WGU- Educational Assessment Questions and
Verified Answers, 100% Guarantee
A fourth-grade teacher has a student who struggles with fine motor functioning, making handwriting
difficult. The Individualized Education Program (IEP) states that the student is allowed accommodations.
During administration of an assessment, the students are given an essay prompt about why the U.S.
Constitution is important.
What are two reasonable accommodations for a student with this disability? - 1. Allow the
student to have an extended period of time
2. Allow the student to use a word processor to type the response
A group of teachers based the new curriculum for their high school English class off of content found on
previous standardized assessments.
Why was this action inappropriate, according to the Code of Professional Responsibilities in Educational
Measurement? - Because it compromises the integrity of the assessment.
A third-grade teacher is organizing an oral, vocabulary assessment for a class. The class includes two
students who are hard of hearing.
How can the teacher ensure that the assessment is fair for all students? - Allow sign language
interpreters to assist with the test for the students who are hard of hearing
A third-grade teacher prepares an end-of-chapter assessment covering double-digit addition for
mathematics. The teacher wants to align the assessment with both the content standards and the needs
of the students.
What is an appropriate strategy for this teacher to implement in preparation for the assessment? -
Plan accommodations for students with exceptionalities using manipulatives from the lesson
Absolute Grading - A common type is the use of letter grades defined by a 100-point system. In
the case of an individual test, this 100-point system might represent the percentage of items correct or
,the total number of points earned on the test. When used as a final grade, it typically represents a
combining of scores from various tests and other assessment results.
Strengths
1. Grades can be described directly in terms of student performance, without reference to the
performance of others.
2. All students can obtain high grades if mastery outcomes are stressed and instruction is effective.
Limitations
1. Performance standards are set in an arbitrary manner and are difficult to specify and justify.
2. Performance standards tend to vary unintentionally due to variations in test difficulty, assignments,
student ability, and instructional effectiveness.
3. Grades can be assigned without clear reference to what has been achieved (but, of course, they
should not be).
Absolute grading - typically, use of letter grades defined by a 100-point system; a pre-set
standard t is known before assessment or assignment is completed
Accommodations - services or supports related to a student's exceptionality that allows student
to fully access any given subject matter and to accurately demonstrate knowledge without fundamental
alteration to the assignment or test standards or expectations
Accommodations Commonly Used for Students with Disabilities. - Presentation accommodations
allow a student with a disability to access information in ways other than standard visual or auditory
means (e.g., by reading or listening).
Response accommodations allow students with disabilities to complete instructional assignments or
assessments through ways other than typical verbal or written responses.
Setting accommodations allow for a change in the environment or in how the environment is structured.
Timing and scheduling accommodations allow students extra time to complete an activity or a test
According to the Teachers' Standards for Student Assessment, describe the 8 areas teachers should be
skilled in. - Teachers should be skilled in:
1. choosing assessment methods appropriate for instructional decisions. .
2. developing assessment methods appropriate for instructional decisions.
,3. administering, scoring, and interpreting the results of both externally produced and teacher-produced
assessment methods.
4. using assessment results when making decisions about individual students, planning teaching,
developing curriculum, and school improvement.
5. developing valid pupil grading procedures that use pupil assessments.
6. communicating assessment results to students, parents, other lay audiences, and other educators, as
well as be able to use assessment terminology appropriately
7. articulating the meaning, limitations, and implications of assessment results.
8. recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of
assessment information.
Achievement Assessment - 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
Achievement assessment - any assessment that determines the extent to which the students
have mastered the intended learning outcomes, most often summative in nature
Alignment (misalignment) - connection (or lack of connection) between content taught, activities
selected and assessment items used; may also refer to alignment (or misalignment) of standards,
benchmarks, learning objectives and learning outcomes
Alternative assessment - any assessment that is not a traditional paper-and-pencil type (what
most people would recognize as a "test"); examples can include oral presentations, portfolios and
performances
Alternative Assessments - any assessment that is not a traditional paper-and-pencil type (what
most people would recognize as a "test"); examples can include oral presentations, portfolios and
performances
Analytic Scoring - The assignment of scores to individual components of a performance or
product. Provides diagnostic information useful for improving performance. *grades specific criteria.
, analytic scoring rubric - assignment of scores to individual components of a performance or
product (e.g., evaluate a writing sample by using separate scores for organization, style, mechanics,
etc.); type of rubric used by WGU when scoring in Task Stream
Analytic scoring rubric - assignment of scores to individual components of a performance or
product (e.g., evaluate a writing sample by using separate scores for organization, style, mechanics,
etc.); type of rubric used by WGU when scoring in TaskStream
Anecdotal record - a brief description of some significant student behavior, the setting in which if
occurred, and an interpretation of its meaning; can be included as evidence of learning through
observation (another type of formative assessment)
Arranging Items on a Test - 1. For instructional purposes, it is usually desirable to group together
items that measure the same outcome.
-Each group of items can then be identified by an appropriate heading (e.g., knowledge, understanding,
application).
-The inclusion of the headings helps to identify the areas where students are having difficulty and to
plan for remedial action.
2. Where possible, all items of the same type should be grouped together.
-This arrangement makes it possible to provide only one set of directions for each item type. It also
simplifies the scoring and the analysis of the results.
3. The items should be arranged in terms of increasing difficulty.
-This arrangement has motivational effects on students and will prevent them from getting "bogged
down" by difficult items early in the test.
Assessment - any of a variety of procedures used to obtain information about student
performance; answers the question, "How well does the individual perform?" "What do they
know/what can they do?" Includes placement, formative, diagnostic and summative assessments
Assessment as learning - involves checklists and rubrics that allow students to self-assess and self-
evaluate their own work; intentionally involving the student in the process of evaluation; allows the
student to internalize the criteria for excellence
Verified Answers, 100% Guarantee
A fourth-grade teacher has a student who struggles with fine motor functioning, making handwriting
difficult. The Individualized Education Program (IEP) states that the student is allowed accommodations.
