WGU D372 TASK 3
TESTED QUESTIONS AND COMPLETE SOLUTIONS
Question 1.
Performance Assessments may focus on...
ANSWER
a procedure
(e.g., giving a speech, reading aloud, physical skills,
musical performance)
a product
(e.g., a theme, a written essay, a graph, a map, a painting, a poster, a model, a woodworking
project, and a laboratory report, drawing, or insect display)
or both
(e.g., using tools properly in building a bookcase).
Question 2.
Monitoring Student Progress
ANSWER
A recordkeeping system that uses a grid format can help you monitor the progress of
individual students and the whole class at the same time.
Since your tests are designed to measure student learning of specific objectives, this kind of
display will allow you to see which students have mastered specific objectives and which
students need additional help such as second-chance testing (which simply involves letting a
student retake a test after additional instruction), remedial instruction, or accommodations
The same grid used for monitoring individual progress can also give you a picture of the entire
class.
By tracking how students do on specific objectives, you can see which students (and objectives)
require additional instruction
A grid that charts performance for multiple assessments can help you see patterns of
strengths and weaknesses.
Question 3.
Learning Outcomes:
ANSWER
Terms included in instructional objectives that describe the expected results of instruction.
,Question 4.
Relative Grading
ANSWER
the students are typically ranked in order of performance (based on a set of test scores or
combined assessment results), and the students ranking highest receive a letter grade of A,
the next highest receive a B, and so on.
Strengths
1. Grades can be easily described and interpreted in terms of rank in a group.
2. Grades distinguish among levels of student performance that are useful in making
prediction and selection decisions
Limitations
1. The percent of students receiving each grade is arbitrarily set.
2. The meaning of a grade varies with the ability of the student group.
3. Grades can be assigned without clear reference to what has been achieved (but, of course,
they should not be).
Question 5.
Supply Item: Supply Answer
ANSWER
(or completion) item requires the examinee to supply the appropriate words, numbers, or
symbols to answer a question or complete a statement.
-Due to these weaknesses, theyshould be reserved for those special situations where supplying
the answer is a necessary part of the learning outcome to be measured—for example, where
the intent is to have students recall the information, where computational problems are used,
or where a selection-type item would make the answer obvious. In these situations, the use of
the short-answer item can be defended despite its shortcomings.
Question 6.
Classroom Achievement Tests
ANSWER
The tests designed for classroom use provide a systematic procedure for determining the
extent to which intended learning outcomes have been achieved
, Question 7.
Authentic Assessments
ANSWER
A title for performance assessments that stresses the importance of focusing on the
application of understandings and skills to real problems in real-world; contextual settings.
Question 8.
Guidelines for Effective Student Assessment
ANSWER
1. Effective assessment requires a clear conception of all intended learning outcomes.
2. Effective assessment requires that a variety of assessment procedures be used.
3. Effective assessment requires that the instructional relevance of the procedures be
considered.
4. Effective assessment requires an adequate sample of student performance.
5. Effective assessment requires that the procedures be fair to everyone
6. Effective assessment requires the specifications of criteria for judging successful
performance.
7. Effective assessment requires feedback to students that emphasizes strengths of
performance and weaknesses to be corrected.
8. Effective assessment must be supported by a comprehensive grading and reporting system
Question 9.
Multiple Stakeholders want Assessments to Meet a Variety of Needs
ANSWER
educators want test results to inform instruction;
taxpayers want to know that the money they spend translates into student learning;
governors want assurances that their students are achieving at a level similar to or better than
students in other states
TESTED QUESTIONS AND COMPLETE SOLUTIONS
Question 1.
Performance Assessments may focus on...
ANSWER
a procedure
(e.g., giving a speech, reading aloud, physical skills,
musical performance)
a product
(e.g., a theme, a written essay, a graph, a map, a painting, a poster, a model, a woodworking
project, and a laboratory report, drawing, or insect display)
or both
(e.g., using tools properly in building a bookcase).
Question 2.
Monitoring Student Progress
ANSWER
A recordkeeping system that uses a grid format can help you monitor the progress of
individual students and the whole class at the same time.
Since your tests are designed to measure student learning of specific objectives, this kind of
display will allow you to see which students have mastered specific objectives and which
students need additional help such as second-chance testing (which simply involves letting a
student retake a test after additional instruction), remedial instruction, or accommodations
The same grid used for monitoring individual progress can also give you a picture of the entire
class.
By tracking how students do on specific objectives, you can see which students (and objectives)
require additional instruction
A grid that charts performance for multiple assessments can help you see patterns of
strengths and weaknesses.
Question 3.
Learning Outcomes:
ANSWER
Terms included in instructional objectives that describe the expected results of instruction.
,Question 4.
Relative Grading
ANSWER
the students are typically ranked in order of performance (based on a set of test scores or
combined assessment results), and the students ranking highest receive a letter grade of A,
the next highest receive a B, and so on.
Strengths
1. Grades can be easily described and interpreted in terms of rank in a group.
2. Grades distinguish among levels of student performance that are useful in making
prediction and selection decisions
Limitations
1. The percent of students receiving each grade is arbitrarily set.
2. The meaning of a grade varies with the ability of the student group.
3. Grades can be assigned without clear reference to what has been achieved (but, of course,
they should not be).
Question 5.
Supply Item: Supply Answer
ANSWER
(or completion) item requires the examinee to supply the appropriate words, numbers, or
symbols to answer a question or complete a statement.
-Due to these weaknesses, theyshould be reserved for those special situations where supplying
the answer is a necessary part of the learning outcome to be measured—for example, where
the intent is to have students recall the information, where computational problems are used,
or where a selection-type item would make the answer obvious. In these situations, the use of
the short-answer item can be defended despite its shortcomings.
Question 6.
Classroom Achievement Tests
ANSWER
The tests designed for classroom use provide a systematic procedure for determining the
extent to which intended learning outcomes have been achieved
, Question 7.
Authentic Assessments
ANSWER
A title for performance assessments that stresses the importance of focusing on the
application of understandings and skills to real problems in real-world; contextual settings.
Question 8.
Guidelines for Effective Student Assessment
ANSWER
1. Effective assessment requires a clear conception of all intended learning outcomes.
2. Effective assessment requires that a variety of assessment procedures be used.
3. Effective assessment requires that the instructional relevance of the procedures be
considered.
4. Effective assessment requires an adequate sample of student performance.
5. Effective assessment requires that the procedures be fair to everyone
6. Effective assessment requires the specifications of criteria for judging successful
performance.
7. Effective assessment requires feedback to students that emphasizes strengths of
performance and weaknesses to be corrected.
8. Effective assessment must be supported by a comprehensive grading and reporting system
Question 9.
Multiple Stakeholders want Assessments to Meet a Variety of Needs
ANSWER
educators want test results to inform instruction;
taxpayers want to know that the money they spend translates into student learning;
governors want assurances that their students are achieving at a level similar to or better than
students in other states
