WGU- Educational Assessment 2026 | ALL QUESTIONS
AND CORRECT ANSWERS | ALREADY GRADED A+ |
VERIFIED ANSWERS | JUST RELEASED
Teachers' Standards for Student Assessment
ANS: Teachers should be skilled in 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. Teachers should be skilled in 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. The teacher should be skilled in administering, scoring,
and interpreting the
results of both externally produced and teacher-
produced 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.
4. Teachers should be skilled in using assessment
results when making decisions about individual
students, planning teaching, developing curriculum,
and school improvement. Assessment results are
used to make educational decisions at several levels:
in the classroom about students, in the community
about a school
and a school district, and in society, generally, about
the purposes and outcomes of the educational
enterprise. Teachers play a vital role when
participating in decision making at each of these
, both a student's level of performance and a teacher's
valuing of that performance. The principles for using
assessments to obtain valid grades are known and
teachers should employ them.
6. Teachers should be skilled in communicating
assessment results to students, parents, other lay
audiences, and other educators. Teachers must
routinely report assessment results to students and to
parents or guardians. In addition, they are
frequently asked to report or to discuss assessment
results with other educators and with diverse lay
audiences. If the results are not communicated
effectively, they may be misused or not used. To
communicate effectively with others on
matters of student assessment, teachers must be able to
use assessment
terminology appropriately and must be able to articulate
the meaning, limitations, and implications of
assessment results.
7. Teachers should be skilled in recognizing unethical,
illegal, and otherwise
inappropriate assessment methods and uses of
assessment information. Fairness, the rights of all
concerned, and professional ethical behavior must
undergird all student assessment activities, from the
initial planning for and gathering of
information to the interpretation, use, and
communication of the results.
Selected Response Tests we can obtain a comprehensive coverage of a
content domain, and can administer, score, and
interpret it easily, but we sacrifice realism and some
types of complexity (students are selecting the
response: multiple choice, matching,
and true/false items)
Performance Assessment -high degree of realism
-high in complexity of the tasks we can assess
- time needed for assessment is frequently excessive
and the evaluation of the performance is highly
judgmental
The purpose of the assessment device is to direct the
observation toward the most important elements of
, Assessments requiring students to demonstrate their
achievement of
understandings and skills by actually performing a task
or set of tasks (e.g., writing a story, giving a speech,
conducting an experiment, operating a machine).
Guidelines for Effective Student Assessment
ANS : Effective assessment requires a clear conception of all intended learning outcomes.
2. Effective assessment requires that a variety of
assessment procedures be used.
3. Effective assessment requires that the instructional
relevance of the procedures be considered.
4. Effective assessment requires an adequate sample of
student performance.
5. Effective assessment requires that the procedures be
fair to everyone
6. Effective assessment requires the
specifications of criteria for judging successful
performance.
7. Effective assessment requires feedback to students
that emphasizes strengths of performance and
weaknesses to be corrected.
8. Effective assessment must be supported by a
comprehensive grading and reporting system
Domain-Referenced Interpretation Assessment results are interpreted in terms of a
relevant and clearly defined set
of related tasks (called a domain). Meaning is similar to
criterion-referenced
interpretation but the term is less used, even though it
is a more descriptive term.
Content-Referenced Interpretation Essentially the same meaning as domain-referenced
interpretation when the
content domain is broadly defined to include tasks
representing both content and process (i.e., reactions
to the content). This term is declining in use and being
replaced by criterion-referenced interpretation.
AND CORRECT ANSWERS | ALREADY GRADED A+ |
VERIFIED ANSWERS | JUST RELEASED
Teachers' Standards for Student Assessment
ANS: Teachers should be skilled in 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. Teachers should be skilled in 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. The teacher should be skilled in administering, scoring,
and interpreting the
results of both externally produced and teacher-
produced 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.
4. Teachers should be skilled in using assessment
results when making decisions about individual
students, planning teaching, developing curriculum,
and school improvement. Assessment results are
used to make educational decisions at several levels:
in the classroom about students, in the community
about a school
and a school district, and in society, generally, about
the purposes and outcomes of the educational
enterprise. Teachers play a vital role when
participating in decision making at each of these
, both a student's level of performance and a teacher's
valuing of that performance. The principles for using
assessments to obtain valid grades are known and
teachers should employ them.
6. Teachers should be skilled in communicating
assessment results to students, parents, other lay
audiences, and other educators. Teachers must
routinely report assessment results to students and to
parents or guardians. In addition, they are
frequently asked to report or to discuss assessment
results with other educators and with diverse lay
audiences. If the results are not communicated
effectively, they may be misused or not used. To
communicate effectively with others on
matters of student assessment, teachers must be able to
use assessment
terminology appropriately and must be able to articulate
the meaning, limitations, and implications of
assessment results.
7. Teachers should be skilled in recognizing unethical,
illegal, and otherwise
inappropriate assessment methods and uses of
assessment information. Fairness, the rights of all
concerned, and professional ethical behavior must
undergird all student assessment activities, from the
initial planning for and gathering of
information to the interpretation, use, and
communication of the results.
Selected Response Tests we can obtain a comprehensive coverage of a
content domain, and can administer, score, and
interpret it easily, but we sacrifice realism and some
types of complexity (students are selecting the
response: multiple choice, matching,
and true/false items)
Performance Assessment -high degree of realism
-high in complexity of the tasks we can assess
- time needed for assessment is frequently excessive
and the evaluation of the performance is highly
judgmental
The purpose of the assessment device is to direct the
observation toward the most important elements of
, Assessments requiring students to demonstrate their
achievement of
understandings and skills by actually performing a task
or set of tasks (e.g., writing a story, giving a speech,
conducting an experiment, operating a machine).
Guidelines for Effective Student Assessment
ANS : Effective assessment requires a clear conception of all intended learning outcomes.
2. Effective assessment requires that a variety of
assessment procedures be used.
3. Effective assessment requires that the instructional
relevance of the procedures be considered.
4. Effective assessment requires an adequate sample of
student performance.
5. Effective assessment requires that the procedures be
fair to everyone
6. Effective assessment requires the
specifications of criteria for judging successful
performance.
7. Effective assessment requires feedback to students
that emphasizes strengths of performance and
weaknesses to be corrected.
8. Effective assessment must be supported by a
comprehensive grading and reporting system
Domain-Referenced Interpretation Assessment results are interpreted in terms of a
relevant and clearly defined set
of related tasks (called a domain). Meaning is similar to
criterion-referenced
interpretation but the term is less used, even though it
is a more descriptive term.
Content-Referenced Interpretation Essentially the same meaning as domain-referenced
interpretation when the
content domain is broadly defined to include tasks
representing both content and process (i.e., reactions
to the content). This term is declining in use and being
replaced by criterion-referenced interpretation.
