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WGU- Educational Assessment
Unit 1: Foundations of Educational Assessment (Questions 1-20)
1. A teacher wants to know how students apply the things they learned over time and in different ways. Which type of assessment should this teacher use? A) Selected-response test B) Portfolio performance assessment C) Multiple-choice exam D) True/false quiz Answer: B) Portfolio performance assessment Rationale: Portfolio assessments allow students to demonstrate their learning over time through multiple artifacts and in various ways. This provides a comprehensive picture of student achievement across different contexts and tasks. 2. A teacher has a large group of students to assess. The teacher wants to accurately assess the knowledge students have in a fairly short amount of time. Which type of assessment should this teacher use? A) Performance assessment B) Portfolio
C) Selected-response (multiple choice, true/false, matching) D) Essay Answer: C) Selected-response (multiple choice, true/false, matching) Rationale: Selected-response assessments are efficient for large groups because they can be administered quickly and scored objectively. They are well-suited for measuring breadth of knowledge across many students in limited time.
3. A teacher wants to understand students' mastery of a concept and wants some subjectivity in grading. How should the teacher assess in this scenario? A) Multiple-choice test B) True/false questions C) Matching exercise D) Constructed-response question Answer: D) Constructed-response question Rationale: Constructed-response questions (short answer, essay) require students to generate their own answers rather than select from options. This format allows for subjective grading based on the quality and depth of student responses. 4. What is one reason a school would use a criterion-referenced reading assessment? A) To compare students to their peers B) To assess whether students have mastered a particular national
A) Essays and short answer B) Portfolios and demonstrations C) Multiple choice, true/false, and matching D) Projects and presentations Answer: C) Multiple choice, true/false, and matching Rationale: Selected-response assessments require students to select the correct answer from provided options. Common formats include multiple choice, true/false, and matching. These are efficient for measuring factual knowledge and can be scored objectively.
7. Constructed-response assessment formats include which of the following? A) Multiple choice B) True/false C) Short answer and essay D) Matching Answer: C) Short answer and essay Rationale: Constructed-response assessments require students to generate their own answers rather than selecting from options. Short answer questions and essays are the primary examples of this format. 8. Performance assessments are characterized by: A) Objective scoring with no judgment required B) Grading that is subjective (based on judgment, using a rubric) and measures ability to do something
C) Only multiple-choice questions D) Automated scoring only Answer: B) Grading that is subjective (based on judgment, using a rubric) and measures ability to do something, higher-level skills Rationale: Performance assessments require students to demonstrate skills or knowledge through tasks like portfolios, exhibitions, open- ended writing, or demonstrations. Scoring is typically subjective and guided by rubrics.
9. Which of the following is an example of a performance assessment? A) 50-question multiple-choice final exam B) True/false vocabulary quiz C) Student portfolio of writing samples collected over a semester D) Matching exercise on states and capitals Answer: C) Student portfolio of writing samples collected over a semester Rationale: A portfolio is a collection of student work that demonstrates learning over time. It requires students to apply skills and knowledge, making it a performance assessment. Scoring is typically rubric-based and subjective. 10. According to the basic model of motivation, what is the correct order of the motivation process? A) Goals and achievement → Needs → Behavior action B) Needs → Behavior action → Goals and achievement
A) Physiological needs B) Safety needs C) Esteem needs D) Self-actualization Answer: B) Safety needs Rationale: Safety needs include protection from elements, law and order, financial security, and freedom from fear. Making sure students have a safe and secure place to go after school helps satisfy their safety needs.
13. A teacher calls parents when students are not completing homework. Does this meet a basic need according to Maslow? A) Yes; homework completion is essential for learning B) Yes; parents need to be involved in education C) No; while homework completion is important, it is not considered a basic need D) No; parents should never be contacted about missing work Answer: C) No; while homework completion is important, it is not considered a basic need Rationale: Maslow's model postulated that basic needs (physiological, safety, love/belonging, esteem) must be satisfied before students can focus their attention on academics. Homework completion is an academic task, not a basic need.
