WGU- Educational Assessment, Practice
Exam Questions And 100% Correct
Answers 2025 Verified.
No Child Left Behind (NCLB) 2002 - Answer is a government mandate to schools and states to
have ALL children up to grade level with their peers. It set unrealistic goals and penalized
schools that did not make Adequate Yearly Progress (AYP). The act also required all teachers
become "highly qualified". With these new benchmarks and changes to the ways states'
addressed education, came increased accountability. Failure could mean a decrease in funding
or dissolution of a school/district. Achievement was linked to standardized testing done grades
3-8 and at least one year during high school. Tied achievement to annual standardized tests.
These tests are administered to grades 3-8 and at least one year between 9-12th grades.
Elementary and Secondary Education Act 1994 (ESEA). Reauthorized - Answer Challenging
standards were set for student achievement and to develop and administered to "all" students
and required that all schools make "Adequate Yearly Practice". It also included "special needs
students" in the definition of all students. States were required to set challenging standards for
student achievement, and develop and administer assessments to measure student progress
towards those standards. Federal laws such as ESEA and IDEA can be seen as legislated attempts
to 'raise the bar.'
Instruction is most effective when - Answer 1. Directed toward a clearly defined set of
intended learning outcomes.
2. The methods and materials of instruction are congruent with the outcomes to be achieved.
3. The instruction is designed to fit the characteristics and needs of the students.
4. Instructional decisions are based on information that is meaningful, dependable, and
relevant.
5. Students are periodically informed concerning their learning progress.
6. Remediation is provided for students not achieving the intended learning.
7. Instructional effectiveness is periodically reviewed and the intended learning outcomes and
instruction modified as needed.
Assessment is most effective when - Answer 1. Designed to assess a clearly defined set of
intended learning outcomes.
2. The nature and function of the assessments are congruent with the outcomes to be assessed.
3. The assessments are designed to fit the relevant student characteristics and are fair to
everyone.
,7. Assessment results provide information useful for evaluating the appropriateness of the
objectives, the methods, and the materials of instruction.
Achievement Assessment - Answer achievement assessment is a broad category that includes
all of the various methods for determining the extent to which students are achieving the
intended learning outcomes of instruction
Content standards - Answer describe what students should know and be able to do at the end
of a specified period of learning (e.g., a grade or series of grades). They provide a framework for
curriculum development, instruction, and the assessment of student achievement. Various
professional organizations have also developed sets of content standards in their particular
subject areas. It is hoped that the use of such standards will raise achievement expectations,
increase the quality of public education, provide a better informed citizenship, and make the
country more competitive with other countries.
Performance-Based Tasks - Answer may also be useful for determining entry skills. In the area
of writing, for example, obtaining writing samples at the beginning of instruction can establish a
base for later assessments of progress. This type of preassessment would be especially valuable
if portfolios of student work were to be maintained during the instruction.
Bloom's taxonomy - Answer 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 - Answer 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
,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
Selected Response Tests - Answer 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)
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
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.
Content-Referenced Interpretation - Answer Essentially the same meaning as domain-
referenced interpretation when the content domain is broadly defined to include tasks
representing both content and process (i.e., reactions to the content). This term is declining in
use and being replaced by criterion-referenced interpretation.
, Norm-Referenced Interpretation - Answer Principal Use-Survey testing.
Major Emphasis-Measures individual differences in achievement.
Interpretation of Results-Compares performance to that of other individuals.
Content Coverage-Typically covers a broad area of achievement.
Nature of Test Plan-Table of specifications is commonly used.
Item Selection Procedures-Items are selected that provide maximum discrimination among
individuals (to obtain a reliable ranking). Easy items are typically eliminated from the test.
Performance Standards-Level of performance is determined by relative position in some known
group (e.g., ranks fifth in a group of 20).
according to relative position in some known group
a test or other type of assessment designed to provide a measure of performance that is
interpretable in terms of an individual's relative standing in some known group.
Criterion-Referenced Interpretation - Answer Principal Use-Mastery testing.
Major Emphasis-Describes tasks students can perform.
Interpretation of Results-Compares performance to a clearly specified achievement domain.
Content Coverage-Typically focuses on a limited set of learning tasks.
Nature of Test Plan-Detailed domain specifications are favored.
Item Selection Procedures-Includes all items needed to adequately describe performance. No
attempt is made to alter item difficulty or to eliminate easy items to increase the spread of
scores.
Performance Standards-Level of performance is commonly determined by absolute standards
(e.g., demonstrates mastery by defining 90 percent of the technical terms).
according to a specified domain of clearly fined learning tasks
a test or other type of assessment designed to provide a measure of performance that is
interpretable in terms of a clearly defined and delimited domain of learning tasks.
Other terms that are less often used but have meanings similar to criterion referenced:
standards based
objective referenced
content referenced
domain referenced
Exam Questions And 100% Correct
Answers 2025 Verified.
