WGU C813 TASK 2: POST-
IMPLEMENTATION ASSESSMENT PRACTICE
EXAMINATION 2026 QUESTIONS WITH
ANSWERS GRADED A+
◍ Projectized Organization pros and cons.
Answer: Pros: Clear lines of authority; project is managed holistically; gain
historical data from prior projects.Cons: Approach is expensive because of
the duplication of personnel; SME assigned may not have the most
appropriate knowledge or expertise for the project
◍ Selection Item: Multiple Choice.
Answer: the most widely used and highly regarded of the selection-type
items. They can be designed to measure a variety of learning outcomes,
from simple to complex, and can provide the highest quality items. -consists
of a stem, which presents a problem situation The stem may be a question or
an incomplete statement. -several alternatives (options or choices), which
provide possible solutions to the problem. The alternatives include the
correct answer and several plausible wrong answers called distracters.
◍ Construct Irrelevance.
Answer: Extent to which test scores are influenced by factors (e.g., mode of
presentation or response) that are irrelevant (not related) to the construct that
the test is intended to measure.
◍ Objective-Referenced Interpretation.
Answer: 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.
,◍ Using Assessment Results.
Answer: All learning goals should be assessed using more than one
assessment activity.A variety of assessment strategies should be used.
Assessment results will reveal information about student learning and
performance which should be analyzed to assist with improvement of
teaching and learning. Student performance patterns and changes over time
can be recorded and analyzed to provide information about student growth.
Some unexpected results or surprises may emerge. The data will raise
questions that you can use for your own and your students' growth. Results
can be compared to those of other teachers with similar classrooms and units
of study to see if school-wide patterns emerge.
◍ Factors That Lower the Validity of Assessment Results.
Answer: 1. Tasks that provide an inadequate sample of the achievement to
be assessed.2. Tasks that do not function as intended, due to use of improper
types of tasks, lack of relevance, ambiguity, clues, bias, inappropriate
difficulty, or similar factors.3. Improper arrangement of tasks and unclear
directions.4. Too few tasks for the types of interpretation to be made (e.g.,
interpretation by objective based on a few test items).5. Improper
administration—such as inadequate time allowed and poorly controlled
conditions.6. Judgmental scoring that uses inadequate scoring guides, or
objective scoring that contains computational errors.
◍ Content standards.
Answer: describe what students should know and be able to do at the end of
a specified period of learning (e.g., a grade or series of grades). They
provide a framework for curriculum development, instruction, and the
assessment of student achievement. Various professional organizations have
also developed sets of content standards in their particular subject areas. It is
hoped that the use of such standards will raise achievement expectations,
increase the quality of public education, provide a better informed
citizenship, and make the country more competitive with other countries.
◍ Mandated Core Components of 'Standards Based Reform'.
, Answer: a) content and performance standards set for all students; b)
development of tools to measure the progress of all students toward the
standards; c) accountability systems that require continuous improvement of
student achievement.
◍ portfolio.
Answer: a group of related programs that support a long-term company goal
or objective Pg 13
◍ Summative Assessment.
Answer: (measures end-of-course achievement)To assess achievement at the
end of instructionExample: End-of-year State test
◍ Instructional Objectives:.
Answer: Specific statements that describe how students will demonstrate
achievement. Instructional objectives describe intended learning outcomes.
Instructional objectives clarify what standards and benchmarks mean.
◍ Monitoring Student Progress.
Answer: A recordkeeping system that uses a grid format can help you
monitor the progress of individual students and the whole class at the same
time. Since your tests are designed to measure student learning of specific
objectives, this kind of display will allow you to see which students have
mastered specific objectives and which students need additional help such as
second-chance testing (which simply involves letting a student retake a test
after additional instruction), remedial instruction, or accommodationsThe
same grid used for monitoring individual progress can also give you a
picture of the entire class. By tracking how students do on specific
objectives, you can see which students (and objectives) require additional
instructionA grid that charts performance for multiple assessments can help
you see patterns of strengths and weaknesses.
◍ scrum.
Answer: The daily standup meeting where the team discusses their work
status and plans the work for the day. Pg 74
, ◍ triangular distribution.
Answer: ACTIVITY DURATION = (OPTIMISTIC ESTIMATE + MOST
LIKELY ESTIMATE + PESSIMISTIC ESTIMATE) / 3 Pg 108
◍ time value of money.
Answer: Money is worth more to an organization now than in the future. Pg
35
◍ Requirements Management Plan.
Answer: Documents how the customer and stakeholder requirements will be
identified, integrated to the project scope, tracked throughout the project,
and verified at closure. Pg 49
◍ Guidelines for Effective Student Assessment.
Answer: 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 everyone6. 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
◍ Low Cost.
Answer: Cost to run the model is economical relative to scale (budget) of
project Pg 31
◍ Rubrics.
Answer: an objective set of guidelines that defines the criteria used to score
or grade an assignment.
◍ The Revised Taxonomy of Educational Objectives.
