WGUl D293l Objectivel Assessmentl (Latestl 2025/l 2026l Update)l Assessmentl andl Learningl Analyticsl Review|l Questionsl &l Answers|l Gradel A|l 100%l Correctl (Verifiedl Solutions)
Q:l Inl al collegel chemistryl course,l studentsl constructl al modell ofl al benzenel ring.l Thel learningl objectivel isl "Investigatel thel propertiesl ofl al benzenel ring."l Whichl cognitivel levell ofl thel revisedl Bloom'sl taxonomyl doesl thel students'l constructionl ofl thel modell reflect?
Applyl
Analyze
Evaluate
Create
Answer:
Create
Q:l Al lessonl objectivel forl al ninth-gradel historyl classl isl "Studentsl willl bel ablel tol explainl howl thel preamblel servesl asl anl introductionl tol thel Unitedl Statesl Constitution."l Whichl assessmentl wouldl alignl withl thisl objectivel andl thel Understandl levell ofl thel revisedl Bloom'sl taxonomy?
Recitingl thel preamblel tol thel Unitedl Statesl Constitutionl froml memory.
Paraphrasingl thel preamblel tol thel Unitedl Statesl Constitution.
Definingl unfamiliarl vocabularyl wordsl foundl withinl thel Constitution. 1 / 4
Designingl al preamblel tol al constitutionl forl al fictionall country.
Answer:
Paraphrasingl thel preamblel tol thel Unitedl Statesl Constitution.
Q:l Thel learningl goall ofl al seventh-gradel geometryl unitl isl "Studentsl willl bel ablel tol calculatel thel surfacel areal ofl givenl geometricl figures."l Thel students'l teacherl isl planningl anl assessmentl thatl alignsl withl thel Applyl cognitivel levell andl thel Procedurall knowledgel dimension.Whichl assessmentl wouldl alignl withl thisl learningl goal,l thel Applyl cognitivel level,l andl thel Procedurall knowledgel dimension?
Explainingl howl areal andl surfacel areal arel different.
Drawingl figuresl withl specifiedl surfacel areas.
Calculatingl thel surfacel areal ofl severall shapes.
Listingl surfacel areal formulasl forl differentl shapes.
Answer:
Calculatingl thel surfacel areal ofl severall shapes.
Q:l Second-gradel studentsl arel learningl aboutl commonl andl properl nounsl inl theirl Englishl languagel artsl class.l Atl thel endl ofl al lesson,l al teacherl distributesl electronicl clickersl tol thel students,l listsl onel nounl atl al timel onl al whiteboard,l andl asksl studentsl tol selectl whetherl thel nounl isl al commonl orl properl noun.l Whichl learningl objectivel alignsl withl thisl assessmentl andl thel Analyzel cognitivel levell ofl thel revisedl Bloom'sl taxonomy?
Studentsl willl bel ablel tol differentiatel betweenl commonl andl properl nounsl inl sentences.
Studentsl willl bel ablel tol constructl sentencesl withl commonl andl properl nouns.
Studentsl willl bel ablel tol recitel thel definitionsl ofl commonl andl properl nouns.
Studentsl willl bel ablel tol convertl commonl nounsl tol properl nouns.
- / 4
Answer:
Studentsl willl bel ablel tol differentiatel betweenl commonl andl properl nounsl inl sentences.
Q:l Al learningl goall forl al groupl ofl kindergartenl studentsl isl "Studentsl willl bel ablel tol differentiatel howl objectsl arel alikel andl different."l Al teacherl providesl eachl studentl withl al sortingl matl andl al bagl filledl withl tilesl inl al varietyl ofl colors.l Thel teacherl asksl studentsl tol sortl thel tilesl byl colorl onl theirl mats.l Whyl doesl thisl performance-basedl assessmentl alignl withl thel learningl goall andl thel Analyzel levell ofl thel revisedl Bloom'sl taxonomy?"
Becausel studentsl demonstratel theirl abilityl tol understandl thatl thel colorsl ofl tilesl canl differ.
Becausel studentsl demonstratel theirl abilityl tol explainl thel differencesl betweenl tiles.
Becausel studentsl demonstratel theirl abilityl tol labell tilesl byl color.
Becausel studentsl demonstratel theirl abilityl tol distinguishl attributesl ofl tiles.
Answer:
Becausel studentsl demonstratel theirl abilityl tol distinguishl attributesl ofl tiles.
Q:l Al goall ofl al second-gradel sciencel unitl isl "Studentsl willl bel ablel tol categorizel al varietyl ofl objectsl accordingl tol observablel characteristics."l Afterl demonstratingl howl certainl objectsl placedl inl anl aquariuml floatl andl howl othersl sink,l al teacherl decidesl tol assessl thel students'l conceptuall knowledge.l Beforel placingl thel nextl iteml intol thel aquarium,l thel teacherl asksl studentsl tol standl ifl theyl predictl itl willl floatl andl tol remainl seatedl ifl theyl thinkl itl willl sink.l Whichl cognitivel levelsl ofl thel revisedl Bloom'sl taxonomyl dol thisl learningl goall andl directl assessmentl alignl with?
Rememberl andl Understand
Rememberl andl Analyze
Understandl andl Apply
Applyl andl Create 3 / 4
Answer:
Understandl andl Apply
Q:l Inl al nursingl course,l studentsl examinel bodyl systems,l includingl thel nervousl system.l Thel learningl objectivel isl "Interpretl termsl relatedl tol thel nervousl system."l Anl instructorl forl thel coursel wantsl tol determinel students'l abilityl tol interpretl thesel termsl accurately.l Whichl skilll demonstrationl alignsl withl thisl learningl objective?
Matchingl nervousl systeml elementsl onl anl imagel ofl thel humanl body.
Takingl al quizl onl thel functionl ofl thel nervousl system.
Presentingl aboutl thel relationshipl betweenl thel nervousl systeml andl anotherl system.
Reflectingl onl thel body'sl systems.
Answer:
Matchingl nervousl systeml elementsl onl anl imagel ofl thel humanl body.
Q:l Inl anl introductionl tol programmingl course,l studentsl analyzel thel structurel andl componentsl ofl al program.l Thel learningl objectivel isl "Createl al simplel program."l Whichl directl assessmentl methodl wouldl determinel whetherl studentsl havel metl thisl objective?
Comparingl structures
Diagrammingl components
Identifyingl programl errors
Developingl programl code
Answer:
Developingl programl code.
- / 4