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D184 Standards-Based Assessment study guide - Answers from pre-assessment 2026-2027 Wester, Exams of Advanced Education

Western Governors University (WGU)Advanced Education

D184 Standards-Based Assessment study guide - Answers from pre-assessment 2026-2027 Western Governors University

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2025/2026

Available from 05/24/2026

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D184 Standards-Based Assessment study guide -
Answers from pre-assessment 2026-2027 Western
Governors University
1.
What is a benefit of a standards-based grading system for high-achieving students?
a.
Instruction can be easily adjusted to provide new, more complex learning
targets.
2.
How is a narrative-based system different than a standards-based grading system?
a. The standards-based grading system uses proficiency scores, but the
narrative grading system does not.
3.
Which factor distinguishes norm-referenced grading from standards-based grading?
a. Performance of the rest of the class
4.
What is a benefit of using standards-based grading compared to norm-referenced
grading?
a. Standards-based grading is more focused on the learning targets than
norm-referenced grading.
5.
Why do teachers only grade student work related to the achievement of learning
targets in standards-based grading systems?
a. Teachers are able to help students focus on learning goals and track their
progress.
6.
A grading scale reflects the following details:
4 achievement levels — Advanced
3 achievement levels — Meets expectations
2 achievement levels — Partial mastery
1 achievement level — Little or no mastery
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Download D184 Standards-Based Assessment study guide - Answers from pre-assessment 2026-2027 Wester and more Exams Advanced Education in PDF only on Docsity!

D184 Standards-Based Assessment study guide -

Answers from pre-assessment 2026 - 2027 Western

Governors University

  1. What is a benefit of a standards-based grading system for high-achieving students? a. Instruction can be easily adjusted to provide new, more complex learning targets.
  2. How is a narrative-based system different than a standards-based grading system? a. The standards-based grading system uses proficiency scores, but the narrative grading system does not.
  3. Which factor distinguishes norm-referenced grading from standards-based grading? a. Performance of the rest of the class
  4. What is a benefit of using standards-based grading compared to norm-referenced grading? a. Standards-based grading is more focused on the learning targets than norm-referenced grading.
  5. Why do teachers only grade student work related to the achievement of learning targets in standards-based grading systems? a. Teachers are able to help students focus on learning goals and track their progress.
  6. A grading scale reflects the following details: 4 achievement levels — Advanced 3 achievement levels — Meets expectations 2 achievement levels — Partial mastery 1 achievement level — Little or no mastery

Which grading system does this grading scale represent? a. Standards-based grading

  1. How do standards-based grading systems support struggling students compared to other common grading systems? a. By allowing students to redo lessons and assignments as many times as necessary
  2. What is one difference between using criterion-referenced scoring in standards-based grading systems as opposed to using norm-referenced scoring? a. Criterion-referenced scoring measures student progress toward mastery of specific criteria, while norm-referenced scoring measures progress relative to percentiles.
  3. What is a criticism of standards-based grading systems?

Which measurement topic aligns to the given standard? a. Historical documents

  1. A high school theater arts teacher is reviewing the following standard for the curriculum and making note of the measurement topics: B.AE.1.2: "Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance formal or informal productions" (North Carolina Essential Standards Theatre, 2019). Which measurement topic aligns to the given standard? a. Stage design
  2. An eighth-grade social studies teacher is reviewing the following standard for the curriculum and making note of the measurement topics: INQ 9 – 12.5: "Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources" (Connecticut Social Studies Frameworks, 2015). Which measurement topic aligns to the given standard? a. Research
  3. A high school psychology teacher is reviewing the following standard for the curriculum and making note of the measurement topics: Standard Area: Personality 1.1: "Explain how biological and environmental factors interact to influence personality" (American Psychological Association, 2022). Which measurement topic aligns to the given standard? a. Genetics
  4. A 10th-grade English language arts (ELA) teacher is reviewing the following standard for the curriculum and making note of the measurement topics: CCSS.ELA-LITERACY.W.9-10.1: "Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence" (Common Core Standards Initiative, 2021). Which measurement topic aligns to the given standard? a. Persuasion
  5. A fourth-grade social studies teacher is reviewing the following standard for the curriculum and making note of the measurement topics:

