WGU D775 Section 1 Vocabulary EXAM WITH VERIFIED
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ANSWERS
Qualitative |assessments |- |correct |answer |Focus |on |understanding |characteristics |and |
experiences.
Quantitative |assessments |- |correct |answer |Measure |performance |using |numerical |data.
Informal |assessments |- |correct |answer |Flexible |evaluations |during |everyday |classroom |
activities.
Formal |assessments |- |correct |answer |Structured |evaluations |adhering |to |predetermined |
criteria.
Formative |assessments |- |correct |answer |Gauge |understanding |during |the |learning |process.
Summative |assessments |- |correct |answer |Evaluate |learning |at |specific |points, |like |end |of |units.
Universal |screening |- |correct |answer |Regular |assessments |to |identify |students |needing |
support.
Child |Find |- |correct |answer |Mandate |to |identify |children |needing |special |education |services.
Criterion-referenced |assessments |- |correct |answer |Measure |performance |against |specific |
criteria |or |standards.
Curriculum-based |assessments |- |correct |answer |Frequent |assessments |linked |to |specific |
academic |areas.
, Direct |observation |- |correct |answer |Record |specific |behaviors |in |real-time |settings.
Behavioral |checklists |- |correct |answer |Quantify |frequency |and |intensity |of |behaviors.
Functional |behavior |assessment |(FBA) |- |correct |answer |Identify |causes |and |functions |of |
specific |student |behaviors.
Student |self-assessment |- |correct |answer |Encourages |reflection |on |behavior |and |intervention |
effectiveness.
Anecdotal |records |- |correct |answer |Document |behavioral |incidents |in |narrative |form.
4-point |method |- |correct |answer |Plot |data |points |from |assessments |on |a |graph.
Goal |line |- |correct |answer |Expected |trajectory |of |student |progress |based |on |goals.
Trend |line |analysis |- |correct |answer |Visualize |performance |trajectory |to |predict |future |
outcomes.
Pre-referral |process |- |correct |answer |Support |struggling |students |before |formal |special |
education |referral.
Intervention |assistance |team |(IAT) |- |correct |answer |Team |supporting |students |during |the |pre-
referral |process.
Multi-tiered |system |of |supports |(MTSS) |- |correct |answer |An |evidence-based |framework |
designed |to |enhance |student |outcomes |through |a |cohesive |and |comprehensive |approach
Positive |behavior |interventions |and |supports |(PBIS) |- |correct |answer |Focuses |on |implementing
|proactive |strategies |to |establish |a |positive |school |climate |and |promote |positive |behavior |
among |students
| | | | | | | |
ANSWERS
Qualitative |assessments |- |correct |answer |Focus |on |understanding |characteristics |and |
experiences.
Quantitative |assessments |- |correct |answer |Measure |performance |using |numerical |data.
Informal |assessments |- |correct |answer |Flexible |evaluations |during |everyday |classroom |
activities.
Formal |assessments |- |correct |answer |Structured |evaluations |adhering |to |predetermined |
criteria.
Formative |assessments |- |correct |answer |Gauge |understanding |during |the |learning |process.
Summative |assessments |- |correct |answer |Evaluate |learning |at |specific |points, |like |end |of |units.
Universal |screening |- |correct |answer |Regular |assessments |to |identify |students |needing |
support.
Child |Find |- |correct |answer |Mandate |to |identify |children |needing |special |education |services.
Criterion-referenced |assessments |- |correct |answer |Measure |performance |against |specific |
criteria |or |standards.
Curriculum-based |assessments |- |correct |answer |Frequent |assessments |linked |to |specific |
academic |areas.
, Direct |observation |- |correct |answer |Record |specific |behaviors |in |real-time |settings.
Behavioral |checklists |- |correct |answer |Quantify |frequency |and |intensity |of |behaviors.
Functional |behavior |assessment |(FBA) |- |correct |answer |Identify |causes |and |functions |of |
specific |student |behaviors.
Student |self-assessment |- |correct |answer |Encourages |reflection |on |behavior |and |intervention |
effectiveness.
Anecdotal |records |- |correct |answer |Document |behavioral |incidents |in |narrative |form.
4-point |method |- |correct |answer |Plot |data |points |from |assessments |on |a |graph.
Goal |line |- |correct |answer |Expected |trajectory |of |student |progress |based |on |goals.
Trend |line |analysis |- |correct |answer |Visualize |performance |trajectory |to |predict |future |
outcomes.
Pre-referral |process |- |correct |answer |Support |struggling |students |before |formal |special |
education |referral.
Intervention |assistance |team |(IAT) |- |correct |answer |Team |supporting |students |during |the |pre-
referral |process.
Multi-tiered |system |of |supports |(MTSS) |- |correct |answer |An |evidence-based |framework |
designed |to |enhance |student |outcomes |through |a |cohesive |and |comprehensive |approach
Positive |behavior |interventions |and |supports |(PBIS) |- |correct |answer |Focuses |on |implementing
|proactive |strategies |to |establish |a |positive |school |climate |and |promote |positive |behavior |
among |students