No Child Left Behind (NCLB) 2002 - Answer is a government mandate to schools and states to
have ALL children up to grade level with their peers. It set unrealistic goals and penalized
schools that did not make Adequate Yearly Progress (AYP). The act also required all teachers
become "highly qualified". With these new benchmarks and changes to the ways states'
addressed education, came increased accountability. Failure could mean a decrease in funding
or dissolution of a school/district. Achievement was linked to standardized testing done grades
3-8 and at least one year during high school. Tied achievement to annual standardized tests.
These tests are administered to grades 3-8 and at least one year between 9-12th grades.
Elementary and Secondary Education Act 1994 (ESEA). Reauthorized - Answer Challenging
standards were set for student achievement and to develop and administered to "all" students
and required that all schools make "Adequate Yearly Practice". It also included "special needs
students" in the definition of all students. States were required to set challenging standards for
student achievement, and develop and administer assessments to measure student progress
towards those standards. Federal laws such as ESEA and IDEA can be seen as legislated attempts
to 'raise the bar.'
Instruction is most effective when - Answer 1. Directed toward a clearly defined set of
intended learning outcomes.
2. The methods and materials of instruction are congruent with the outcomes to be achieved.
3. The instruction is designed to fit the characteristics and needs of the students.
4. Instructional decisions are based on information that is meaningful, dependable, and
relevant.
5. Students are periodically informed concerning their learning progress.
6. Remediation is provided for students not achieving the intended learning.
7. Instructional effectiveness is periodically reviewed and the intended learning outcomes and
instruction modified as needed.
Assessment is most effective when - Answer 1. Designed to assess a clearly defined set of
intended learning outcomes.
2. The nature and function of the assessments are congruent with the outcomes to be assessed.
3. The assessments are designed to fit the relevant student characteristics and are fair to
everyone.
,7. Assessment results provide information useful for evaluating the appropriateness of the
objectives, the methods, and the materials of instruction.
Achievement Assessment - Answer achievement assessment is a broad category that includes
all of the various methods for determining the extent to which students are achieving the
intended learning outcomes of instruction
Content standards - Answer describe what students should know and be able to do at the end
of a specified period of learning (e.g., a grade or series of grades). They provide a framework for
curriculum development, instruction, and the assessment of student achievement. Various
professional organizations have also developed sets of content standards in their particular
subject areas. It is hoped that the use of such standards will raise achievement expectations,
increase the quality of public education, provide a better informed citizenship, and make the
country more competitive with other countries.
Performance-Based Tasks - Answer may also be useful for determining entry skills. In the area
of writing, for example, obtaining writing samples at the beginning of instruction can establish a
base for later assessments of progress. This type of preassessment would be especially valuable
if portfolios of student work were to be maintained during the instruction.
Bloom's taxonomy - Answer 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 - Answer 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
,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
Selected Response Tests - Answer 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)
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
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.
Content-Referenced Interpretation - Answer Essentially the same meaning as domain-
referenced interpretation when the content domain is broadly defined to include tasks
representing both content and process (i.e., reactions to the content). This term is declining in
use and being replaced by criterion-referenced interpretation.
, Norm-Referenced Interpretation - Answer Principal Use-Survey testing.
Major Emphasis-Measures individual differences in achievement.
Interpretation of Results-Compares performance to that of other individuals.
Content Coverage-Typically covers a broad area of achievement.
Nature of Test Plan-Table of specifications is commonly used.
Item Selection Procedures-Items are selected that provide maximum discrimination among
individuals (to obtain a reliable ranking). Easy items are typically eliminated from the test.
Performance Standards-Level of performance is determined by relative position in some known
group (e.g., ranks fifth in a group of 20).
according to relative position in some known group
a test or other type of assessment designed to provide a measure of performance that is
interpretable in terms of an individual's relative standing in some known group.
Criterion-Referenced Interpretation - Answer Principal Use-Mastery testing.
Major Emphasis-Describes tasks students can perform.
Interpretation of Results-Compares performance to a clearly specified achievement domain.
Content Coverage-Typically focuses on a limited set of learning tasks.
Nature of Test Plan-Detailed domain specifications are favored.
Item Selection Procedures-Includes all items needed to adequately describe performance. No
attempt is made to alter item difficulty or to eliminate easy items to increase the spread of
scores.
Performance Standards-Level of performance is commonly determined by absolute standards
(e.g., demonstrates mastery by defining 90 percent of the technical terms).
according to a specified domain of clearly fined learning tasks
a test or other type of assessment designed to provide a measure of performance that is
interpretable in terms of a clearly defined and delimited domain of learning tasks.
Other terms that are less often used but have meanings similar to criterion referenced:
standards based
objective referenced
content referenced
domain referenced
