WGU Educational Assessment Questions and Answers Already Passed

WGU Educational Assessment Questions and Answers Already Passed System of Assessments ✔✔includes all assessments given during a year - large scale as well as classroom assessments; provides multiple options for determ ...

WGU Educational Assessment Questions and Answers Already Passed System of Assessments ✔✔includes all assessments given during a year - large scale as well as classroom assessments; provides multiple options for determining what students know and can do Balanced Assessment Program ✔✔purposely balancing student performance on year-end standardized tests with the day-to-day classroom assessment process, working to keep standardized tests in perspective Assessment Plan ✔✔"cycle" of assessments in the classroom - starts with placement, followed by formative and diagnostic , ends with summative Task ✔✔any assessment item that requires students to demonstrate a knowledge, skill, or combination of attributes documented by means of a performance or product assessment Placement Assessment ✔✔applied prior to planned instruction to determine if the students are ready (have the background needed) and, if so, how ready they are (can indicate the need for flexible grouping for more effective instruction) Formative Assessment ✔✔primary function is to determine how effective a teacher's instruction has been; depending on the results - students may be ready to move on, corrective feedback may be provided or instruction may need to be repeated using different methods Diagnostic Assessment ✔✔applied to individual students when gaps are determined during f formative assessment; purpose is to pinpoint and remedy learning difficulties so that struggling students are not "left behind"; not associated with SPED Summative Assessment ✔✔achievement assessment for the purpose of certifying mastery and/or assigning grades; applied at the end of a specified learning period (for example - a weekly spelling quiz or a year-end assessment) Formal Assessment ✔✔standardized instruments; constructed by test specialists (such as year-end assessments) or textbook publishers; prepared for use with general student populations; typically measure end of year or summative outcomes Informal Assessment ✔✔teacher-constructed for their unique classrooms - based on content and level of instruction; includes all assessments that teachers construct - placement, formative, diagnostic or summative Differentiated Instruction ✔✔an approach whereby teachers adjust instruction and assessment to maximize the learning of ALL students; a framework of strategies that allows implementation of a variety of evidence-based strategies; includes how content is taught, practiced and assessed Differentiating Content ✔✔refers to HOW content is taught and includes utilizing different methods to teach the same skill or concept to students based on their needs (DOES NOT MEAN CHANGING THE CONTENT AS THE CONTENT IS BASED ON STANDARDS) Differentiating Process ✔✔refers to the use of different activities that students use to master the content that was taught; the students have been taught the same concept or skill but the ways in which they make meaning of it can be different - it is how they practice learning Differentiating Product ✔✔refers to the methods students use to demonstrate their learning; students are assessed on the same concept or skill and are given a variety of ways to demonstrate their knowledge or skill - this includes all types of assessment Accommodations ✔✔services or supports related to a student's exceptionality that allows student to fully access any given subject matter and to accurately demonstrate knowledge without fundamental alteration to the assignment or test standards or expectations Modifications ✔✔services or supports that allow a student to access the general education curriculum but fundamentally alters the content or curricular expectations when compared with required content standards, curricula and assessments Teacher Standards for Student Assessment ✔✔Basic responsibilities that have been identified for teacher preparation and are specific to knowledge and skills in assessment Code of Professional Responsibilities in Educational Measurement ✔✔ethical guidelines developed for professionals engaged in assessment activities; includes school personnel but also policy makers in government, proctoring services, college/university faculty, assessment creators/publishers and proctors Validity ✔✔the extent to which an assessment is able to measure what it is supposed to measure Reliability ✔✔the degree to which assessment results are consistent from one measurement (or assessment) to another; includes any external factor that influences the students' performance; this is also the reason that specific training is need for year-end assessments Authentic assessment ✔✔any assessment that requires the application of skills to "real-life" tasks; a task that involves solving problems that exist in the real world Alternative assessment ✔✔any assessment that is not a traditional paper-and-pencil type (what most people would recognize as a "test"); examples can include oral presentations, portfolios and performances Performance assessment ✔✔demonstration of achievement by performing a task; examples include giving a speech, writing a story, conducting an experiment, operating a machine - needs a rubric for objective scoring Achievement assessment ✔✔any assessment that determines the extent to which the students have mastered the intended learning outcomes, most often summative in nature Standards/Content standards ✔✔broad descriptions of expectations for grade-level or subject-level content; standards come from the state and are not generally considered to be "teacher-friendly"; need greater clarification so they can be used effectively to develop objectives Benchmarks ✔✔educational statements that further clarify state content standards - typically come from the school district; while they provide greater clarification, they do not include how the content should be taught or assessed Instructional/Learning Objective ✔✔educational statements created by teachers that are based on standards and benchmarks; provide a description of the knowledge or skill that students should demonstrate after a lesson is taught - they are the basis for lesson plans National Defense of Education Act (NDEA) ✔✔following launch of Sputnik I by the Soviet Union, the US government poured millions of dollars into high school math and science curricula; also increased emphasis was placed on objective assessment methods (multiple choice tests) No Child Left Behind Act (NCLB) ✔✔reauthorization of ESEA in 2002; stressed high-stakes testing and accountability; included sanctions for schools that failed to make adequate yearly progress (AYP) to include less federal funding and replacement of administrators and teachers Assessment of learning ✔✔tells how well stud