WGU D027 OBJECTIVE ASSESSMENTS PRE
PREPARATION 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
Example: End of lesson quiz
PREPARATION 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
Example: End of lesson quiz
