WGU D344 EXAM TEST PAPER WITH
DETAILED QUESTIONS AND RELIABLE
ANSWERS
◉ Supply Response
Answer: are higher in realism and the complexity of tasks they
can measure (e.g., ability to originate, integrate, and express
ideas) than selected-response tests, but they are more time
consuming to use and more difficult to score. (students are supply
the response: short answer items and essay items)
◉ Standard
Answer: a broad statement that describes what students should
learn. Provide the framework for curriculum development.
◉ Benchmark
Answer: Statements that follow a standard and clarify in broad
terms what the standard means.
◉ Instructional Objectives:
Answer: Specific statements that describe how students will
demonstrate achievement. Instructional objectives describe
intended learning outcomes. Instructional objectives clarify what
standards and benchmarks mean.
,◉ Learning Outcomes:
Answer: Terms included in instructional objectives that describe
the expected results of instruction.
◉ Summative Assessment
Answer: (measures end-of-course achievement)
To assess achievement at the end of instruction
Example: End-of-year State test
◉ Accommodations
Answer: Do not change the expectations for learning
Do not reduce the requirements of the task
◉ Modifications
Answer: Do change the expectations for learning
Do reduce the requirements of the task (e.g., reduce number of
items, alternate assignments, lower-level reading assignments)
For students who require more support or adjustments than
accommodations provide.
◉ Accommodations Commonly Used for Students with
Disabilities.
, Answer: Presentation accommodations allow a student with a
disability to access information in ways other than standard visual
or auditory means (e.g., by reading or listening).
Response accommodations allow students with disabilities to
complete instructional assignments or assessments through ways
other than typical verbal or written responses.
Setting accommodations allow for a change in the environment or
in how the environment is structured.
Timing and scheduling accommodations allow students extra
time to complete an activity or a test
◉ Rubrics
Answer: an objective set of guidelines that defines the criteria
used to score or grade an assignment.
◉ Portfolios
Answer: collection of artifacts, or individual work samples, that
represent a student's performance over a period of time.
Conferencing with students and parents:
PURPOSE: The collected samples of work make clear to students
and parents alike what students are learning and how well they
are learning it.
You can present a summary of the students' achievements and
then support it by showing actual samples of the students' work.
DETAILED QUESTIONS AND RELIABLE
ANSWERS
◉ Supply Response
Answer: are higher in realism and the complexity of tasks they
can measure (e.g., ability to originate, integrate, and express
ideas) than selected-response tests, but they are more time
consuming to use and more difficult to score. (students are supply
the response: short answer items and essay items)
◉ Standard
Answer: a broad statement that describes what students should
learn. Provide the framework for curriculum development.
◉ Benchmark
Answer: Statements that follow a standard and clarify in broad
terms what the standard means.
◉ Instructional Objectives:
Answer: Specific statements that describe how students will
demonstrate achievement. Instructional objectives describe
intended learning outcomes. Instructional objectives clarify what
standards and benchmarks mean.
,◉ Learning Outcomes:
Answer: Terms included in instructional objectives that describe
the expected results of instruction.
◉ Summative Assessment
Answer: (measures end-of-course achievement)
To assess achievement at the end of instruction
Example: End-of-year State test
◉ Accommodations
Answer: Do not change the expectations for learning
Do not reduce the requirements of the task
◉ Modifications
Answer: Do change the expectations for learning
Do reduce the requirements of the task (e.g., reduce number of
items, alternate assignments, lower-level reading assignments)
For students who require more support or adjustments than
accommodations provide.
◉ Accommodations Commonly Used for Students with
Disabilities.
, Answer: Presentation accommodations allow a student with a
disability to access information in ways other than standard visual
or auditory means (e.g., by reading or listening).
Response accommodations allow students with disabilities to
complete instructional assignments or assessments through ways
other than typical verbal or written responses.
Setting accommodations allow for a change in the environment or
in how the environment is structured.
Timing and scheduling accommodations allow students extra
time to complete an activity or a test
◉ Rubrics
Answer: an objective set of guidelines that defines the criteria
used to score or grade an assignment.
◉ Portfolios
Answer: collection of artifacts, or individual work samples, that
represent a student's performance over a period of time.
Conferencing with students and parents:
PURPOSE: The collected samples of work make clear to students
and parents alike what students are learning and how well they
are learning it.
You can present a summary of the students' achievements and
then support it by showing actual samples of the students' work.
