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WGU Educational Assessment

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Western Governors University Online College | WGU

WGU Educational Assessment

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25 Questions

1. Self and peer assessment

Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsThe term that describes the specific results of instruction - I.E.- describes the operationAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)

2. Pro's of selection type items

Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsThe term that describes the specific results of instruction - I.E.- describes the operationNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unit

3. Which legislative measures pertain to education assessment?

Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitThe term that describes the specific results of instruction - I.E.- describes the operationNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)

4. Learning outcome

The term that describes the specific results of instruction - I.E.- describes the operationNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unit

5. A possible solution to 'scoring is subjective'?

NCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsPrepare accurate keys and rubrics that are carefully followed

6. Assessment as learning, assessment type

Formative assessment/self assessmentQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unit

7. Ethical uses and interpretations of test results

Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsUse assessment results to improve instruction and educational programs - Identify curriculum strengths or gaps for improving instruction - Communicate results in an honest understandable wayNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unit

8. What are possible risks of students with learning disabilities taking high stakes tests?

Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitIncreased grade retention - Increased possibility of dropping out - Awarding of alternative high school diplomas or certificatesQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)

9. What are a few elements that align with ESSA?

Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)No requirement of 100% proficiency or AYP - States can use one single assessment or multiple interim assessments given throughout the year that result in one summative score - States can develop alternative standards for students with the most significant cognitive disabilities

10. Finished a unit on report writing, then turn in a report for final grades. This is a description of what type of assessment?

SummativeQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unit

11. Con's of supply type items:

NCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsWriting skill can influence the results - Time consuming to score - Bluffing can influence the results - Limited sample of learning tasks

12. A weekly spelling quiz is an example of which type of assessment?

NCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitSummative assessmentQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errors

13. A student may be eligible for testing accommodations if...

Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitThe student is below a level where an assessment administered in English would be a valid measure of the students content knowledgeNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)

14. Example of student performance

NCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitStudents create warmup plans that includes 4 different warmup techniques that would be completed for 30sec each for a total of 2 minute warmup - Most specific

15. Does not change expectations for learning, is an example of?

An accommodationQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)

16. Which legislation that requires states to include students with disabilities in assessment programs, and to provide accommodations or alternate assessments where necessary is know as:

NCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsIDEAAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unit

17. Extended response essay

Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsGives students more freedom to develop their answerNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)

18. What type of response format do performance based assessments (PBAs) use?

Constructed response formatNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errors

19. Everyday at the end of math instruction an assessment is given. Why might a tear her do this?

20. Strength and weakness of true/false assessment

Useful when there are only 2 possible alternatives - There is no way to know that the student knows the correct informationAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errors

21. What are the 4 elements needed in designing a performance based assessment that supports learning for ELLs?

NCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitDesigned for students proficiency level - Make criteria for evaluation clear to students - Show students how to monitor their own work - Require meaningful tasks

22. Objectives help to keep the instruction, student learning and assessment in:

Close harmonyAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errors

23. Strength and weakness of interpretive assessment

Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsEfficient means of measuring the interpretation of printed information - Questions are subjective and can include extraneous cluesNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unit

24. 3 true statements about a performance based assessment.

Quick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsBased on classroom instruction and everyday tasks - May not yield one single correct answer - Helpful when assessing oral communication and/or readingAsking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitNCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)

25. Performance Assessment

NCLB (no child left behind) - IDEA (individuals with disabilities education act) - ESEA (elementary and secondary education act)Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unitQuick, objective scoring - Larger sample of student performance because a large number of items can be used - Provide identification of specific learning errorsAn assessment requiring students to demonstrate the skills required for writing a story. Students must write an original story including all necessary components of plot composition

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25 Questions

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25 Questions

❤ If you liked Fatskills, consider supporting us by checking out The Life Manuals You Never Got.

About | Explore | User Guide | Topics | Subjects | Doubt Solver | Career Aptitude Test | Answers | Free Tools | What Should We Know? Privacy | Terms |

Without work one finishes nothing. - Ralph Waldo Emerson© 2026 Fatskills.com

All trademarks, logos and brand names are the property of their respective owners. All company, product and service names used in this website are for identification purposes only. Use of these names, trademarks and brands does not imply endorsement.

About | Explore | User Guide | Topics | Subjects | Doubt Solver | Career Aptitude Test | Answers | Free Tools | What Should We Know?
Privacy | Terms |

Without work one finishes nothing. - Ralph Waldo Emerson
© 2026 Fatskills.com