WGU- Educational Assessment | Questions with 100%
Verified Answers | Latest Update 2026/2027
Question: General Responsibilities of Ethical Practices
Answer: 1. Protect the health and safety of all participants
2. Be knowledgeable about and behave in compliance with state and federal laws
relevant to the conduct of professional activities
3. Maintain and improve their professional competence in educational assessment
4. Provide assessment services only in areas of their competence and experience,
affording full disclosure of their professional qualifications
5. Promote the understanding of sound assessment practices in educations
6. Adhere to the highest standards of conduct and promote professionally responsible
conduct with educational institutions and agencies that provide educational services
7. Perform all professional responsibilities with honesty, integrity, due care, and fairness.
Question: 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.
Question: 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.'
Question: 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.
,Question: 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.
Question: 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.
Question: 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
Question: Alternative Assessments
Answer: A title for performance assessments that emphasizes that these assessment methods
provide an alternative to traditional paper-and-pencil testing.
Question: 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.
Question: Placement Assessment
Answer: (measures entry behavior)
To determine student performance at the beginning of instruction
Example: Unit Pre-test
Question: 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.
, Question: Formative Assessments
Answer: (monitors learning progress)
To monitor learning progress during instruction
Example: End of lesson quiz
Question: Diagnostic Assessment
Answer: (identifies causes of learning problems)
To diagnose learning difficulties during instruction
Example: Test of math computational skills necessary for learning math
Question: Bloom's taxonomy
Answer: 6. Creating- Putting information together in an innovative way.
5. Evaluating- Making judgments based on a set of guidelines.
4. Analysis- Breaking the concept into parts and understanding
3. Applying- Use knowledge gained in new ways.how each part is related to one another.
2. Understanding- making sense of what you have learned.
1. Remembering- recalling relevant knowledge from long term memory.
Verified Answers | Latest Update 2026/2027
Question: General Responsibilities of Ethical Practices
Answer: 1. Protect the health and safety of all participants
2. Be knowledgeable about and behave in compliance with state and federal laws
relevant to the conduct of professional activities
3. Maintain and improve their professional competence in educational assessment
4. Provide assessment services only in areas of their competence and experience,
affording full disclosure of their professional qualifications
5. Promote the understanding of sound assessment practices in educations
6. Adhere to the highest standards of conduct and promote professionally responsible
conduct with educational institutions and agencies that provide educational services
7. Perform all professional responsibilities with honesty, integrity, due care, and fairness.
Question: 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.
Question: 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.'
Question: 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.
,Question: 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.
Question: 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.
Question: 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
Question: Alternative Assessments
Answer: A title for performance assessments that emphasizes that these assessment methods
provide an alternative to traditional paper-and-pencil testing.
Question: 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.
Question: Placement Assessment
Answer: (measures entry behavior)
To determine student performance at the beginning of instruction
Example: Unit Pre-test
Question: 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.
, Question: Formative Assessments
Answer: (monitors learning progress)
To monitor learning progress during instruction
Example: End of lesson quiz
Question: Diagnostic Assessment
Answer: (identifies causes of learning problems)
To diagnose learning difficulties during instruction
Example: Test of math computational skills necessary for learning math
Question: Bloom's taxonomy
Answer: 6. Creating- Putting information together in an innovative way.
5. Evaluating- Making judgments based on a set of guidelines.
4. Analysis- Breaking the concept into parts and understanding
3. Applying- Use knowledge gained in new ways.how each part is related to one another.
2. Understanding- making sense of what you have learned.
1. Remembering- recalling relevant knowledge from long term memory.
