WGU D081/QBM3 PRACTICE
EXAMINATION 2026 QUESTIONS WITH
ANSWERS GRADED A+
◍ 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.
◍ virtual memory.
Answer: A technique that uses main memory as a "cache" for secondary
storageThe address is broken into a virtual page number and a page offset
◍ Selected Response Tests.
Answer: 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)
◍ page fault.
Answer: a virtual memory miss
◍ Progress monitoring is designed to:.
Answer: Estimate rates of improvement for each student. Identify students
who are not making adequate progress and who need additional or
alternative instruction. Evaluate the effectiveness of instruction so that
teachers can create better instructional programs
,◍ Product Assessment.
Answer: Result of a performance assessment that becomes the focus of the
assessment.
◍ Grade Equivalents.
Answer: indicates relative test performance in terms of the grade level at
which the student's raw score matches the average score earned by the norm
group.
◍ Holistic Scoring.
Answer: The assignment of a score based on an overall impression of a
performance or product rather than a consideration of individual elements.
The overall judgment is typically guided by descriptions of the various
levels of performance or scoring rubrics. can be guided by scoring rubrics
that clarify what each level of quality is like. Holistic scoring rubrics and
product scales are especially useful where global judgments are being made.
For an evaluation of the student's final level of performance
◍ The Revised Taxonomy of Educational Objectives.
Answer: provides a useful framework for (1) identifying a wide array of
intended learning outcomes; (2) planning instructional activities; (3)
planning assessment methods; and (4) checking on the alignment among
objectives, instruction, and assessment.
◍ Analytic Scoring.
Answer: The assignment of scores to individual components of a
performance or product. Provides diagnostic information useful for
improving performance. *grades specific criteria.
◍ 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
◍ Strong scaling.
Answer: Speed-up achieved on a multiprocessor without increasing the size
of the problem.
◍ Finite-state machine.
Answer: A sequential logic function consisting of a set of inputs and
outputs, a next-state function that maps the current state and the inputs to a
new state, and an output function that maps the current state and possibly
the inputs to a set of asserted outputs.
◍ Diagnostic Assessment.
Answer: (identifies causes of learning problems)To diagnose learning
difficulties during instructionExample: Test of math computational skills
necessary for learning math
◍ LEGv8 doubleword.
Answer: Another natural unit of access in a computer, usually a group of 64
bits (8 bytes); corresponds to the size of a register in the LEGv8 architecture
◍ Secondary memory.
Answer: Nonvolatile memory used to store programs and data between runs;
typically consists of flash memory in PMDs and magnetic disks in servers.
◍ Bloom's taxonomy.
Answer: 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.
◍ store register.
Answer: instruction complementary to load. It copies data from register to
memory.the format is similar to load; name of the operation, followed by the
register to be stored, then the base register, and finally the offset to select the
array element.
◍ Summative Assessment.
Answer: (measures end-of-course achievement)To assess achievement at the
end of instructionExample: End-of-year State test
◍ Re-authorization of Elementary and Secondary Education Act (ESEA)
called Every Student Succeeds Act (ESSA) 2015.
Answer: Holds all students to high academic standards, prepares all students
for success in college and career, provides more kids access to high-quality
preschool, guarantees steps are taken to help students, and their school
improve, reduces the burden of testing while maintaining annual
information for parents and students, promotes local innovation and invests
in what works
◍ Criterion-Referenced Interpretation.
Answer: Principal Use-Mastery testing.Major Emphasis-Describes tasks
students can perform.Interpretation of Results-Compares performance to a
clearly specified achievement domain.Content Coverage-Typically focuses
on a limited set of learning tasks.Nature of Test Plan-Detailed domain
specifications are favored.Item Selection Procedures-Includes all items
needed to adequately describe performance. No attempt is made to alter item
difficulty or to eliminate easy items to increase the spread of
scores.Performance Standards-Level of performance is commonly
determined by absolute standards (e.g., demonstrates mastery by defining 90
percent of the technical terms).according to a specified domain of clearly
fined learning tasksa test or other type of assessment designed to provide a
measure of performance that is interpretable in terms of a clearly defined
and delimited domain of learning tasks.Other terms that are less often used
EXAMINATION 2026 QUESTIONS WITH
ANSWERS GRADED A+
◍ 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.
