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WGU C921: Assessment and Evaluation Strategies for
Measuring Student Learning Task 2
| Passed on First Attempt |Latest Update with Complete
Solution
Developing Summative Objective Assessments
Jessica Sims
C921: Assessment and Evaluation Strategies for Measuring Student Learning
Instructor Samantha Grey
10/28/2025
Developing Summative Objective Assessments
B1. Alignment
The first question asks students to identify how violence can manifest in different
community contexts. This aligns with the course objective one (CO1), which aims for students to
develop a perspective on how violence manifests in different community contexts. The correct
answer includes physical, verbal, psychological, and systemic forms, providing a comprehensive
view of violence manifestations. In contrast, incorrect options are designed to challenge
misconceptions and assess the student’s ability to distinguish the broad spectrum of violence
types in community settings.
The second question asks students to select the statement that accurately describes the
impact of community violence. This aligns with student learning outcome one (SLO1), which
aims for students to describe the impact violence has on individuals and healthcare workers
within a community. The correct answer, “violence can impact both individuals and healthcare
workers in the community,” emphasizes that violence affects both individuals and healthcare
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workers, reinforcing the broader consequences beyond immediate victims. Incorrect options
include misconceptions, assessing the student’s understanding of violence’s wider effects.
The third question asks students to identify a common impact of violence on healthcare
workers. This aligns with SLO1 by focusing on the emotional and professional consequences of
violence on healthcare workers. The correct answer, emotional stress and burnout, highlights
these negative effects. Incorrect options present unlikely or positive outcomes, effectively
measuring the student’s understanding of potential negative effects of violence on healthcare
workers.
The fourth question asks students to recognize early warning signs of conflict. This aligns
with student learning outcome two (SLO2), which aims for students to recognize early warning
signs of conflict and methods of fostering effective communication strategies to diffuse tension.
The correct answers raised voice, clenched fists, and avoidance of eye contact, are early
warnings signs of conflict. Including a non-warning sign like calm facial expression, ensures
students can differentiate between true and false indicators.
The fifth question asks students to match communication strategies used to de-escalate
conflict. This aligns with SLO2 by asking students to match communication strategies used to
de-escalate conflict with their purpose. Correct strategies such as active listening and “I”
statements, demonstrate effective de-escalation skills. Including an ineffective communication
strategy such as interrupting, reinforces their ability to recognize behaviors to avoid during de-
escalation.
The sixth question asks students to select the most effective de-escalation technique when
encountering an angry individual. This aligns with course objective 2 (CO2), which aims for
students to be able to demonstrate effective de-escalation skills. The correct answer, maintaining
a calm tone and open posture, exemplifies critical skills used to facilitate peaceful conflict
resolution. The incorrect answers represent ineffective or counterproductive responses, assessing
practical application skills.
, 3
The seventh question asks students to determine whether all healthcare workers may
benefit from learning de-escalation skills to ensure safety in healthcare settings. This aligns with
CO2, emphasizing the importance of effective de-escalation skills in healthcare settings. The
correct answer, true, affirms that these skills are essential across roles to ensure safety.
The eight question asks students to identify communication methods that foster effective
communication with a distressed individual. This aligns with SLO2 by identifying appropriate
strategies that may be used to diffuse tension. The correct answers such as empathy and
clarifying statements, demonstrate positive communication strategies. The incorrect answers
highlight behaviors that hinder communication, helping students distinguish effective from
ineffective approaches.
The ninth question asks students to identify an example of systemic violence. This aligns
with CO1 by focusing on systemic violence as a form of a violence manifestation. The correct
answer, discrimination embedded in policies and practices, illustrates how violence can be
structural and institutional. The incorrect options describe more direct or interpersonal violence,
helping students differentiate systemic forms from other types of violence.
The tenth question asks students to match types of violence with their examples. This
aligns with CO1 by correctly pairing types of violence with accurate descriptions of each.
Students will be able to accurately identify how violence manifests in different community
contexts by solidifying distinctions among violence types.
B2. Assessment Results/Feedback
At the end of Module Two, students will complete a summative assessment in the form of
a 10-question proctored exam. Upon submission, they will receive immediate feedback,
including their scores, correct answers, and detailed rationales for each question. This feedback
will provide students with valuable insights into their performance, helping them determine
whether to continue with their current study methods or revise them, as well as identify specific
areas that need more attention.