14. A teacher allows for extra credit points for students who are receiving a failing grade in class. Does this meet a basic need according to Maslow? A) Yes; extra credit motivates all students equally B) Yes; grades are a basic need for school success C) No; according to Maslow's model, things like extra credit will not motivate students when they have concerns about physiological and safety needs D) No; extra credit is never appropriate Answer: C) No; according to Maslow's model, things like extra credit will not motivate students when they have concerns about physiological and safety needs Rationale: Maslow's hierarchy indicates that lower-level deficiency needs must be met before students can respond to academic incentives like extra credit. Students struggling with basic survival needs cannot focus on academic rewards. 15. Which of the following is an example of intrinsic motivation? A) A student completes homework to avoid detention B) A student studies hard to earn a pizza party C) A second-grade student reads as many books about dinosaurs as she can find because she wants to learn all about dinosaurs D) A student participates in class to get a sticker Answer: C) A second-grade student reads as many books about dinosaurs as she can find because she wants to learn all about dinosaurs
Rationale: Inquiry-based learning allows students to have choices in how they learn and what they relate new information with. It focuses on using content to develop information-processing and problem- solving skills.
18. A middle school science teacher is using the inquiry approach as she discusses the internal structure of the Earth. Which question should she ask her students? A) "What is the temperature of the Earth's core?" B) "How many layers does the Earth have?" C) "How do we know which layer of the Earth is the hottest?" D) "Name the four layers of the Earth" Answer: C) "How do we know which layer of the Earth is the hottest?" Rationale: Effective inquiry questions require students to use content knowledge to process information and solve problems. This question asks students to consider evidence and reasoning rather than just recall a fact. 19. A math teacher shows students one way of solving an algebraic equation. Then the teacher challenges students to think of two additional ways to solve the same equation. This is an example of: A) Direct instruction only B) Rote memorization C) Inquiry-based learning D) Behaviorist drill
Answer: C) Inquiry-based learning Rationale: This teacher is using inquiry-based learning by having students apply and extend their knowledge. The challenge to think of additional solutions encourages problem-solving and deeper processing.
20. Taking a constructivist approach, a history teacher encourages students to choose an activity that will facilitate an in-depth understanding of how the United States was founded. Which instructional strategy aligns with this scenario? A) Lecture on the founding fathers B) Memorization of dates C) Role-playing D) Textbook reading only Answer: C) Role-playing Rationale: Constructivism emphasizes that learners actively construct their own understanding through experience. Role-playing allows students to engage actively with historical content and develop deeper understanding through experiential learning. **Unit 2: Formative and Summative Assessment (Questions 21-35)
- Which type of assessment is used to monitor student learning during instruction to provide ongoing feedback?** A) Summative assessment B) Formative assessment
C) Diagnostic assessment D) Ipsative assessment Answer: B) Summative assessment Rationale: Summative assessments evaluate student learning at the end of an instructional period (unit, semester, course) by comparing it against some standard or benchmark. Examples include final exams, end-of-unit tests, and standardized tests.
24. A teacher uses exit tickets at the end of each math lesson to check student understanding. This is an example of: A) Summative assessment B) Formative assessment C) Norm-referenced assessment D) Standardized assessment Answer: B) Formative assessment Rationale: Exit tickets are used during instruction to gather immediate feedback on student understanding. This information helps teachers adjust instruction and provides students with feedback for improvement—key characteristics of formative assessment. 25. A final exam worth 30% of the course grade is an example of: A) Formative assessment B) Summative assessment C) Diagnostic assessment D) Formative evaluation
Answer: B) Summative assessment Rationale: Final exams are administered at the end of a course to evaluate cumulative learning. They are summative because they measure achievement after instruction is complete, typically contributing significantly to final grades.
