WGU D659 Assessing and monitoring student Learning exam questions with answers

WGU D659 Assessing and monitoring student
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Learning exam questions with answers |\ |\ |\ |\




n a unit about prime factorization, the teacher has the
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goal for students to be able to determine the prime
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factorization for any three-digit number. |\ |\ |\ |\ |\




Which assessment method should the teacher use to
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effectively evaluate if students understood the content |\ |\ |\ |\ |\ |\ |\


after the completion of the unit?
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A. A worksheet having students practice identifying prime and
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composite numbers |\




B. A final exam covering all the prime factorization topics of the
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unit
C. A paired discussion with peers to discuss prime factorization
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challenges
D. A short essay explaining how prime factorization relates to
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previous concepts |\




B. A final exam covering all the prime factorization topics of the
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unit
In a unit about animal cells, the primary goal is for
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students to learn the functions of animal cell structures.
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Which assessment method should this teacher use to
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effectively monitor student progress |\ |\ |\




A. A worksheet having students label each of the various
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components on a cell diagram |\ |\ |\ |\




B. An original poem to help students remember the names of the
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components of an animal cell
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,C. A study plan created by each student outlining how to learn
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the animal cell components
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D. A knowledge-check question for students to narrate how
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cellular components work |\ |\




D. A knowledge-check question for students to narrate how
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cellular components work |\ |\




The teacher of a Spanish class is presenting a unit about
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family and relationship vocabulary. |\ |\ |\ |\




The goal is for students to be able to effectively use the
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vocabulary from the unit. |\ |\ |\




Which assessment method should this teacher use to
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effectively monitor student progress throughout the unit? |\ |\ |\ |\ |\ |\




A. A matching activity with vocabulary and definitions related to
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family and relationships |\ |\




B. An exit ticket asking students to list multiple vocabulary words
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related to family and relationships
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C. An oral reading of a passage with terminology about family
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and relationships
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D. A series of short quizzes covering vocabulary related to family
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and relationships
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D. A series of short quizzes covering vocabulary related to family
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and relationships
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In a unit about the Civil War, the teacher of a history class
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has the goal that students will be able to identify the
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outcome of each major Civil War battle. |\ |\ |\ |\ |\ |\




Which assessment method should the teacher use to
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effectively evaluate if students understood the content |\ |\ |\ |\ |\ |\ |\


after the completion of the unit?
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, A. An end-of-class exit ticket asking students to identify a result
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of a Civil War battle
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B. An oral exam asking students to explain the results of at least
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two major Civil War battles
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C. An open-ended, written reaction to a Civil War era film related
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to a major battle
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D. A fictional creative writing assignment focused on one of the
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major Civil War battles
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B. An oral exam asking students to explain the results of at least
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two major Civil War battles
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In a unit about velocity and acceleration, the teacher of a physics
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class has the goal that students will be able to calculate the
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position of an object based on its acceleration, velocity, and
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starting position. |\




Which assessment method should this teacher use to effectively
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monitor student progress throughout the unit?
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A. A written paragraph explaining how the concepts of velocity
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and acceleration are similar or different
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B. An oral exam asking students to describe the relationship
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between acceleration and velocity |\ |\ |\




C. A knowledge-check question asking students to determine a
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position using velocity and acceleration
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D. A project in which students identify how to maximize the
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acceleration of a model vehicle |\ |\ |\ |\




C. A knowledge-check question asking students to determine a
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position using velocity and acceleration
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