WGU D184 Standards-Based Assessment |PA|
Pre-Assessment| Actual Questions and Answers
Latest Updated (Graded A+)
Correct 150
Incorrect
WGU D184 Standards-Based Assessment |Pre-Assessment
Term
Defining characteristics of something, Determining, organizing,
describe or explain analysis
Parallel Assessments
of mounting evidence
, Don't know?
2 of 150
Term
Measurement Topics
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assumes no learning occurs from They help identify content and
assessment to assessment skills to be tested.
allow multiple formative scores to uses the linear, curvilinear, and
estimate a summative score. average mathematical models
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3 of 150
Term
Observed Score
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, assumes no learning occurs from
= True Score + Error Score
assessment to assessment
Measure student achievement of
Monitor students growth on the same
knowledge and skills in standards
skills multiple times.
over time.
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4 of 150
Term
Which example illustrates response-code scoring?
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They help teachers identify a small
High partial accuracy (HP) set of themes to focus on during
instruction.
They provide a continuum of
By providing specific feedback to
knowledge levels and skills related to
students
a specified standard.
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5 of 150
, Term
Unidimensionality
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Parallel Assessments
= True Score + Error Score
creates consistency and connection between assessment items and corresponding
complexity levels from the proficiency scale to which the assessment will be aligned
Most frequent score used on method of mounting evidence
Don't know?
6 of 150
Definition
Assumption that when initially learning something, students
demonstrate rather large jumps but over time. Increase flattens out
Give this one a try later!
Assessment Blueprint Point scoring
Pre-Assessment| Actual Questions and Answers
Latest Updated (Graded A+)
Correct 150
Incorrect
WGU D184 Standards-Based Assessment |Pre-Assessment
Term
Defining characteristics of something, Determining, organizing,
describe or explain analysis
Parallel Assessments
of mounting evidence
, Don't know?
2 of 150
Term
Measurement Topics
Give this one a try later!
assumes no learning occurs from They help identify content and
assessment to assessment skills to be tested.
allow multiple formative scores to uses the linear, curvilinear, and
estimate a summative score. average mathematical models
Don't know?
3 of 150
Term
Observed Score
Give this one a try later!
, assumes no learning occurs from
= True Score + Error Score
assessment to assessment
Measure student achievement of
Monitor students growth on the same
knowledge and skills in standards
skills multiple times.
over time.
Don't know?
4 of 150
Term
Which example illustrates response-code scoring?
Give this one a try later!
They help teachers identify a small
High partial accuracy (HP) set of themes to focus on during
instruction.
They provide a continuum of
By providing specific feedback to
knowledge levels and skills related to
students
a specified standard.
Don't know?
5 of 150
, Term
Unidimensionality
Give this one a try later!
Parallel Assessments
= True Score + Error Score
creates consistency and connection between assessment items and corresponding
complexity levels from the proficiency scale to which the assessment will be aligned
Most frequent score used on method of mounting evidence
Don't know?
6 of 150
Definition
Assumption that when initially learning something, students
demonstrate rather large jumps but over time. Increase flattens out
Give this one a try later!
Assessment Blueprint Point scoring
