in society, generally, about the purposes and
outcomes of the educational enterprise. Teachers play a vital role
when participating in decision making at each of these levels and
must be able to use assessment results effectively.
5. Teachers should be skilled in developing valid pupil grading
procedures that use pupil assessments. Grading students is an
important part of professional practice for teachers. Grading is
defined as indicating both a student's level of performance and a
teacher's valuing of that performance. The principles for using
assessments to obtain valid grades are known and teachers should
employ them.
6. Teachers should be skilled in communicating assessment results
to students, parents, other lay audiences, and other educators.
Teachers must routinely report assessment results to students and to
,parents or guardians. In addition, they are frequently asked to
report or to discuss assessment results with other educators and
with diverse lay audiences. If the results are not communicated
effectively, they may be misused or not used. To communicate
effectively with others on matters of student assessment, teachers
must be able to use assessment terminology appropriately and must
be able to articulate the meaning, limitations, and implications of
assessment results.
7. Teachers should be skilled in recognizing unethical, illegal, and
otherwise inappropriate assessment methods and uses of
assessment information. Fairness, the rights of all concerned, and
professional ethical behavior must undergird all student assessment
activities, from the initial planning for and gathering of information
to the interpretation, use, and communication of the results.
Selected Response Tests
we can obtain a comprehensive coverage of a content domain, and
can administer, score, and interpret it easily, but we sacrifice realism
and some types of complexity (students are selecting the response:
multiple choice, matching, and true/false items)
, Performance Assessment
-high degree of realism
-high in complexity of the tasks we can assess
- time needed for assessment is frequently excessive and the
evaluation of the performance is highly judgmental
The purpose of the assessment device is to direct the observation
toward the most important elements of the performance and to
provide a place to record the judgments.
assessments provide direct evidence of valued learning outcomes
that cannot be adequately assessed by traditional paper-and-pencil
testing, but they are time consuming to use and require greater use
of judgment in scoring.
Assessments requiring students to demonstrate their achievement of
understandings and skills by actually performing a task or set of
tasks (e.g., writing a story, giving a speech, conducting an
experiment, operating a machine).
