WGU- EDUCATIONAL ASSESSMENT 2026 QUESTIONS
WITH PASSED ANSWERS!!
Performance-Based Tasks - CORRECT ANSWERS-may also be useful for determining entry skills.
In the area of writing, for example, obtaining writing samples at the beginning of instruction can
establish a base for later assessments of progress. This type of preassessment would be especially
valuable if portfolios of student work were to be maintained during the instruction.
Formative Assessments - CORRECT ANSWERS-(monitors learning progress)
To monitor learning progress during instruction
Example: End of lesson quiz
Diagnostic Assessment - CORRECT ANSWERS-(identifies causes of learning problems)
To diagnose learning difficulties during instruction
Example: Test of math computational skills necessary for learning math
Bloom's taxonomy - CORRECT ANSWERS-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 - CORRECT ANSWERS-1. 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
levels and must be able to use assessment results effectively.
5. Teachers should be skilled in developing valid pupil grading procedures that use pupil assessments.
Grading students is an important part of professional practice for teachers. Grading is defined as
indicating 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
Selected Response Tests - CORRECT ANSWERS-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 - CORRECT ANSWERS--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 the performance and to provide a place to record the judgments.
assessments provide direct evidence of valued learning outcomes that cannot be adequately assessed by
traditional paper-and-pencil testing, but they are time consuming to use and require greater use of
judgment in scoring.
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 - CORRECT ANSWERS-1. 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 - CORRECT ANSWERS-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 - CORRECT ANSWERS-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.
Objective-Referenced Interpretation - CORRECT ANSWERS-Assessment results are interpreted in
terms of each specific objective that a set of test items represents. This is frequently called criterion-
referenced interpretation, but the more limited designation is preferable where interpretation is limited
to each separate objective.
Norm-Referenced Interpretation - CORRECT ANSWERS-Principal Use-Survey testing.
Major Emphasis-Measures individual differences in achievement.
Interpretation of Results-Compares performance to that of other individuals.
Content Coverage-Typically covers a broad area of achievement.
Nature of Test Plan-Table of specifications is commonly used.
Item Selection Procedures-Items are selected that provide maximum discrimination among individuals
(to obtain a reliable ranking). Easy items are typically eliminated from the test.
WITH PASSED ANSWERS!!
Performance-Based Tasks - CORRECT ANSWERS-may also be useful for determining entry skills.
In the area of writing, for example, obtaining writing samples at the beginning of instruction can
establish a base for later assessments of progress. This type of preassessment would be especially
valuable if portfolios of student work were to be maintained during the instruction.
Formative Assessments - CORRECT ANSWERS-(monitors learning progress)
To monitor learning progress during instruction
Example: End of lesson quiz
Diagnostic Assessment - CORRECT ANSWERS-(identifies causes of learning problems)
To diagnose learning difficulties during instruction
Example: Test of math computational skills necessary for learning math
Bloom's taxonomy - CORRECT ANSWERS-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 - CORRECT ANSWERS-1. 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
levels and must be able to use assessment results effectively.
5. Teachers should be skilled in developing valid pupil grading procedures that use pupil assessments.
Grading students is an important part of professional practice for teachers. Grading is defined as
indicating 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
Selected Response Tests - CORRECT ANSWERS-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 - CORRECT ANSWERS--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 the performance and to provide a place to record the judgments.
assessments provide direct evidence of valued learning outcomes that cannot be adequately assessed by
traditional paper-and-pencil testing, but they are time consuming to use and require greater use of
judgment in scoring.
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 - CORRECT ANSWERS-1. 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 - CORRECT ANSWERS-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 - CORRECT ANSWERS-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.
Objective-Referenced Interpretation - CORRECT ANSWERS-Assessment results are interpreted in
terms of each specific objective that a set of test items represents. This is frequently called criterion-
referenced interpretation, but the more limited designation is preferable where interpretation is limited
to each separate objective.
Norm-Referenced Interpretation - CORRECT ANSWERS-Principal Use-Survey testing.
Major Emphasis-Measures individual differences in achievement.
Interpretation of Results-Compares performance to that of other individuals.
Content Coverage-Typically covers a broad area of achievement.
Nature of Test Plan-Table of specifications is commonly used.
Item Selection Procedures-Items are selected that provide maximum discrimination among individuals
(to obtain a reliable ranking). Easy items are typically eliminated from the test.
