WGU D659 Assessing and Monitoring Student Learning Verified Multiple Choice and Conceptual Actual
Emended Exam Questions With Reviewed 100% Correct Detailed Answers
Guaranteed Pass!!Current Update
mechanism for gauging students under-
assessment standing progress and achievement in
various subjects
purpose:to assess students understand-
ing WHILE they are learning so adjust-
ments can be made
formative assessment
time: during instruction
tools: class discussion, polls, exit ticket,
student feedback
purpose: to assess students comprehen-
sion of subject matter, compared to set
standards
summative assessment time: at the conclusion of the course or
unit
tools; test and quizzes, midterm exam,
final exam
way for teachers to understand how well
assessment for learning(formative) students learn as they teach
giving students feedback during lesson
takes place at the end of a lesson to see
what students have learned.
assessment of learning (summative)
help teachers evaluate student perfor-
mance and give feedback
structured evaluations that adhere to
predetermined criteria and are often
formal assessments standardized
types: standardized tests, benchmark,
summative
More flexible than formal assessments
and can be adjusted to fit the situation
and particular needs of the student being
informal assessment
tested.
types: progress monitoring, formative,
self assessment
SMART goals (specific, measurable, essential framework/objectives to guide
achievable, realistic, timed) progress.
progress monitoring 1/6
, checking how learners are doing in their
learning overtime
a strategic approach to curriculum plan-
ning that starts with identifying clear end
goals or learning outcomes of a course
or lesson before planning the instruction-
backward design
al strategies and assessments
1. identify desired result
2. determine evidence of learning
3. designing content for instruction
the approaches and methods that edu-
cators use to help students achieve the
instructional strategies
desired learning outcomes
direct instruction and group work
the tasks and exercises students engage
instructional activities in to learn the content and skills outlined
in the curriculum
academic or curriculum standards
outline knowledge, skills, and concepts
content standards
that students are expected to master
broad and define the overarching goals
a specific measurable statement that
says what students should know, under-
stand, or do as a result for instruction.
learning objectives
building blocks for lesson planning and
assessment more focused
specific circumstances under which as-
sessments take place or where learning
occurs. any tools and resources
condition
clarifies situation under which student
will perform
action or skill students must demonstrate
behavior to produce measurable outcomes.
2/6
Emended Exam Questions With Reviewed 100% Correct Detailed Answers
Guaranteed Pass!!Current Update
mechanism for gauging students under-
assessment standing progress and achievement in
various subjects
purpose:to assess students understand-
ing WHILE they are learning so adjust-
ments can be made
formative assessment
time: during instruction
tools: class discussion, polls, exit ticket,
student feedback
purpose: to assess students comprehen-
sion of subject matter, compared to set
standards
summative assessment time: at the conclusion of the course or
unit
tools; test and quizzes, midterm exam,
final exam
way for teachers to understand how well
assessment for learning(formative) students learn as they teach
giving students feedback during lesson
takes place at the end of a lesson to see
what students have learned.
assessment of learning (summative)
help teachers evaluate student perfor-
mance and give feedback
structured evaluations that adhere to
predetermined criteria and are often
formal assessments standardized
types: standardized tests, benchmark,
summative
More flexible than formal assessments
and can be adjusted to fit the situation
and particular needs of the student being
informal assessment
tested.
types: progress monitoring, formative,
self assessment
SMART goals (specific, measurable, essential framework/objectives to guide
achievable, realistic, timed) progress.
progress monitoring 1/6
, checking how learners are doing in their
learning overtime
a strategic approach to curriculum plan-
ning that starts with identifying clear end
goals or learning outcomes of a course
or lesson before planning the instruction-
backward design
al strategies and assessments
1. identify desired result
2. determine evidence of learning
3. designing content for instruction
the approaches and methods that edu-
cators use to help students achieve the
instructional strategies
desired learning outcomes
direct instruction and group work
the tasks and exercises students engage
instructional activities in to learn the content and skills outlined
in the curriculum
academic or curriculum standards
outline knowledge, skills, and concepts
content standards
that students are expected to master
broad and define the overarching goals
a specific measurable statement that
says what students should know, under-
stand, or do as a result for instruction.
learning objectives
building blocks for lesson planning and
assessment more focused
specific circumstances under which as-
sessments take place or where learning
occurs. any tools and resources
condition
clarifies situation under which student
will perform
action or skill students must demonstrate
behavior to produce measurable outcomes.
2/6
