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(WGU D093) EDUC 2215 - Assessing Impact on Student Learning - OA Review .

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(WGU D093) EDUC 2215 - Assessing Impact on Student Learning - OA Review .(WGU D093) EDUC 2215 - Assessing Impact on Student Learning - OA Review .(WGU D093) EDUC 2215 - Assessing Impact on Student Learning - OA Review .(WGU D093) EDUC 2215 - Assessing Impact on Student Learning - OA Review .

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D093 EDUC 2215




Assessing Impact on Student
Learning




OA REVIEW




©WGU 2024/2025

,1. Multiple Choice: Which of the following is a key component of
formative assessment in science education?
a) Summative testing
b) Peer review
c) Standardized testing
d) Reflective journals
Correct Answer: b) Peer review
Rationale: Peer review encourages ongoing feedback and self-
assessment among students, which is essential for formative
assessment.


2. Fill-in-the-Blank: ____________ is the process of gathering
evidence of student learning to inform instructional decisions.
Correct Answer: Assessment
Rationale: Assessment is crucial for understanding student
progress and making informed decisions about future teaching
strategies.


3. True/False: Summative assessments are conducted during the
learning process to improve teaching and learning activities.
Correct Answer: False
©WGU 2024/2025

, Rationale: Summative assessments are designed to evaluate
student learning at the end of an instructional period, not during.


4. Multiple Response: Select all that apply. Which of the following
are considered best practices in assessing the impact on student
learning?
a) Using a variety of assessment methods
b) Focusing solely on test scores
c) Providing timely feedback
d) Encouraging self-assessment
Correct Answers: a) Using a variety of assessment methods, c)
Providing timely feedback, d) Encouraging self-assessment
Rationale: A variety of assessment methods, timely feedback, and
self-assessment are all recognized as effective practices for assessing
student learning.


5. Multiple Choice: In the context of science education, the term
'construct validity' refers to:
a) The extent to which a test measures the ability to construct
scientific models.
b) The degree to which a test measures what it claims to be
measuring.
c) The construction of valid arguments in scientific debates.
d) The reliability of constructed response items.
©WGU 2024/2025

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