WGU D293 TEST QUESTIONS WITH CORRECT ANSWERS LATEST UPDATE 2026

WGU D293 TEST QUESTIONS WITH CORRECT ANSWERS LATEST UPDATE 2026 Diagnostic Assessment - Answers often referred to as pre-assessment, is designed to test a learner's knowledge before they begin an eLearning activity. DIAGNOSE Formative Assessment - Answers Throughout the course of learning, check for understanding. FORM an understanding of student learning. Occurs during instruction Summative Assessment - Answers Final assessment of learning objective. Student shows a summary of their learning. Occurs after instruction. Traditional assessment - Answers Often emphasize rote learning and memorization with a focus on single correct answers (multiple choice test) Ipsative Assessment - Answers Measurement of progress over time based on individual starting and ending point (think of the "I" as a ruler to measure). Self-measured assessment. How much did each student learn. (Learning journals, comparing two test scores) Norm-referenced assessment - Answers Compare student's performance against performance of their peers. What is normal for the group? (Class ranking, Bell curve) Criterion-referenced assessment - Answers Student is not compared with peers, but instead against a predetermined standard, cut score, or criteria. What criteria has to be met to pass? Standards-based assessment - Answers evaluating specific criteria derived from broader educational standards, where each criterion aligns with supports overarching learning goals Competency-based assessment - Answers prioritize skill application over mere knowledge retention, employing authentic, scenario-based tasks that mimic real-world challenges to measure learners' abilities to apply skills critically and competently Direct Assessment - Answers any method of collecting data that requires students to demonstrate a knowledge, skill, or ability. Learners directly do something we assess. Projects or Portfolios Indirect Assessment - Answers any method of collecting data that requires reflection on student learning, skills, or behaviors. We assess based on other information not the learner actually doing something. Surveys, exit interviews, LMS data Cognitive Skills - Answers Thinking, problem-solving. Encouraging students to think and solve problems methodically Affective Skills - Answers Emotional growth, interpersonal development. Leading students to more interaction with peers, as well as self-confidence Psychomotor Skills - Answers Physical activities. Activities in classroom leading to experiential learning Comprehensive-type assessment - Answers Chapter test Discussion Board - Answers Online discussion Direct assessment - Answers Term paper Indirect assessment - Answers Survey Project-based assessment - Answers Building a stick bridge Reflection-focused assessment - Answers Journal Create (Bloom's Taxonomy) - Answers Produce new or original work. Design, assemble, construct, conjecture, develop, formulate, author, investigate Evaluate (Bloom's Taxonomy) - Answers Justify a stand or decision. Appraise, argue, defend, judge, select, support, value, critique, weigh Analyze (Bloom's Taxonomy) - Answers Draw connections among ideas. differentiate, organize, relate, compare, contrast, distinguish, examine, experiemnt, question, test Apply (Bloom's Taxonomy) - Answers Use information in new situations. execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch Understand (Bloom's Taxonomy) - Answers explain ideas or concepts. classify, describe, discuss, explain, identify, locate, recognize, report, select, translate Remember (Bloom's Taxonomy) - Answers recall facts and basic concepts. define, duplicate, list, memorize, repeat, state Descriptive Analytics - Answers Facts - Used to inform; based on data from gathered information. What happened? (in the past) Example: Report the # of students who passed Ch. 2 compared to Ch. 1 tests. Document last year's graduation rate. Share a month by month sales breakdown Diagnostic Analytics - Answers Answers why. Analyzes past information to find out why something happened. Why did it happen? Example: Discover why more students passed Ch. 1 than Ch. 2 test. Identify the cause for this year's decreasing graduation rate. Determine why sales are down this month. Predictive Analytics - Answers Makes a prediction. Use data from the past to predict what might happen in the future. What is likely to happen? (In the future) Example: Predict the # of students who pass Ch. 3 test. Forecast the # of students who will graduate next year. Project next month's sales Prescriptive Analytics - Answers Suggests a solution. Offers recommendations based on possible outcomes and helps identify the best options. What should be done? (In the future) Example: Plan how to achieve 80% pass rate on all Ch. Tests. Determine how to increase graduation rate. Propose solution to increase sales. Quantitative analysis - Answers Based on objective, numerical data and statistics Often used in descriptive analytics to determine what happened. Qualitative analysis - Answers based on non-numerical information, such as observations, reflections, and interviews. Subject, non-quantifiable data considers feelings and experiences Often used in diagnostic analytics to determine why something happened Social network analysis - Answers study of patterns or trends in relationships among groups of learners or between learners and instructors Often used in predictive analytics to predict future behavior Data for Improvement - How? - Answers improvement refers to the process of using learning analytics to identify areas of weakness or inefficiency within instructional design, course content, or learning activities Goal is to make data-informed decisions to enhance the overall learning experience and outcomes for learners Data for Research - What? - Answers Research involves using learning analytics to gather insights and generate knowledge about various aspects of the learning process This includes studying learner behaviors, learning patterns, or the effectiveness of different instructional strategies Often a comparison Data for Accountability - Where and Why? - Answers refers to using learning analytics to track and assess the performance of educational programs, instructors, or instructional materials against predefined standards or objectives Involves demonstrating the effectiveness and efficiency of instructional design efforts to stakeholders such as administrators, accrediting bodies, or funding agencies Data collection - Answers The responsible gathering of data while safeguarding learner privacy and rights