WGU D659 TASK 1 ASSESSING AND
MONITORING STUDENT LEARNING| ACCURATE
AND VERIFIED | 2026 UPDATE
Assessing and Monitoring Student Learning-D659
Task 1
Kali Collins
ID 000511833
A. Provide written, actionable feedback to address the needs of two students based on data
trends observed in the "Formative Assessment Student Data" table, found in the
Supporting Documents section.
Student: Jayla Reed (Provided incorrect answer by using the formula for area when
finding perimeter)
Jayla: Strengths: Excellent job explaining how you calculated the measurement
and for labeling your answer. Needs: Remember to find peRIMeter, add the lengths
of all sides, or RIMs, of the garden together to find the total amount of fencing
needed. Next Steps: Double check your work to ensure you use the correct formula
when finding perimeter in future calculations. You’ve got this!
Student: Carlos Cordova (Provided correct measurement using the correct
formula, but mislabeled the unit)
Carlos: Strengths: Your calculations show an understanding for the
concept of how to find perimeter. Needs: Double check the unit label.
Remember that the use of square unit labelling is used when finding area
(SQarea). Next Steps: Apply this labelling concept when working through
perimeter and area calculations. You almost have this whipped, keep
going!
1. Justify why the feedback you gave effectively meets each student's needs.
This feedback effectively meets each student’s needs by specifically addressing their
mistakes in a respectful way. I have provided guidance for how to improve their
calculations along with helpful reminders when dealing with perimeter measurements
and area measurements. I empowered the students to keep working hard and am
building relationships with them with encouraging statements.
MONITORING STUDENT LEARNING| ACCURATE
AND VERIFIED | 2026 UPDATE
Assessing and Monitoring Student Learning-D659
Task 1
Kali Collins
ID 000511833
A. Provide written, actionable feedback to address the needs of two students based on data
trends observed in the "Formative Assessment Student Data" table, found in the
Supporting Documents section.
Student: Jayla Reed (Provided incorrect answer by using the formula for area when
finding perimeter)
Jayla: Strengths: Excellent job explaining how you calculated the measurement
and for labeling your answer. Needs: Remember to find peRIMeter, add the lengths
of all sides, or RIMs, of the garden together to find the total amount of fencing
needed. Next Steps: Double check your work to ensure you use the correct formula
when finding perimeter in future calculations. You’ve got this!
Student: Carlos Cordova (Provided correct measurement using the correct
formula, but mislabeled the unit)
Carlos: Strengths: Your calculations show an understanding for the
concept of how to find perimeter. Needs: Double check the unit label.
Remember that the use of square unit labelling is used when finding area
(SQarea). Next Steps: Apply this labelling concept when working through
perimeter and area calculations. You almost have this whipped, keep
going!
1. Justify why the feedback you gave effectively meets each student's needs.
This feedback effectively meets each student’s needs by specifically addressing their
mistakes in a respectful way. I have provided guidance for how to improve their
calculations along with helpful reminders when dealing with perimeter measurements
and area measurements. I empowered the students to keep working hard and am
building relationships with them with encouraging statements.