During administration of an assessment, the students are given an essay prompt about why the U.S.
Constitution is important.
What are two reasonable accommodations for a student with this disability? - 1. Allow the
student to have an extended period of time
2. Allow the student to use a word processor to type the response
A group of teachers based the new curriculum for their high school English class off of content found on
previous standardized assessments.
Why was this action inappropriate, according to the Code of Professional Responsibilities in Educational
Measurement? - Because it compromises the integrity of the assessment.
A third-grade teacher is organizing an oral, vocabulary assessment for a class. The class includes two
students who are hard of hearing.
How can the teacher ensure that the assessment is fair for all students? - Allow sign language
interpreters to assist with the test for the students who are hard of hearing
A third-grade teacher prepares an end-of-chapter assessment covering double-digit addition for
mathematics. The teacher wants to align the assessment with both the content standards and the needs
of the students.
What is an appropriate strategy for this teacher to implement in preparation for the assessment? -
Plan accommodations for students with exceptionalities using manipulatives from the lesson
Absolute Grading - A common type is the use of letter grades defined by a 100-point system. In
the case of an individual test, this 100-point system might represent the percentage of items correct or
,the total number of points earned on the test. When used as a final grade, it typically represents a
combining of scores from various tests and other assessment results.
Strengths
1. Grades can be described directly in terms of student performance, without reference to the
performance of others.
2. All students can obtain high grades if mastery outcomes are stressed and instruction is effective.
Limitations
1. Performance standards are set in an arbitrary manner and are difficult to specify and justify.
2. Performance standards tend to vary unintentionally due to variations in test difficulty, assignments,
student ability, and instructional effectiveness.
3. Grades can be assigned without clear reference to what has been achieved (but, of course, they
should not be).
Absolute grading - typically, use of letter grades defined by a 100-point system; a pre-set
standard t is known before assessment or assignment is completed
Accommodations - services or supports related to a student's exceptionality that allows student
to fully access any given subject matter and to accurately demonstrate knowledge without fundamental
alteration to the assignment or test standards or expectations
Accommodations Commonly Used for Students with Disabilities. - Presentation accommodations
allow a student with a disability to access information in ways other than standard visual or auditory
means (e.g., by reading or listening).
Response accommodations allow students with disabilities to complete instructional assignments or
assessments through ways other than typical verbal or written responses.
Setting accommodations allow for a change in the environment or in how the environment is structured.
Timing and scheduling accommodations allow students extra time to complete an activity or a test
According to the Teachers' Standards for Student Assessment, describe the 8 areas teachers should be
skilled in. - Teachers should be skilled in:
1. choosing assessment methods appropriate for instructional decisions. .
2. developing assessment methods appropriate for instructional decisions.
,3. administering, scoring, and interpreting the results of both externally produced and teacher-produced
assessment methods.
4. using assessment results when making decisions about individual students, planning teaching,
developing curriculum, and school improvement.
5. developing valid pupil grading procedures that use pupil assessments.
6. communicating assessment results to students, parents, other lay audiences, and other educators, as
well as be able to use assessment terminology appropriately
7. articulating the meaning, limitations, and implications of assessment results.
8. recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of
assessment information.
Achievement Assessment - 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
Achievement assessment - any assessment that determines the extent to which the students
have mastered the intended learning outcomes, most often summative in nature
Alignment (misalignment) - connection (or lack of connection) between content taught, activities
selected and assessment items used; may also refer to alignment (or misalignment) of standards,
benchmarks, learning objectives and learning outcomes
Alternative assessment - any assessment that is not a traditional paper-and-pencil type (what
most people would recognize as a "test"); examples can include oral presentations, portfolios and
performances
Alternative Assessments - any assessment that is not a traditional paper-and-pencil type (what
most people would recognize as a "test"); examples can include oral presentations, portfolios and
performances
Analytic Scoring - The assignment of scores to individual components of a performance or
product. Provides diagnostic information useful for improving performance. *grades specific criteria.
, analytic scoring rubric - assignment of scores to individual components of a performance or
product (e.g., evaluate a writing sample by using separate scores for organization, style, mechanics,
etc.); type of rubric used by WGU when scoring in Task Stream
Analytic scoring rubric - assignment of scores to individual components of a performance or
product (e.g., evaluate a writing sample by using separate scores for organization, style, mechanics,
etc.); type of rubric used by WGU when scoring in TaskStream
Anecdotal record - a brief description of some significant student behavior, the setting in which if
occurred, and an interpretation of its meaning; can be included as evidence of learning through
observation (another type of formative assessment)
Arranging Items on a Test - 1. For instructional purposes, it is usually desirable to group together
items that measure the same outcome.
-Each group of items can then be identified by an appropriate heading (e.g., knowledge, understanding,
application).
-The inclusion of the headings helps to identify the areas where students are having difficulty and to
plan for remedial action.
2. Where possible, all items of the same type should be grouped together.
-This arrangement makes it possible to provide only one set of directions for each item type. It also
simplifies the scoring and the analysis of the results.
3. The items should be arranged in terms of increasing difficulty.
-This arrangement has motivational effects on students and will prevent them from getting "bogged
down" by difficult items early in the test.
Assessment - any of a variety of procedures used to obtain information about student
performance; answers the question, "How well does the individual perform?" "What do they
know/what can they do?" Includes placement, formative, diagnostic and summative assessments
Assessment as learning - involves checklists and rubrics that allow students to self-assess and self-
evaluate their own work; intentionally involving the student in the process of evaluation; allows the
student to internalize the criteria for excellence
