WGU D389 EXAM PREP TEST BANK
VERIFIED QUESTIONS AND CORRECT
ANSWERS
●● 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.
●● Elementary and Secondary Education Act 1994 (ESEA).
Reauthorized
Answer: 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 needs
students" in the definition of all students. States were required to set
challenging standards for 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.'
,●● Instruction is most effective when
Answer: 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 that is meaningful,
dependable, and relevant.
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.
●● Assessment is most effective when
Answer: 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, dependable, and
relevant.
,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.
●● Authentic Assessments
Answer: A title for performance assessments that stresses the importance
of focusing on the application of understandings and skills to real
problems in real-world; contextual settings.
●● Achievement Assessment
Answer: achievement assessment is a broad category that includes all of
the various methods for determining the extent to which students are
achieving the intended learning outcomes of instruction
●● Alternative Assessments
Answer: A title for performance assessments that emphasizes that these
assessment methods provide an alternative to traditional paper-and-
pencil testing.
●● Content standards
Answer: describe what students should know and be able to do at the
end of a specified period of learning (e.g., a grade or series of grades).
, They provide a framework for curriculum development, instruction, and
the assessment of student achievement. Various professional
organizations have also developed sets of content standards in their
particular subject areas. It is hoped that the use of such standards will
raise achievement expectations, increase the quality of public education,
provide a better informed citizenship, and make the country more
competitive with other countries.
●● Placement Assessment
Answer: (measures entry behavior)
To determine student performance at the beginning of instruction
Example: Unit Pre-test
●● Performance-Based Tasks
Answer: may also be useful for determining entry skills. In the area of
writing, for example, obtaining writing samples at the beginning of
instruction can establish a base for later assessments of progress. This
type of preassessment would be especially valuable if portfolios of
student work were to be maintained during the instruction.
●● Formative Assessments
Answer: (monitors learning progress)
To monitor learning progress during instruction
Example: End of lesson quiz
VERIFIED QUESTIONS AND CORRECT
ANSWERS
●● 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.
●● Elementary and Secondary Education Act 1994 (ESEA).
Reauthorized
Answer: 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 needs
students" in the definition of all students. States were required to set
challenging standards for 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.'
,●● Instruction is most effective when
Answer: 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 that is meaningful,
dependable, and relevant.
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.
●● Assessment is most effective when
Answer: 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, dependable, and
relevant.
,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.
●● Authentic Assessments
Answer: A title for performance assessments that stresses the importance
of focusing on the application of understandings and skills to real
problems in real-world; contextual settings.
●● Achievement Assessment
Answer: achievement assessment is a broad category that includes all of
the various methods for determining the extent to which students are
achieving the intended learning outcomes of instruction
●● Alternative Assessments
Answer: A title for performance assessments that emphasizes that these
assessment methods provide an alternative to traditional paper-and-
pencil testing.
●● Content standards
Answer: describe what students should know and be able to do at the
end of a specified period of learning (e.g., a grade or series of grades).
, They provide a framework for curriculum development, instruction, and
the assessment of student achievement. Various professional
organizations have also developed sets of content standards in their
particular subject areas. It is hoped that the use of such standards will
raise achievement expectations, increase the quality of public education,
provide a better informed citizenship, and make the country more
competitive with other countries.
●● Placement Assessment
Answer: (measures entry behavior)
To determine student performance at the beginning of instruction
Example: Unit Pre-test
●● Performance-Based Tasks
Answer: may also be useful for determining entry skills. In the area of
writing, for example, obtaining writing samples at the beginning of
instruction can establish a base for later assessments of progress. This
type of preassessment would be especially valuable if portfolios of
student work were to be maintained during the instruction.
●● Formative Assessments
Answer: (monitors learning progress)
To monitor learning progress during instruction
Example: End of lesson quiz
