ELO1 WGU COMPREHENSIVE EXAM QUESTIONS WITH
SOLUTIONS GUARANTEE A+ 2025
✔✔And, um, it was so cool inside, it's so cool, you see, like a little microchip and it's like
so small and you think, how it can works? - ✔✔Question formation
✔✔I'm Nola. I go a new York and a philadelfia de las vacation. My familia is happy and I
am happy. My hermana is happy and my tio like see my familia. - ✔✔Code-switching
✔✔Which of the following can improve the validity of reading comprehension
assessments for English-language learners? - ✔✔Correlating test questions to specific
TESOL standards
✔✔Which of the following has NOT been demonstrated by research on learning styles?
- ✔✔In order to be most effective in the classroom, teachers should predominantly
focus on the learning style that is natural to them.
✔✔Bidirectional - ✔✔is listening activity encountered in daily life -- a flow of information
between two speakers. Some examples are listening to a casual conversation, listening
to presentations that have interactive questions, and having a conversation with another
person. Also called interactional listening.
✔✔Unidirectional - ✔✔Unidirectional mode represents a one way flow of information.
Some examples are listening to a lecture in class, or listening to television or radio. Also
called transactional listening.
✔✔Autodirectional - ✔✔listening occurs when a person talks to themselves or when
they listen to themselves talk.
✔✔Transactional listening - ✔✔Unidirectional mode represents a one way flow of
information. Some examples are listening to a lecture in class, or listening to television
or radio.
✔✔Interactional listening - ✔✔a flow of information between two speakers. Some
examples are listening to a casual conversation, listening to presentations that have
interactive questions, and having a conversation with another person.
✔✔Bottom up - ✔✔A focus on "micro-" elements, such as discrete sounds and words.
✔✔Top down - ✔✔Using background information to consider the big picture and overall
meaning, and in the process developing expectations about what is heard or read,
which are then confirmed or rejected.
✔✔Proficiency Testing - ✔✔designed to measure people's ability in a language
, ✔✔Achievement Testing - ✔✔directly related to language courses in order to establish
how successful students or courses are in achieving objectives
✔✔Diagnostic Testing - ✔✔used to identify learners' strengths and weaknesses
✔✔Placement Testing - ✔✔intended to provide information that will help to place a
student at the stage or place in a program most appropriate to the student's abilities.
✔✔Discrete point testing - ✔✔refers to testing one element at a time, item by item
✔✔Integrative testing - ✔✔combines many language elements in the completion of a
task
✔✔Norm-referenced testing - ✔✔a test which relates one candidate's performance to
that of other candidates. We are not told directly what the student can do in the
language.
✔✔Criterion-referenced testing - ✔✔testing which classifies people according to
whether or not they are able to perform some task or set of tasks satisfactorily.
✔✔Portfolio assessment - ✔✔a selective collection of student work, teacher
observations, and self-assessment that is used to show progress over time with regard
to specific criteria.
✔✔Authentic assessment - ✔✔procedures for evaluating student achievement or
performance using activities that represent classroom goals, curricula, and instruction or
real-life performance.
✔✔Formative assessment - ✔✔ongoing diagnostic assessment providing information to
guide instruction.
✔✔Performance assessment - ✔✔assessment tasks that require students to construct
a response, create a product, or demonstrate applications of knowledge.
✔✔Summative assessment - ✔✔culminating assessment for a unit, grade level, or
course of study providing a status report on mastery or degree of proficiency according
to identified learning outcomes.
✔✔Scaffolding - ✔✔providing contextual supports for meaning during instruction or
assessment, such as visual displays, classified lists, or tables or graphs.
SOLUTIONS GUARANTEE A+ 2025
✔✔And, um, it was so cool inside, it's so cool, you see, like a little microchip and it's like
so small and you think, how it can works? - ✔✔Question formation
✔✔I'm Nola. I go a new York and a philadelfia de las vacation. My familia is happy and I
am happy. My hermana is happy and my tio like see my familia. - ✔✔Code-switching
✔✔Which of the following can improve the validity of reading comprehension
assessments for English-language learners? - ✔✔Correlating test questions to specific
TESOL standards
✔✔Which of the following has NOT been demonstrated by research on learning styles?
- ✔✔In order to be most effective in the classroom, teachers should predominantly
focus on the learning style that is natural to them.
✔✔Bidirectional - ✔✔is listening activity encountered in daily life -- a flow of information
between two speakers. Some examples are listening to a casual conversation, listening
to presentations that have interactive questions, and having a conversation with another
person. Also called interactional listening.
✔✔Unidirectional - ✔✔Unidirectional mode represents a one way flow of information.
Some examples are listening to a lecture in class, or listening to television or radio. Also
called transactional listening.
✔✔Autodirectional - ✔✔listening occurs when a person talks to themselves or when
they listen to themselves talk.
✔✔Transactional listening - ✔✔Unidirectional mode represents a one way flow of
information. Some examples are listening to a lecture in class, or listening to television
or radio.
✔✔Interactional listening - ✔✔a flow of information between two speakers. Some
examples are listening to a casual conversation, listening to presentations that have
interactive questions, and having a conversation with another person.
✔✔Bottom up - ✔✔A focus on "micro-" elements, such as discrete sounds and words.
✔✔Top down - ✔✔Using background information to consider the big picture and overall
meaning, and in the process developing expectations about what is heard or read,
which are then confirmed or rejected.
✔✔Proficiency Testing - ✔✔designed to measure people's ability in a language
, ✔✔Achievement Testing - ✔✔directly related to language courses in order to establish
how successful students or courses are in achieving objectives
✔✔Diagnostic Testing - ✔✔used to identify learners' strengths and weaknesses
✔✔Placement Testing - ✔✔intended to provide information that will help to place a
student at the stage or place in a program most appropriate to the student's abilities.
✔✔Discrete point testing - ✔✔refers to testing one element at a time, item by item
✔✔Integrative testing - ✔✔combines many language elements in the completion of a
task
✔✔Norm-referenced testing - ✔✔a test which relates one candidate's performance to
that of other candidates. We are not told directly what the student can do in the
language.
✔✔Criterion-referenced testing - ✔✔testing which classifies people according to
whether or not they are able to perform some task or set of tasks satisfactorily.
✔✔Portfolio assessment - ✔✔a selective collection of student work, teacher
observations, and self-assessment that is used to show progress over time with regard
to specific criteria.
✔✔Authentic assessment - ✔✔procedures for evaluating student achievement or
performance using activities that represent classroom goals, curricula, and instruction or
real-life performance.
✔✔Formative assessment - ✔✔ongoing diagnostic assessment providing information to
guide instruction.
✔✔Performance assessment - ✔✔assessment tasks that require students to construct
a response, create a product, or demonstrate applications of knowledge.
✔✔Summative assessment - ✔✔culminating assessment for a unit, grade level, or
course of study providing a status report on mastery or degree of proficiency according
to identified learning outcomes.
✔✔Scaffolding - ✔✔providing contextual supports for meaning during instruction or
assessment, such as visual displays, classified lists, or tables or graphs.
