WGU Educational
Assessment | Study
Guide, Practice Questions
& Exam Prep
|Guaranteed success|
, No Child Left Behind (NCLB) 2002 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). Challenging standards were set for student achievement and to develop and
Reauthorized 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 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 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 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.
Assessment | Study
Guide, Practice Questions
& Exam Prep
|Guaranteed success|
, No Child Left Behind (NCLB) 2002 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). Challenging standards were set for student achievement and to develop and
Reauthorized 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 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 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 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.
