WGU D184 OKM1 TASK 3 COMPLETE SOLUTION 2026/2027 |
Assessment Data Analysis & Instructional Decision-Making |
Rubric-Aligned Model Response | GRADED A | Pass
Guaranteed
Section A: Classroom Context Profile
Classroom Demographics:
● Grade Level: 7th Grade
● Content Area: Mathematics (Ratios and Proportional Relationships)
● Class Size: 24 students
● Instructional Period: 55 minutes daily
● Assessment Period: 3-week instructional unit (October 15 - November 5, 2026)
Student Diversity Breakdown:
● Performance Levels (based on previous standardized testing):
○ High-performing: 6 students (25%)
○ Medium-performing: 12 students (50%)
○ Low-performing: 6 students (25%)
● English Language Learners (ELL): 4 students (17%) - Spanish (3), Mandarin (1)
● Students with Exceptionalities: 5 students (21%)
○ 3 with Specific Learning Disabilities (SLD) in mathematics
○ 1 with Other Health Impairment (ADHD)
○ 1 with Autism Spectrum Disorder (ASD)
● Socioeconomic Status: 58% qualify for free/reduced lunch
Assessment Overview:
The assessment instrument is a teacher-created, standards-aligned test measuring
7th-grade Common Core State Standards for Ratios and Proportional Relationships
(7.RP.1, 7.RP.2, 7.RP.3). The assessment includes 20 items: 15 multiple-choice (75%)
and 5 constructed-response (25%). Standards measured include: computing unit rates
(7.RP.1), recognizing proportional relationships (7.RP.2), and solving multi-step
,ratio/percent problems (7.RP.3). The assessment was designed with attention to
cultural responsiveness, using contexts relevant to students' lived experiences (cooking,
sports, community resources).
Classroom Context Table:
Table
ELL
Stude Performanc Exceptio Pre-Assessment Post-Assessmen Growt
Statu
nt ID e Level nality Score (%) t Score (%) h (%)
s
S01 High No None 88 96 +8
S02 High No None 85 94 +9
S03 High No None 82 92 +10
S04 High Yes None 78 89 +11
S05 High No None 90 98 +8
S06 High No ADHD 75 88 +13
S07 Medium No None 68 82 +14
S08 Medium No None 72 85 +13
,S09 Medium Yes None 65 78 +13
SLD-Mat
S10 Medium No 58 75 +17
h
S11 Medium No None 70 83 +13
S12 Medium No None 66 80 +14
S13 Medium Yes None 62 76 +14
S14 Medium No None 74 86 +12
S15 Medium No None 69 81 +12
S16 Medium No ASD 55 72 +17
S17 Low No None 48 68 +20
S18 Low Yes None 45 65 +20
SLD-Mat
S19 Low No 42 62 +20
h
S20 Low No None 50 70 +20
, S21 Low No None 46 66 +20
SLD-Mat
S22 Low No 40 60 +20
h
S23 Low Yes None 44 64 +20
S24 Low No None 52 72 +20
Class Average Pre-Assessment: 63.5%
Class Average Post-Assessment: 79.8%
Overall Class Growth: +16.3 percentage points
[MODEL RESPONSE] Section A: Classroom Context Rationale
The classroom context presented reflects a typical heterogeneous 7th-grade
mathematics classroom with significant diversity in academic readiness, linguistic
backgrounds, and learning needs. This diversity necessitates intentional, data-driven
instructional decision-making to ensure equitable access to grade-level content.
Student Population Characteristics:
The class comprises students across the full spectrum of mathematical proficiency,
with 25% performing below grade level based on previous standardized assessments.
This distribution requires differentiated instruction to simultaneously support struggling
learners and challenge high performers. The presence of four English Language
Learners (17%) demands attention to linguistic complexity in assessment items and
instructional materials, particularly given the language-heavy nature of ratio and
proportion word problems (Celedón-Pattichis & Ramirez, 2012).
Assessment Data Analysis & Instructional Decision-Making |
Rubric-Aligned Model Response | GRADED A | Pass
Guaranteed
Section A: Classroom Context Profile
Classroom Demographics:
● Grade Level: 7th Grade
● Content Area: Mathematics (Ratios and Proportional Relationships)
● Class Size: 24 students
● Instructional Period: 55 minutes daily
● Assessment Period: 3-week instructional unit (October 15 - November 5, 2026)
Student Diversity Breakdown:
● Performance Levels (based on previous standardized testing):
○ High-performing: 6 students (25%)
○ Medium-performing: 12 students (50%)
○ Low-performing: 6 students (25%)
● English Language Learners (ELL): 4 students (17%) - Spanish (3), Mandarin (1)
● Students with Exceptionalities: 5 students (21%)
○ 3 with Specific Learning Disabilities (SLD) in mathematics
○ 1 with Other Health Impairment (ADHD)
○ 1 with Autism Spectrum Disorder (ASD)
● Socioeconomic Status: 58% qualify for free/reduced lunch
Assessment Overview:
The assessment instrument is a teacher-created, standards-aligned test measuring
7th-grade Common Core State Standards for Ratios and Proportional Relationships
(7.RP.1, 7.RP.2, 7.RP.3). The assessment includes 20 items: 15 multiple-choice (75%)
and 5 constructed-response (25%). Standards measured include: computing unit rates
(7.RP.1), recognizing proportional relationships (7.RP.2), and solving multi-step
,ratio/percent problems (7.RP.3). The assessment was designed with attention to
cultural responsiveness, using contexts relevant to students' lived experiences (cooking,
sports, community resources).
Classroom Context Table:
Table
ELL
Stude Performanc Exceptio Pre-Assessment Post-Assessmen Growt
Statu
nt ID e Level nality Score (%) t Score (%) h (%)
s
S01 High No None 88 96 +8
S02 High No None 85 94 +9
S03 High No None 82 92 +10
S04 High Yes None 78 89 +11
S05 High No None 90 98 +8
S06 High No ADHD 75 88 +13
S07 Medium No None 68 82 +14
S08 Medium No None 72 85 +13
,S09 Medium Yes None 65 78 +13
SLD-Mat
S10 Medium No 58 75 +17
h
S11 Medium No None 70 83 +13
S12 Medium No None 66 80 +14
S13 Medium Yes None 62 76 +14
S14 Medium No None 74 86 +12
S15 Medium No None 69 81 +12
S16 Medium No ASD 55 72 +17
S17 Low No None 48 68 +20
S18 Low Yes None 45 65 +20
SLD-Mat
S19 Low No 42 62 +20
h
S20 Low No None 50 70 +20
, S21 Low No None 46 66 +20
SLD-Mat
S22 Low No 40 60 +20
h
S23 Low Yes None 44 64 +20
S24 Low No None 52 72 +20
Class Average Pre-Assessment: 63.5%
Class Average Post-Assessment: 79.8%
Overall Class Growth: +16.3 percentage points
[MODEL RESPONSE] Section A: Classroom Context Rationale
The classroom context presented reflects a typical heterogeneous 7th-grade
mathematics classroom with significant diversity in academic readiness, linguistic
backgrounds, and learning needs. This diversity necessitates intentional, data-driven
instructional decision-making to ensure equitable access to grade-level content.
Student Population Characteristics:
The class comprises students across the full spectrum of mathematical proficiency,
with 25% performing below grade level based on previous standardized assessments.
This distribution requires differentiated instruction to simultaneously support struggling
learners and challenge high performers. The presence of four English Language
Learners (17%) demands attention to linguistic complexity in assessment items and
instructional materials, particularly given the language-heavy nature of ratio and
proportion word problems (Celedón-Pattichis & Ramirez, 2012).
