WGU D372 TASK 3 COMPREHENSIVE
QUESTIONS AND SOLUTIONS
◉ 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
QUESTIONS AND SOLUTIONS
◉ 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
