WGU D021 TASK 3: |PASSED ON FIRST
ATTEMPT |LATEST UPDATE WITH COMPLETE
SOLUTION
AT WESTERN GOVERNORS UNIVERSITY
Hayden Bell
D021 Course
Task Number 3
Date
A1.
, For cultural responsiveness for weakness there are two word problems that require the students
to have outside information. Question number 21 asks the students to calculate how many
lockers a basketball team will need if the number of players include the starting line up and five
bench players. Now for many people they will understand that there are 10 players because the 5
in the starting line up and 5 bench players equal ten players but for a large number of students
this information is not common knowledge. In the same vain question number 23 discusses the
need to build pens for a farm it talks about needing pens for 9 heifers and 7 bulls then it says he
cannot mix males and females in a pen. Again many students may know that a bull is a male
cow and a heifer is a female cow, but I can tell you from personal experience that I have taught
many high school students who did not know the difference between heifers and bulls. On the
strength side, having the questions written in formula notation is accessible to students of any
cultural background. Formula notation is the same in almost every language and culture
allowing students who are ELL to access the assessment.
A2.
A weakness of the test in relation to accessibility is how close the questions are to each other.
For example questions 11-20 the questions give no space for the students to show their work as
required by the directions. For strengths the same set of questions encourages students to draw
pictures or use numbers in order to solve the questions which increases the accessibility of
students who think differently.
A3.
ATTEMPT |LATEST UPDATE WITH COMPLETE
SOLUTION
AT WESTERN GOVERNORS UNIVERSITY
Hayden Bell
D021 Course
Task Number 3
Date
A1.
, For cultural responsiveness for weakness there are two word problems that require the students
to have outside information. Question number 21 asks the students to calculate how many
lockers a basketball team will need if the number of players include the starting line up and five
bench players. Now for many people they will understand that there are 10 players because the 5
in the starting line up and 5 bench players equal ten players but for a large number of students
this information is not common knowledge. In the same vain question number 23 discusses the
need to build pens for a farm it talks about needing pens for 9 heifers and 7 bulls then it says he
cannot mix males and females in a pen. Again many students may know that a bull is a male
cow and a heifer is a female cow, but I can tell you from personal experience that I have taught
many high school students who did not know the difference between heifers and bulls. On the
strength side, having the questions written in formula notation is accessible to students of any
cultural background. Formula notation is the same in almost every language and culture
allowing students who are ELL to access the assessment.
A2.
A weakness of the test in relation to accessibility is how close the questions are to each other.
For example questions 11-20 the questions give no space for the students to show their work as
required by the directions. For strengths the same set of questions encourages students to draw
pictures or use numbers in order to solve the questions which increases the accessibility of
students who think differently.
A3.
