WGU D187 TASK 4 COMPLETE SOLUTION
◉ 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
◉ 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
