WGU D550 TASK 1 FINAL TEST 2026
QUESTIONS WITH CORRECT ANSWERS
GRADED A+
◍ Instructional Objectives:.
Answer: Specific statements that describe how students will demonstrate
achievement. Instructional objectives describe intended learning outcomes.
Instructional objectives clarify what standards and benchmarks mean.
◍ Product Assessment.
Answer: Result of a performance assessment that becomes the focus of the
assessment.
◍ Classroom Achievement Tests.
Answer: The tests designed for classroom use provide a systematic
procedure for determining the extent to which intended learning outcomes
have been achieved
◍ The Knowledge Dimension.
Answer: A. Factual Knowledge—The basic elements students most know to
be acquainted with a discipline or solve problem in it.B. Conceptual
Knowledge—The interrelationships among the basic elements within a
larger structure that enable them to function togetherC. Procedural
Knowledge—How to do something, methods of inquiry, and criteria for
using skills, algorithms, techniques, and methodsD. Metacognitive
Knowledge—Knowledge of cognition in general as well as awareness and
knowledge of one's own cognition
◍ 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 tasksa 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 basedobjective
referencedcontent referenceddomain referenceduniverse referenced.
◍ Different Types of Validity.
Answer: Face validity: Do the assessment items appear to be
appropriate?Content validity: Does the assessment content cover what you
want to assess?Criterion-related validity: How well does the test measure
what you want it to?Construct validity: Are you measuring what you think
you're measuring?
◍ Rubrics.
Answer: an objective set of guidelines that defines the criteria used to score
or grade an assignment.
◍ Portfolios.
Answer: collection of artifacts, or individual work samples, that represent a
student's performance over a period of time.Conferencing with students and
parents: PURPOSE: The collected samples of work make clear to students
and parents alike what students are learning and how well they are learning
it. You can present a summary of the students' achievements and then
support it by showing actual samples of the students' work. This provides as
comprehensive and complete a report of student achievement as is
possible.The conference also provides for two-way communication that
, permits the student or parent to ask for clarification and to discuss ways to
improve performance.No better way of reporting student achievement
◍ 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.
◍ Performance Assessment.
Answer: -high degree of realism-high in complexity of the tasks we can
assess- time needed for assessment is frequently excessive and the
evaluation of the performance is highly judgmentalThe purpose of the
assessment device is to direct the observation toward the most important
elements of the performance and to provide a place to record the
judgments.assessments provide direct evidence of valued learning outcomes
that cannot be adequately assessed by traditional paper-and-pencil testing,
but they are time consuming to use and require greater use of judgment in
scoring.Assessments requiring students to demonstrate their achievement of
understandings and skills by actually performing a task or set of tasks (e.g.,
writing a story, giving a speech, conducting an experiment, operating a
machine).
◍ Supply Item: Supply Answer.
Answer: (or completion) item requires the examinee to supply the
appropriate words, numbers, or symbols to answer a question or complete a
statement.-Due to these weaknesses, theyshould be reserved for those
special situations where supplying the answer is a necessary part of the
QUESTIONS WITH CORRECT ANSWERS
GRADED A+
◍ Instructional Objectives:.
Answer: Specific statements that describe how students will demonstrate
achievement. Instructional objectives describe intended learning outcomes.
Instructional objectives clarify what standards and benchmarks mean.
◍ Product Assessment.
Answer: Result of a performance assessment that becomes the focus of the
assessment.
◍ Classroom Achievement Tests.
Answer: The tests designed for classroom use provide a systematic
procedure for determining the extent to which intended learning outcomes
have been achieved
◍ The Knowledge Dimension.
Answer: A. Factual Knowledge—The basic elements students most know to
be acquainted with a discipline or solve problem in it.B. Conceptual
Knowledge—The interrelationships among the basic elements within a
larger structure that enable them to function togetherC. Procedural
Knowledge—How to do something, methods of inquiry, and criteria for
using skills, algorithms, techniques, and methodsD. Metacognitive
Knowledge—Knowledge of cognition in general as well as awareness and
knowledge of one's own cognition
◍ 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 tasksa 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 basedobjective
referencedcontent referenceddomain referenceduniverse referenced.
◍ Different Types of Validity.
Answer: Face validity: Do the assessment items appear to be
appropriate?Content validity: Does the assessment content cover what you
want to assess?Criterion-related validity: How well does the test measure
what you want it to?Construct validity: Are you measuring what you think
you're measuring?
◍ Rubrics.
Answer: an objective set of guidelines that defines the criteria used to score
or grade an assignment.
◍ Portfolios.
Answer: collection of artifacts, or individual work samples, that represent a
student's performance over a period of time.Conferencing with students and
parents: PURPOSE: The collected samples of work make clear to students
and parents alike what students are learning and how well they are learning
it. You can present a summary of the students' achievements and then
support it by showing actual samples of the students' work. This provides as
comprehensive and complete a report of student achievement as is
possible.The conference also provides for two-way communication that
, permits the student or parent to ask for clarification and to discuss ways to
improve performance.No better way of reporting student achievement
◍ 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.
◍ Performance Assessment.
Answer: -high degree of realism-high in complexity of the tasks we can
assess- time needed for assessment is frequently excessive and the
evaluation of the performance is highly judgmentalThe purpose of the
assessment device is to direct the observation toward the most important
elements of the performance and to provide a place to record the
judgments.assessments provide direct evidence of valued learning outcomes
that cannot be adequately assessed by traditional paper-and-pencil testing,
but they are time consuming to use and require greater use of judgment in
scoring.Assessments requiring students to demonstrate their achievement of
understandings and skills by actually performing a task or set of tasks (e.g.,
writing a story, giving a speech, conducting an experiment, operating a
machine).
◍ Supply Item: Supply Answer.
Answer: (or completion) item requires the examinee to supply the
appropriate words, numbers, or symbols to answer a question or complete a
statement.-Due to these weaknesses, theyshould be reserved for those
special situations where supplying the answer is a necessary part of the