Answer: provides a useful framework for (1) identifying a wide array of
IMPLEMENTATION ASSESSMENT PRACTICE
EXAMINATION 2026 QUESTIONS WITH
ANSWERS GRADED A+
◍ Projectized Organization pros and cons.
Answer: Pros: Clear lines of authority; project is managed holistically; gain
historical data from prior projects.Cons: Approach is expensive because of
the duplication of personnel; SME assigned may not have the most
appropriate knowledge or expertise for the project
◍ Selection Item: Multiple Choice.
Answer: the most widely used and highly regarded of the selection-type
items. They can be designed to measure a variety of learning outcomes,
from simple to complex, and can provide the highest quality items. -consists
of a stem, which presents a problem situation The stem may be a question or
an incomplete statement. -several alternatives (options or choices), which
provide possible solutions to the problem. The alternatives include the
correct answer and several plausible wrong answers called distracters.
◍ Construct Irrelevance.
Answer: Extent to which test scores are influenced by factors (e.g., mode of
presentation or response) that are irrelevant (not related) to the construct that
the test is intended to measure.
◍ Objective-Referenced Interpretation.
Answer: 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.
,◍ Using Assessment Results.
Answer: All learning goals should be assessed using more than one
assessment activity.A variety of assessment strategies should be used.
Assessment results will reveal information about student learning and
performance which should be analyzed to assist with improvement of
teaching and learning. Student performance patterns and changes over time
can be recorded and analyzed to provide information about student growth.
Some unexpected results or surprises may emerge. The data will raise
questions that you can use for your own and your students' growth. Results
can be compared to those of other teachers with similar classrooms and units
of study to see if school-wide patterns emerge.
◍ Factors That Lower the Validity of Assessment Results.
Answer: 1. Tasks that provide an inadequate sample of the achievement to
be assessed.2. Tasks that do not function as intended, due to use of improper
types of tasks, lack of relevance, ambiguity, clues, bias, inappropriate
difficulty, or similar factors.3. Improper arrangement of tasks and unclear
directions.4. Too few tasks for the types of interpretation to be made (e.g.,
interpretation by objective based on a few test items).5. Improper
administration—such as inadequate time allowed and poorly controlled
conditions.6. Judgmental scoring that uses inadequate scoring guides, or
objective scoring that contains computational errors.
◍ Content standards.
Answer: describe what students should know and be able to do at the end of
a specified period of learning (e.g., a grade or series of grades). They
provide a framework for curriculum development, instruction, and the
assessment of student achievement. Various professional organizations have
also developed sets of content standards in their particular subject areas. It is
hoped that the use of such standards will raise achievement expectations,
increase the quality of public education, provide a better informed
citizenship, and make the country more competitive with other countries.
◍ Mandated Core Components of 'Standards Based Reform'.
, Answer: a) content and performance standards set for all students; b)
development of tools to measure the progress of all students toward the
standards; c) accountability systems that require continuous improvement of
student achievement.
◍ portfolio.
Answer: a group of related programs that support a long-term company goal
or objective Pg 13
◍ Summative Assessment.
Answer: (measures end-of-course achievement)To assess achievement at the
end of instructionExample: End-of-year State test
◍ Instructional Objectives:.
Answer: Specific statements that describe how students will demonstrate
achievement. Instructional objectives describe intended learning outcomes.
Instructional objectives clarify what standards and benchmarks mean.
◍ Monitoring Student Progress.
Answer: A recordkeeping system that uses a grid format can help you
monitor the progress of individual students and the whole class at the same
time. Since your tests are designed to measure student learning of specific
objectives, this kind of display will allow you to see which students have
mastered specific objectives and which students need additional help such as
second-chance testing (which simply involves letting a student retake a test
after additional instruction), remedial instruction, or accommodationsThe
same grid used for monitoring individual progress can also give you a
picture of the entire class. By tracking how students do on specific
objectives, you can see which students (and objectives) require additional
instructionA grid that charts performance for multiple assessments can help
you see patterns of strengths and weaknesses.
◍ scrum.
Answer: The daily standup meeting where the team discusses their work
status and plans the work for the day. Pg 74
, ◍ triangular distribution.
Answer: ACTIVITY DURATION = (OPTIMISTIC ESTIMATE + MOST
LIKELY ESTIMATE + PESSIMISTIC ESTIMATE) / 3 Pg 108
◍ time value of money.
Answer: Money is worth more to an organization now than in the future. Pg
35
◍ Requirements Management Plan.
Answer: Documents how the customer and stakeholder requirements will be
identified, integrated to the project scope, tracked throughout the project,
and verified at closure. Pg 49
◍ Guidelines for Effective Student Assessment.
Answer: 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 everyone6. 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
◍ Low Cost.
Answer: Cost to run the model is economical relative to scale (budget) of
project Pg 31
◍ Rubrics.
Answer: an objective set of guidelines that defines the criteria used to score
or grade an assignment.
◍ The Revised Taxonomy of Educational Objectives.
Answer: provides a useful framework for (1) identifying a wide array of
