WGU- Educational Assessment C554 Questions and Answers Already Passed

WGU- Educational Assessment C554 Questions and Answers Already Passed General Responsibilities of Ethical Practices ✔✔1. Protect the health and safety of all participants 2. Be knowledgeable about and behave in compli ...

WGU- Educational Assessment C554 Questions and Answers Already Passed General Responsibilities of Ethical Practices ✔✔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. 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). Reauthorized ✔✔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.' 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 ✔✔An assessment procedure that emphasizes the use of tasks and contextual settings like those in the real world. Achievement Assessment ✔✔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 Alternative Assessments ✔✔An assessment procedure that provides an alternative to paper-andpencil testing. Content standards ✔✔describe what students should know and be able to do at the end of a specified period of learning. They consist of statements that specify in a general way what students should learn. Placement Assessment ✔✔(measures entry behavior) To determine student performance at the beginning of instruction Example: Unit Pre-test Performance-Based Tasks ✔✔Any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Tasks which yield a tangible product and/or performance that serve as evidence of learning. Formative Assessments ✔✔(monitors learning progress. an assessment for learning) To monitor learning progress during instruction Example: End of lesson quiz Constructed Response ✔✔Questions that require the test taker to produce the answer, rather than simply choosing it from a list. The required response can be as simple as the writing of a single word or as complex as the design of a laboratory experiment to test a scientific hypothesis Aptitude Test ✔✔A test designed to determine a person's ability in a particular skill or field of knowledge. Restricted Response ✔✔Questions that are highly specific and generally only have one correct answer. E.g. true/false or fill in the blank questions. Extended Response ✔✔Questions where you will be given a topic or a question and be given specific instructions on how to respond. E.g. essay questions. Diagnostic Assessment ✔✔(identifies causes of learning problems) To diagnose learning difficulties during instruction Example: Test of math computational skills necessary for learning math Differentiated Instruction ✔✔The way in which a teacher anticipates and responds to a variety of students' needs in the classroom. To meet students' needs, teachers modify the content (what is being taught), the process (how it is taught) and the product (how students demonstrate their learning). Bloom's taxonomy ✔✔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. Teachers' Standards for Student Assessment ✔✔Teachers should be skilled in: 1. Choosing assessment methods appropriate for instructional decisions. Skill in choosing appropriate, useful, administratively convenient, technically adequate, and fair assessment methods are prerequisite to good use of information to support instructional decisions. 2. Developing assessment methods appropriate for instructional decisions. While teachers often use published or other external assessment tools, the bulk of the assessment information they use for decision making comes from approaches they create and implement. 3. Administering, scoring, and interpreting the results of both externally produced and teacherproduced assessment methods. It is not enough that teachers are able to select and develop good assessment methods; they must also be able to apply them properly