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WGU D469 Objective Assessment Final Exam /Correct
Complete Questions And Correct Complete Answers Exam A+
Grade ||Just Out!!!
What do proficiency scales help teachers to do? - ANSWER-
communicate what students should know and do help to clarify
learning targets, set learning goals, convey growth in
achievement, indicate areas of need, and guide instruction to
fill gaps
guide the development of standards-based assessments
What are three benefits of using proficiency scales? - ANSWER--
a teacher can examine trends in learning and adjust instruction
accordingly
- a teacher can more accurately estimate a summation score
using antecedent formative scores
- a teacher can utilize scores to support students, communicate
knowledge to parents, and provide direction for student
learning
Parallel assessments - ANSWER-multiple assessments given to
the same students over time
measures and records leaning over time to identify growth or
gaps.
Eliminates error.
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Reliability in an assessment - ANSWER-an assessment
accurately and consistently measures the SAME content for ALL
students
more reliability —> accurate identification of level of learning
no assessment can be perfectly reliable
Validity in an assessment - ANSWER-the degree in which the
assessment is RELEVANT and SPECIFIC to the actual content
intended to be measured
True score - ANSWER-an estimation of a student's actual score
on an assessment if there were to be no error- this recognizes
that there is some inherent error in any test
multiple parallel assessments administered to an individual
student
Unidemsionality - ANSWER-all tests measure the SAME trait or
dimension
Why is it important for parallel assessments to have equal levels
of difficulty - ANSWER-they cannot be parallel if they do not
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contain the same level of difficulty, even if they measure the
same dimension
Which two characteristics should parallel tests have? -
ANSWER-- items of the same difficulty
- unidimensionality
What is an assessment blueprint? - ANSWER-It represents the
specifications of the completed assessment and provides the
teacher with guidance for developing the individual assessment
items
It creates consistency and connection between assessment
items and corresponding complexity levels from he proficiency
scale to which the assessment will be aligned
How many items should be at each level to achieve sufficient
evidence of student knowledge? - ANSWER-lower level —>
more items, simpler
higher level —> less items, more complex
What should be included on an assessment blueprint? -
ANSWER-- the academic standard(s) being assessed
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- learning target levels from the associated proficiency scale
- the specific skills or content knowledge being assessed
- item types
- number of items
- the level of complexity or rigor of the items
- test item distribution or weighting
Response-code scoring - ANSWER-CC ( completely correct)
I ( incorrect)
HP ( high partial accuracy)
LP ( low partial accuracy)
No points, just codes/ letters to label proficiency
Aberrant patterns - ANSWER-when a student's collection of
responses from an assessment exhibits an uneven pattern that
doesn't make sense
Point scoring - ANSWER-assign points to each item, proficiency
determine by %
uses a "cut score" to determine proficiency (ex: 80%)
WGU D469 Objective Assessment Final Exam /Correct
Complete Questions And Correct Complete Answers Exam A+
Grade ||Just Out!!!
What do proficiency scales help teachers to do? - ANSWER-
communicate what students should know and do help to clarify
learning targets, set learning goals, convey growth in
achievement, indicate areas of need, and guide instruction to
fill gaps
guide the development of standards-based assessments
What are three benefits of using proficiency scales? - ANSWER--
a teacher can examine trends in learning and adjust instruction
accordingly
- a teacher can more accurately estimate a summation score
using antecedent formative scores
- a teacher can utilize scores to support students, communicate
knowledge to parents, and provide direction for student
learning
Parallel assessments - ANSWER-multiple assessments given to
the same students over time
measures and records leaning over time to identify growth or
gaps.
Eliminates error.
,2|Page
Reliability in an assessment - ANSWER-an assessment
accurately and consistently measures the SAME content for ALL
students
more reliability —> accurate identification of level of learning
no assessment can be perfectly reliable
Validity in an assessment - ANSWER-the degree in which the
assessment is RELEVANT and SPECIFIC to the actual content
intended to be measured
True score - ANSWER-an estimation of a student's actual score
on an assessment if there were to be no error- this recognizes
that there is some inherent error in any test
multiple parallel assessments administered to an individual
student
Unidemsionality - ANSWER-all tests measure the SAME trait or
dimension
Why is it important for parallel assessments to have equal levels
of difficulty - ANSWER-they cannot be parallel if they do not
,3|Page
contain the same level of difficulty, even if they measure the
same dimension
Which two characteristics should parallel tests have? -
ANSWER-- items of the same difficulty
- unidimensionality
What is an assessment blueprint? - ANSWER-It represents the
specifications of the completed assessment and provides the
teacher with guidance for developing the individual assessment
items
It creates consistency and connection between assessment
items and corresponding complexity levels from he proficiency
scale to which the assessment will be aligned
How many items should be at each level to achieve sufficient
evidence of student knowledge? - ANSWER-lower level —>
more items, simpler
higher level —> less items, more complex
What should be included on an assessment blueprint? -
ANSWER-- the academic standard(s) being assessed
, 4|Page
- learning target levels from the associated proficiency scale
- the specific skills or content knowledge being assessed
- item types
- number of items
- the level of complexity or rigor of the items
- test item distribution or weighting
Response-code scoring - ANSWER-CC ( completely correct)
I ( incorrect)
HP ( high partial accuracy)
LP ( low partial accuracy)
No points, just codes/ letters to label proficiency
Aberrant patterns - ANSWER-when a student's collection of
responses from an assessment exhibits an uneven pattern that
doesn't make sense
Point scoring - ANSWER-assign points to each item, proficiency
determine by %
uses a "cut score" to determine proficiency (ex: 80%)
