WGU- Educational Assessment 302 2025/26...
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1. Protect the health and safety of all participants
2. Be knowledgeable about and behave in
compliance with state and federal laws relevant to the
conduct of professional activities
3. Maintain and improve their professional
competence in educational assessment
4. Provide assessment services only in areas of their
competence and experience, affording full disclosure
General Responsibilities of
of their professional qualifications
Ethical Practices
5. Promote the understanding of sound assessment
practices in educations
6. Adhere to the highest standards of conduct and
promote professionally responsible conduct with
educational institutions and agencies that provide
educational services
7. Perform all professional responsibilities with
honesty, integrity, due care, and fairness.
, 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
No Child Left Behind states' addressed education, came increased
(NCLB) 2002 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.
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
Elementary and
needs students" in the definition of all students. States
Secondary Education Act
were required to set challenging standards for
1994 (ESEA). Reauthorized
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.'
, 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
Instruction is most
that is meaningful, dependable, and relevant.
effective when
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.
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.
4. Assessments provide information that is meaningful,
Assessment is most
dependable, and relevant.
effective when
5. Provision is made for giving the students early
feedback of assessment results.
6. Specific learning weaknesses are revealed by the
assessment results.
7. Assessment results provide information useful for
evaluating the appropriateness of the objectives, the
methods, and the materials of instruction.
A title for performance assessments that stresses the
importance of focusing on the application of
Authentic Assessments
understandings and skills to real problems in real-
world; contextual settings.
Save
1. Protect the health and safety of all participants
2. Be knowledgeable about and behave in
compliance with state and federal laws relevant to the
conduct of professional activities
3. Maintain and improve their professional
competence in educational assessment
4. Provide assessment services only in areas of their
competence and experience, affording full disclosure
General Responsibilities of
of their professional qualifications
Ethical Practices
5. Promote the understanding of sound assessment
practices in educations
6. Adhere to the highest standards of conduct and
promote professionally responsible conduct with
educational institutions and agencies that provide
educational services
7. Perform all professional responsibilities with
honesty, integrity, due care, and fairness.
, 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
No Child Left Behind states' addressed education, came increased
(NCLB) 2002 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.
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
Elementary and
needs students" in the definition of all students. States
Secondary Education Act
were required to set challenging standards for
1994 (ESEA). Reauthorized
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.'
, 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
Instruction is most
that is meaningful, dependable, and relevant.
effective when
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.
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.
4. Assessments provide information that is meaningful,
Assessment is most
dependable, and relevant.
effective when
5. Provision is made for giving the students early
feedback of assessment results.
6. Specific learning weaknesses are revealed by the
assessment results.
7. Assessment results provide information useful for
evaluating the appropriateness of the objectives, the
methods, and the materials of instruction.
A title for performance assessments that stresses the
importance of focusing on the application of
Authentic Assessments
understandings and skills to real problems in real-
world; contextual settings.
