WGU D659 Assessing and Monitoring Student Test Practice Study Exam 2026

WGU D659 Assessing and Monitoring Student Test Practice Study Exam 2026 Benchmark - -to evaluate student performance against specific benchmarks or standards in order to gauge overall progress Progress monitoring - -to monitor individual student progress over time to identify areas of growth or areas needing additional support Summative - -to measure student achievement at the end of a learning period or unit Formative - -to assess student understanding during the learning process to guide instruction and provide feedback Standardized - -to evaluate student performance against a predetermined standard to compare across a larger population Norm-referenced - -to compare individual student performance to that of a normative group to determine relative standing Ipsative - -to measure student progress against their own previous performance rather than against external standards. Criterion-referenced - -to determine whether students have achieved specific learning objectives or criteria. Assessment of learning (summative assessment) - -takes place at the end of a lesson or unit to see how much students have learned; usually involves tests, projects, or other activities that show what students know and can do Summative assessment - -a tool for evaluating student learning at specific points, such as at the end of a unit, semester, or academic year; often in the form of a quiz or test Assessment for learning (formative assessment) - -a way for teachers to understand how well students learn as they teach; helps teachers decide what to teach next and how to teach it better Formative assessment - -used during the learning process to gauge student understanding and guide further learning WGU D659 WGU D659 Assessment - -mechanism for gauging students' understanding, progress, and achievement in various subject areas Assessment as learning (formative or diagnostic) - -a way for students to actively assess their learning progress Formal assessments - -structured evaluations that adhere to predetermined criteria and are often standardized Informal assessments - -more flexible and spontaneous, occurring during everyday classroom activities Formative assessments - -formative assessments are ongoing evaluations conducted during the learning process to provide feedback and guide instruction. They help teachers understand student comprehension and adjust teaching strategies accordingly. Performance tasks - -performance tasks are hands-on activities that assess students' ability to apply their knowledge and skills to real-world scenarios. These tasks often involve problem-solving, critical thinking, and creativity. Portfolio assessment - -portfolio assessment involves the collection and evaluation of student work samples over time. It provides a holistic view of student progress and achievement across various learning activities and subjects. Digital assessment tools - -digital assessment tools leverage technology to create interactive assessments that engage students and provide immediate feedback. These tools encompass a wide range of digital platforms and applications. Observations - -observations involve systematically watching and recording student behavior, interactions, and performance in various learning contexts. They provide valuable insights into students' skills, attitudes, and learning preferences. Standardized tests - -standardized tests are formal assessments administered under controlled conditions to measure student achievement and compare performance across a larger population. They often assess a broad range of content and skills. Formative assessment examples - -quick quizzes, exit tickets, think-pair-share activities, polling apps (e.g., kahoot, poll everywhere), classroom discussions Performance task examples - -research projects, science experiments, debates or presentations, design challenges, role-playing scenarios Portfolio assessment examples - -digital portfolios (e.g., seesaw, google sites), writing portfolios, art portfolios, stem portfolios, reflection journals WGU D659 WGU D659 Digital assessment tool examples - -online quizzes (e.g., google forms, quizizz), interactive simulations, educational games, data analysis software, digital storytelling tools Observation examples - -anecdotal records, observation checklists, video recordings, learning walks, structured observation protocols Standardized test examples - -state-mandated assessments, national standardized tests (e.g., sat, act), district benchmark assessments, computer-adaptive tests, diagnostic tests Progress monitoring - -the ongoing process of using assessment data to track students' academic growth and development Smart goals - -an essential framework used in education for setting specific, measurable, achievable, relevant, and time-bound objectives to guide and evaluate progress effectively Backward design - -a strategic approach to curriculum planning that starts with identifying clear end goals or learning outcomes of a course or lesson before planning the instructional strategies and assessments Instructional strategies - -the approaches and methods that educators use to help students achieve the desired learning outcomes Instructional activities - -the tasks and exercises students engage in to learn the content and skills outlined in the curriculum Content standards - -also known as academic standards or curriculum standards, outline the specific knowledge, skills, and concepts that students are expected to master at a particular grade level or course Learning objectives - -a specific, measurable statement that describes what students should know, understand, or be able to do as a result of instruction. Condition - -the specific circumstances under which the assessment takes place or learning occurs, including any necessary tools or resources Behavior - -the action or skill students are expected to demonstrate to produce observable and measurable outcomes Measurable criterion - -the rate at which students are expected to perform Data literacy - -the ability to understand, analyze, and interpret data to make informed decisions about teaching and learning WGU D659 WGU D659 Data - -any information that can be used systematically to inform instructional practice Iterative inquiry cycle - -a process of continuous investigation, reflection, and adjustment based on gathered data to improve teaching and learning Cumulative files - -comprehensive records that contain a student's academic and behavioral history, typically including grades, standardized test scores, attendance records, and any disciplinary actions Standardized tests - -assessments administered and scored in a consistent manner to ensure uniformity and comparability of results across different test takers or groups Quantitative data - -numerical data that can be measured and quantified, providing objective and statistical information about a phenomenon or event Qualitative data - -nonnumerical data that is descriptive and provides insights into the underlying reasons, opinions, or motivations behind observed behaviors or trends Pie chart - -a visual representation that illustrates the distribution or composition of a whole, such as the percentage of students in each proficiency level Bar graph - -a graphical representation that compares different categories of data, such as the average scores of students in different subjects Box plot - -a graphical representation that shows the spread and distribution of student scores or grades, including the minimum, maximum, and median scores Line graph - -a visual representation that shows trends or changes over time, such as the improvement in student performance throughout a specific unit Outliers - -data points that significantly differ from the rest Trends - -patterns or recurring themes that emerge over time Data-driven decision-making - -using student data and information to guide instructional practices, curriculum planning, and school policies, aiming to improve student learning outcomes and overall educational effectiveness Feedback - -information or comments about an individual's performance; offers guidance, evaluation, or correction to support improving, growing, or maintaining desired standards or competencies Formal feedback - -planned and structured feedback, often documented and more official WGU D659 Informal feedback - -feedback given spontaneously or during instruction; often not recorded Written feedback - -written comments or notes provided to students about their work or performance Oral feedback - -verbal comments or suggestions given to a student about their work or performance Evaluative feedback - -feedback that provides a judgment or assessment of the student's performance or work Descriptive feedback - -feedback that describes the student's performance or work without making a judgment Self-directed feedback - -feedback the student provides to themselves, often through self-reflection or self-assessment Self-assessment - -the process by which a student assesses their own work, performance, or understanding Quality feedback - -specific feedback enhancing student learning effectiveness. WGU D659