WGU D372 TASK 3
COMPLETE QUESTION SET WITH VERIFIED
SOLUTIONS GRADED A+
Question 1.
Restricted Performance Tasks
ANSWER
highly structured and limited in scope
Example: Construct a graph
Question 2.
Reliability
ANSWER
consistency of measurement, that is, how consistent test scores or other assessment results
are from one measurement to another
Concerned with the consistency of the results.
-provides the consistency that makes validity possible
-indicates the degree to which various kinds of generalizations are justifiable.
Question 3.
Holistic Scoring
ANSWER
The assignment of a score based on an overall impression of a performance or product rather
than a consideration of individual elements. The overall judgment is typically guided by
descriptions of the various levels of performance or scoring rubrics. can be guided by scoring
rubrics that clarify what each level of quality is like. Holistic scoring rubrics and product scales
are especially useful where global judgments are being made. For an evaluation of the
student's final level of performance
,Question 4.
Individuals with Disabilities Education Act (IDEA)
ANSWER
requires states to include children with disabilities in general state and district-wide
assessment programs, with appropriate accommodations where necessary, and to report
annually on the participation rates, performance, and progress of students with disabilities.
When students with disabilities cannot participate in testing, even with accommodations,
states are required to include students using alternate assessments.
Estimates of the prevalence of severe disabilities indicate that only 1-2% of all students will
need to take alternate assessments.
Federal laws such as ESEA and IDEA can be seen as legislated attempts to 'raise the bar.'
Question 5.
Selection Item: True- False
ANSWER
typically used to measure the ability to identify whether statements of fact are correct. The
basic format is simply a declarative statement that the student must judge as true or false.
Question 6.
Instructional Objectives:
ANSWER
Specific statements that describe how students will demonstrate achievement. Instructional
objectives describe intended learning outcomes. Instructional objectives clarify what standards
and benchmarks mean.
Question 7.
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 8.
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 9.
Modifications
ANSWER
Do change the expectations for learning
Do reduce the requirements of the task (e.g., reduce number of items, alternate assignments,
lower-level reading assignments)
For students who require more support or adjustments than accommodations provide.
Question 10.
Grade Equivalents
ANSWER
indicates relative test performance in terms of the grade level at which the student's raw score
matches the average score earned by the norm group.
Question 11.
Domain-Referenced Interpretation
ANSWER
Assessment results are interpreted in terms of a relevant and clearly defined set of related
tasks (called a domain). Meaning is similar to criterion-referenced interpretation but the term is
less used, even though it is a more descriptive term.
COMPLETE QUESTION SET WITH VERIFIED
SOLUTIONS GRADED A+
Question 1.
Restricted Performance Tasks
ANSWER
highly structured and limited in scope
Example: Construct a graph
Question 2.
Reliability
ANSWER
consistency of measurement, that is, how consistent test scores or other assessment results
are from one measurement to another
Concerned with the consistency of the results.
-provides the consistency that makes validity possible
-indicates the degree to which various kinds of generalizations are justifiable.
Question 3.
Holistic Scoring
ANSWER
The assignment of a score based on an overall impression of a performance or product rather
than a consideration of individual elements. The overall judgment is typically guided by
descriptions of the various levels of performance or scoring rubrics. can be guided by scoring
rubrics that clarify what each level of quality is like. Holistic scoring rubrics and product scales
are especially useful where global judgments are being made. For an evaluation of the
student's final level of performance
,Question 4.
Individuals with Disabilities Education Act (IDEA)
ANSWER
requires states to include children with disabilities in general state and district-wide
assessment programs, with appropriate accommodations where necessary, and to report
annually on the participation rates, performance, and progress of students with disabilities.
When students with disabilities cannot participate in testing, even with accommodations,
states are required to include students using alternate assessments.
Estimates of the prevalence of severe disabilities indicate that only 1-2% of all students will
need to take alternate assessments.
Federal laws such as ESEA and IDEA can be seen as legislated attempts to 'raise the bar.'
Question 5.
Selection Item: True- False
ANSWER
typically used to measure the ability to identify whether statements of fact are correct. The
basic format is simply a declarative statement that the student must judge as true or false.
Question 6.
Instructional Objectives:
ANSWER
Specific statements that describe how students will demonstrate achievement. Instructional
objectives describe intended learning outcomes. Instructional objectives clarify what standards
and benchmarks mean.
Question 7.
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 8.
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 9.
Modifications
ANSWER
Do change the expectations for learning
Do reduce the requirements of the task (e.g., reduce number of items, alternate assignments,
lower-level reading assignments)
For students who require more support or adjustments than accommodations provide.
Question 10.
Grade Equivalents
ANSWER
indicates relative test performance in terms of the grade level at which the student's raw score
matches the average score earned by the norm group.
Question 11.
Domain-Referenced Interpretation
ANSWER
Assessment results are interpreted in terms of a relevant and clearly defined set of related
tasks (called a domain). Meaning is similar to criterion-referenced interpretation but the term is
less used, even though it is a more descriptive term.