WGU C921: Assessment and Evaluation Strategies for
Measuring Student Learning Task 2
| Passed on First Attempt |Latest Update with Complete
Solution
Developing Summative Objective Assessments
Jessica Sims
C921: Assessment and Evaluation Strategies for Measuring Student Learning
Instructor Samantha Grey
10/28/2025
Developing Summative Objective Assessments
B1. Alignment
The first question asks students to identify how violence can manifest in different
community contexts. This aligns with the course objective one (CO1), which aims for students to
develop a perspective on how violence manifests in different community contexts. The correct
answer includes physical, verbal, psychological, and systemic forms, providing a comprehensive
view of violence manifestations. In contrast, incorrect options are designed to challenge
misconceptions and assess the student’s ability to distinguish the broad spectrum of violence
types in community settings.
The second question asks students to select the statement that accurately describes the
impact of community violence. This aligns with student learning outcome one (SLO1), which
aims for students to describe the impact violence has on individuals and healthcare workers
within a community. The correct answer, “violence can impact both individuals and healthcare
workers in the community,” emphasizes that violence affects both individuals and healthcare
, 2
workers, reinforcing the broader consequences beyond immediate victims. Incorrect options
include misconceptions, assessing the student’s understanding of violence’s wider effects.
The third question asks students to identify a common impact of violence on healthcare
workers. This aligns with SLO1 by focusing on the emotional and professional consequences of
violence on healthcare workers. The correct answer, emotional stress and burnout, highlights
these negative effects. Incorrect options present unlikely or positive outcomes, effectively
measuring the student’s understanding of potential negative effects of violence on healthcare
workers.
The fourth question asks students to recognize early warning signs of conflict. This aligns
with student learning outcome two (SLO2), which aims for students to recognize early warning
signs of conflict and methods of fostering effective communication strategies to diffuse tension.
The correct answers raised voice, clenched fists, and avoidance of eye contact, are early
warnings signs of conflict. Including a non-warning sign like calm facial expression, ensures
students can differentiate between true and false indicators.
The fifth question asks students to match communication strategies used to de-escalate
conflict. This aligns with SLO2 by asking students to match communication strategies used to
de-escalate conflict with their purpose. Correct strategies such as active listening and “I”
statements, demonstrate effective de-escalation skills. Including an ineffective communication
strategy such as interrupting, reinforces their ability to recognize behaviors to avoid during de-
escalation.
The sixth question asks students to select the most effective de-escalation technique when
encountering an angry individual. This aligns with course objective 2 (CO2), which aims for
students to be able to demonstrate effective de-escalation skills. The correct answer, maintaining
a calm tone and open posture, exemplifies critical skills used to facilitate peaceful conflict
resolution. The incorrect answers represent ineffective or counterproductive responses, assessing
practical application skills.
, 3
The seventh question asks students to determine whether all healthcare workers may
benefit from learning de-escalation skills to ensure safety in healthcare settings. This aligns with
CO2, emphasizing the importance of effective de-escalation skills in healthcare settings. The
correct answer, true, affirms that these skills are essential across roles to ensure safety.
The eight question asks students to identify communication methods that foster effective
communication with a distressed individual. This aligns with SLO2 by identifying appropriate
strategies that may be used to diffuse tension. The correct answers such as empathy and
clarifying statements, demonstrate positive communication strategies. The incorrect answers
highlight behaviors that hinder communication, helping students distinguish effective from
ineffective approaches.
The ninth question asks students to identify an example of systemic violence. This aligns
with CO1 by focusing on systemic violence as a form of a violence manifestation. The correct
answer, discrimination embedded in policies and practices, illustrates how violence can be
structural and institutional. The incorrect options describe more direct or interpersonal violence,
helping students differentiate systemic forms from other types of violence.
The tenth question asks students to match types of violence with their examples. This
aligns with CO1 by correctly pairing types of violence with accurate descriptions of each.
Students will be able to accurately identify how violence manifests in different community
contexts by solidifying distinctions among violence types.
B2. Assessment Results/Feedback
At the end of Module Two, students will complete a summative assessment in the form of
a 10-question proctored exam. Upon submission, they will receive immediate feedback,
including their scores, correct answers, and detailed rationales for each question. This feedback
will provide students with valuable insights into their performance, helping them determine
whether to continue with their current study methods or revise them, as well as identify specific
areas that need more attention.