◍ virtual memory.
Answer: A technique that uses main memory as a "cache" for secondary
storageThe address is broken into a virtual page number and a page offset
◍ Selected Response Tests.
Answer: 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)
◍ page fault.
Answer: a virtual memory miss
◍ Progress monitoring is designed to:.
Answer: Estimate rates of improvement for each student. Identify students
who are not making adequate progress and who need additional or
alternative instruction. Evaluate the effectiveness of instruction so that
teachers can create better instructional programs
,◍ Product Assessment.
Answer: Result of a performance assessment that becomes the focus of the
assessment.
◍ Grade Equivalents.
Answer: indicates relative test performance in terms of the grade level at
which the student's raw score matches the average score earned by the norm
group.
◍ Holistic Scoring.
Answer: The assignment of a score based on an overall impression of a
performance or product rather than a consideration of individual elements.
The overall judgment is typically guided by descriptions of the various
levels of performance or scoring rubrics. can be guided by scoring rubrics
that clarify what each level of quality is like. Holistic scoring rubrics and
product scales are especially useful where global judgments are being made.
For an evaluation of the student's final level of performance
◍ The Revised Taxonomy of Educational Objectives.
Answer: provides a useful framework for (1) identifying a wide array of
intended learning outcomes; (2) planning instructional activities; (3)
planning assessment methods; and (4) checking on the alignment among
objectives, instruction, and assessment.
◍ Analytic Scoring.
Answer: The assignment of scores to individual components of a
performance or product. Provides diagnostic information useful for
improving performance. *grades specific criteria.
◍ 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
◍ Strong scaling.
Answer: Speed-up achieved on a multiprocessor without increasing the size
of the problem.
◍ Finite-state machine.
Answer: A sequential logic function consisting of a set of inputs and
outputs, a next-state function that maps the current state and the inputs to a
new state, and an output function that maps the current state and possibly
the inputs to a set of asserted outputs.
◍ Diagnostic Assessment.
Answer: (identifies causes of learning problems)To diagnose learning
difficulties during instructionExample: Test of math computational skills
necessary for learning math
◍ LEGv8 doubleword.
Answer: Another natural unit of access in a computer, usually a group of 64
bits (8 bytes); corresponds to the size of a register in the LEGv8 architecture
◍ Secondary memory.
Answer: Nonvolatile memory used to store programs and data between runs;
typically consists of flash memory in PMDs and magnetic disks in servers.
◍ Bloom's taxonomy.
Answer: 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.
◍ store register.
Answer: instruction complementary to load. It copies data from register to
memory.the format is similar to load; name of the operation, followed by the
register to be stored, then the base register, and finally the offset to select the
array element.
◍ Summative Assessment.
Answer: (measures end-of-course achievement)To assess achievement at the
end of instructionExample: End-of-year State test
◍ Re-authorization of Elementary and Secondary Education Act (ESEA)
called Every Student Succeeds Act (ESSA) 2015.
Answer: Holds all students to high academic standards, prepares all students
for success in college and career, provides more kids access to high-quality
preschool, guarantees steps are taken to help students, and their school
improve, reduces the burden of testing while maintaining annual
information for parents and students, promotes local innovation and invests
in what works
◍ Criterion-Referenced Interpretation.
Answer: Principal Use-Mastery testing.Major Emphasis-Describes tasks
students can perform.Interpretation of Results-Compares performance to a
clearly specified achievement domain.Content Coverage-Typically focuses
on a limited set of learning tasks.Nature of Test Plan-Detailed domain
specifications are favored.Item Selection Procedures-Includes all items
needed to adequately describe performance. No attempt is made to alter item
difficulty or to eliminate easy items to increase the spread of
scores.Performance Standards-Level of performance is commonly
determined by absolute standards (e.g., demonstrates mastery by defining 90
percent of the technical terms).according to a specified domain of clearly
fined learning tasksa test or other type of assessment designed to provide a
measure of performance that is interpretable in terms of a clearly defined
and delimited domain of learning tasks.Other terms that are less often used