26. A teacher wants to assess student comprehension on the life cycle of a butterfly. There are three English learners in the classroom. Which formative assessment activity is likely to benefit these students? A) Written essay on butterfly life cycle B) Oral presentation without visual aids C) Labeling real-life photographs of the different stages of the butterfly life cycle D) Vocabulary quiz on life cycle terms Answer: C) Labeling real-life photographs of the different stages of the butterfly life cycle Rationale: Using visual supports like photographs reduces the language demand while still assessing content knowledge. This benefits English learners by allowing them to demonstrate understanding without being hindered by language barriers. 27. A teacher has a class that includes a student with expressive language disorder. The teacher wants to assess if students can distinguish between nouns and verbs. Which formative assessment strategy supports the learning needs of this student?
29. Two seven-year-old non-English-speaking students learn English by listening to read-alouds and singing songs. After nine weeks of school, the ability to retell a story must be assessed. Which summative assessment strategy would be an appropriate option for these students? A) Written story retelling B) Oral retelling without supports C) Provide pictures for students to order while retelling the story D) Multiple-choice comprehension test Answer: C) Provide pictures for students to order while retelling the story Rationale: Using visual supports like picture sequencing reduces language demands while still assessing story comprehension and retelling ability. This is appropriate for beginning English learners who have limited English production skills. 30. Formative assessments are primarily used to: A) Assign final grades B) Provide feedback for improvement during learning C) Compare students to national norms D) Determine class rank Answer: B) Provide feedback for improvement during learning Rationale: The primary purpose of formative assessment is to gather evidence of learning during instruction to provide feedback that can be
used to improve teaching and learning before summative evaluations occur.
31. A teacher uses a quick "thumbs up/thumbs down" check during a lesson to see if students understand a concept. This is an example of: A) Summative assessment B) Performance assessment C) Formative assessment D) Standardized assessment Answer: C) Formative assessment Rationale: This quick, informal check provides immediate feedback to the teacher about student understanding, allowing for instructional adjustments. This is characteristic of formative assessment. 32. Summative assessments are typically used to: A) Guide daily instruction B) Provide ongoing feedback C) Evaluate learning at the end of an instructional period D) Identify learning disabilities Answer: C) Evaluate learning at the end of an instructional period Rationale: Summative assessments evaluate student learning after instruction is complete. They are used for grading, program evaluation, and determining whether learning objectives were met.
A) Summative unit test B) End-of-year standardized test C) Formative assessment (e.g., exit ticket, whiteboard response) D) Portfolio review Answer: C) Formative assessment (e.g., exit ticket, whiteboard response) Rationale: Formative assessments conducted during a lesson provide immediate feedback that allows teachers to adjust instruction right away, addressing misunderstandings before they become entrenched. Unit 3: Performance-Based and Authentic Assessment (Questions 36- 50)
36. A teacher wants students to demonstrate their understanding of proper lab safety procedures. Which assessment would best measure this? A) Written safety rules quiz B) Performance assessment where students demonstrate lab procedures C) True/false safety test D) Vocabulary matching on safety terms Answer: B) Performance assessment where students demonstrate lab procedures Rationale: Performance assessments measure the ability to DO something, not just know about it. Demonstrating lab procedures requires students to apply their knowledge in an authentic context.
37. In a cooperative learning group, the student who writes down the group's ideas as group members come up with them is fulfilling which role? A) Speaker B) Timekeeper C) Scribe D) Facilitator Answer: C) Scribe Rationale: In cooperative and collaborative learning, the scribe (or recorder) is responsible for writing down the group's ideas and contributions as group members generate them. 38. In a cooperative learning group, the student who presents the group's findings to the teacher and class is fulfilling which role? A) Scribe B) Speaker C) Facilitator D) Timekeeper Answer: B) Speaker Rationale: The speaker (or presenter) is responsible for sharing the group's findings, conclusions, or products with the teacher and the rest of the class. 39. Cooperative and collaborative learning experiences generally result in:
