WGU - Educational Assessment
1. Assessment during instruction guides student learning.: Formative assess- ment
2. Achievement is measured at the end of instruction.: Summative assessment
3. Understanding and skills are applied in a real-world scenario.: Authentic assessment
4. Evaluation of collections of student work demonstrates progress over time.-
: Portfolio assessment
5. Used to monitor student learning during instruction: Formative assessment
6. Measures achievement at the end of instruction: Summative assessment
7. Compares performance to other individuals: Norm-referenced assessment
8. Compares performance to specified achievement domain: Criterion-refer- enced assessment
9. Used to probe deep into the causes of learning deficiencies: Diagnostic assessment
10.What is a benefit of implementing a system of assessment?: An assess- ment system provides multiple
opportunities to measure aspects of desired perfor- mances.
11.A fourth-grade social studies teacher wants students to practice higher-or- der thinking and problem-solving
skills while working on a unit focusing on ancient Greece and Rome. What are two appropriate assessment
methods to meet this goal?: Write and enact a play focusing on everyday customs. Determine the most valuable natural
resources of the area.
12.A science teacher wants to assess his students' higher-order thinking and problem-solving skills relating to
animal adaptations.Which assessment option would achieve this goal?: Give students an animal and an environment
to study and ask them to describe possible adaptations the animal may make.
13.A sixth-grade social studies teacher is concerned about whether or not the students are progressing
satisfactorily through the current lesson on the locations of ancient river civilizations. When asking questions
during a formative assessment, the teacher finds that most of the students do not know the answers.What would be
an appropriate instructional decision based on the assessment results?: Reteach the objective using another activity.
14.Sixty-eighty percent of the class did not meet mastery on an assessment at the end of a unit on figurative
language.Which two instructional decisions would be appropriate based on the assessment results?: Reteach low
scoring concepts.
Plan differentiated activities.
15.A student has a learning disability that makes processing and interpreting visual information difficult. The
teacher wants to assess the student's prob-
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, WGU - Educational Assessment
lem-solving skills related to area and volume at the end of the unit.What is an appropriate accommodation for
this student?: Read written directions on the test aloud to the student.
16.A student in a seventh-grade class has a disability that makes reading comprehension challenging.What
would be an appropriate assessment ac- commodation for this student during a standardized test as established
by an Individualized Education Plan (IEP) team?: Provide a scribe for the student to record student answers.
Provide the student with the assessment in larger print to make it easier to read.
17.A sixth-grade class is working on a science chapter that has many new vocabulary words. The teacher
notices that four students only knew 50% of the new definitions on the last formative assessment while all other
students in the class scored 90% or higher. She decides that she needs to differentiate instruction to assist the
struggling students.How can the teacher meet this goal?: Provide hands-on activities that allow them to use the
objects that are being defined in the unit.
18.Which of these strategies can be used for differentiating content to accom- modate varying reading levels?:
Using homogeneous flexible grouping to group students with similar needs.
19.What is the purpose of the Code of Professional Responsibilities in Edu- cational Measurement?: To
provide guidance for test development and adminis- tration.
20.Which legislation required setting challenging standards for student achievement and developing and
administering assessments to measure stu- dent progress toward those standards?: Elementary and Secondary
Education Act.
21. A group of teachers based the new curriculum for their high school English class off of content found
on previous standardized assessments.Why was this action inappropriate, according to the Code of Professional
Responsibil- ities in Educational Measurement?: Because it compromises the integrity of the assessment.
22. A second-grade teacher needs to assess a guided reading text. The teacher finds an assessment that
appears to meet the needs of most of the class but would not be appropriate for two students who are English
language learners (ELL). The teacher decides to adjust assessment preparation strategies and still use the
test.Which assessment preparation strategy is appropriate for the teacher to provide the ELL students?: Bilingual
flashcards.
23.A third-grade teacher prepares an end-of-chapter assessment covering double-digit addition for
mathematics. The teacher wants to align the assess-
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7
1. Assessment during instruction guides student learning.: Formative assess- ment
2. Achievement is measured at the end of instruction.: Summative assessment
3. Understanding and skills are applied in a real-world scenario.: Authentic assessment
4. Evaluation of collections of student work demonstrates progress over time.-
: Portfolio assessment
5. Used to monitor student learning during instruction: Formative assessment
6. Measures achievement at the end of instruction: Summative assessment
7. Compares performance to other individuals: Norm-referenced assessment
8. Compares performance to specified achievement domain: Criterion-refer- enced assessment
9. Used to probe deep into the causes of learning deficiencies: Diagnostic assessment
10.What is a benefit of implementing a system of assessment?: An assess- ment system provides multiple
opportunities to measure aspects of desired perfor- mances.
11.A fourth-grade social studies teacher wants students to practice higher-or- der thinking and problem-solving
skills while working on a unit focusing on ancient Greece and Rome. What are two appropriate assessment
methods to meet this goal?: Write and enact a play focusing on everyday customs. Determine the most valuable natural
resources of the area.
12.A science teacher wants to assess his students' higher-order thinking and problem-solving skills relating to
animal adaptations.Which assessment option would achieve this goal?: Give students an animal and an environment
to study and ask them to describe possible adaptations the animal may make.
13.A sixth-grade social studies teacher is concerned about whether or not the students are progressing
satisfactorily through the current lesson on the locations of ancient river civilizations. When asking questions
during a formative assessment, the teacher finds that most of the students do not know the answers.What would be
an appropriate instructional decision based on the assessment results?: Reteach the objective using another activity.
14.Sixty-eighty percent of the class did not meet mastery on an assessment at the end of a unit on figurative
language.Which two instructional decisions would be appropriate based on the assessment results?: Reteach low
scoring concepts.
Plan differentiated activities.
15.A student has a learning disability that makes processing and interpreting visual information difficult. The
teacher wants to assess the student's prob-
1/
7
, WGU - Educational Assessment
lem-solving skills related to area and volume at the end of the unit.What is an appropriate accommodation for
this student?: Read written directions on the test aloud to the student.
16.A student in a seventh-grade class has a disability that makes reading comprehension challenging.What
would be an appropriate assessment ac- commodation for this student during a standardized test as established
by an Individualized Education Plan (IEP) team?: Provide a scribe for the student to record student answers.
Provide the student with the assessment in larger print to make it easier to read.
17.A sixth-grade class is working on a science chapter that has many new vocabulary words. The teacher
notices that four students only knew 50% of the new definitions on the last formative assessment while all other
students in the class scored 90% or higher. She decides that she needs to differentiate instruction to assist the
struggling students.How can the teacher meet this goal?: Provide hands-on activities that allow them to use the
objects that are being defined in the unit.
18.Which of these strategies can be used for differentiating content to accom- modate varying reading levels?:
Using homogeneous flexible grouping to group students with similar needs.
19.What is the purpose of the Code of Professional Responsibilities in Edu- cational Measurement?: To
provide guidance for test development and adminis- tration.
20.Which legislation required setting challenging standards for student achievement and developing and
administering assessments to measure stu- dent progress toward those standards?: Elementary and Secondary
Education Act.
21. A group of teachers based the new curriculum for their high school English class off of content found
on previous standardized assessments.Why was this action inappropriate, according to the Code of Professional
Responsibil- ities in Educational Measurement?: Because it compromises the integrity of the assessment.
22. A second-grade teacher needs to assess a guided reading text. The teacher finds an assessment that
appears to meet the needs of most of the class but would not be appropriate for two students who are English
language learners (ELL). The teacher decides to adjust assessment preparation strategies and still use the
test.Which assessment preparation strategy is appropriate for the teacher to provide the ELL students?: Bilingual
flashcards.
23.A third-grade teacher prepares an end-of-chapter assessment covering double-digit addition for
mathematics. The teacher wants to align the assess-
2/
7