SOCIAL STUDIES.4.5.A: "Explain the impact of various events on life in Texas such as the Great Depression, the Dust Bowl, and World War II" (Texas Essential Knowledge and Skills for Social Studies, 2018). Which measurement topic aligns to the given standard? a. History

  1. A teacher wants to design a proficiency scale that will consider each student's varied level of understanding of the measurement topics. Which type of proficiency scale offers this benefit? a. Half-point scale
  2. How do proficiency scales help teachers create assessments? a. They provide a continuum of knowledge levels and skills related to a specified standard.
  3. How do proficiency scales address weaknesses in standardized performance assessments? a. By providing specific feedback to students
  4. How can teachers use proficiency scales to facilitate learning progress? a. Explain to students how the learning targets can be used to progress toward a standard measured on a scale
  5. A high school mathematics teacher is reviewing the following standard in order to develop an assessment for an upcoming statistics unit: CCSS.Math.Content.HSS.MD.A.3: "Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes" (Common Core State Standards Initiative, 2021). Which proficiency scale statement measures target level 3.0 proficiency for procedural knowledge based on the given standard? a. The student will develop a probability distribution for a random variable and then find the expected value.
  6. A third-grade teacher is developing a proficiency scale to assess students' procedural knowledge of sentence construction. The scale is based on the following standards:
  1. A team of teachers is reviewing the English language arts department's standards. The team plans to update proficiency scales to better align with the standards for the curriculum. One standard under review is the following: CCSS.ELA-Literacy.RST.6-8.7: "Integrate quantitative or technical information expressed using words in a text with a version of that information expressed visually using a flowchart, diagram, model, graph, or table" (Common Core Standards Initiative, 2021). Which proficiency scale statement aligns with developing level 2.0 proficiency for the given standard? a. The student will depict technical information from a text in a table.
  2. A fifth-grade teacher is creating a proficiency scale to assess the following standards: CCSS.ELA-Literacy.RF.5.3: "Know and apply grade-level phonics and word analysis skills in decoding words" (Common Core State Standards Initiative, 2021). CCSS.ELA-Literacy.RF.5.3.a: "Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context" (Common Core State Standards Initiative, 2021). Which proficiency scale statement measures developing level 2.0 proficiency for the given standards? a. The student will describe phonics and decoding techniques.
  3. An English language arts teacher is designing a proficiency scale to assess students' declarative knowledge about the measurement topic of literary concepts. Which proficiency scale statement corresponds to developing level 2.0 proficiency for the given measurement topic? a. The student will determine the central theme of a story.
  4. What characteristic of parallel assessments refers to the measuring of the same trait on all forms of the test? a. Unidimensionality
  5. What is a characteristic of parallel assessments? a. They assess the full scope of a standard or learning objective.
  6. What is the purpose of parallel assessments? a. To determine a student's depth of knowledge of a measurement topic
  7. What is the purpose of parallel assessments? a. To track student progress on singular learning objectives
  8. Which example illustrates response-code scoring?

a. High partial accuracy (HP)

  1. Which statement accurately describes response-code scoring for a traditional test? a. Each answer on a student's test is given a label, and the pattern of labels is used to determine the student's level of proficiency.
  2. A teacher is developing an assessment blueprint that includes a standard four-point proficiency scale. How should the teacher allocate the number of items for each proficiency level? a. Include a decreasing number of items for each level as complexity increases
  3. A high school science teacher is designing an assessment blueprint for the given measurement topic, standard, and proficiency scale. Measurement Topic: Ecosystems= Standard: NGSS: HS-LS2-6: "Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem" (Next Generation Science Standards, 2013). Proficiency Level Learning Target 4.0 The student will make predictions about changes to ecosystems. 3.0 The student will classify creatures that dwell in different ecosystems based on a predator status. 2.0 The student will describe elements of various ecosystems. 1.0 The student will identify different ecosystems. Which item type could the teacher include to assess advanced level 4.0 proficiency? a. A short essay that asks students to elaborate on the potential impact climate change might have on a specific ecosystem
  4. A high school English teacher is designing an assessment blueprint for the given measurement topic, standard, and proficiency scale. Measurement topic: Key Ideas and Details Standard: CCSS.ELA-Literacy.RL.9-10.2: "Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text" (Common Core State Standards Initiative, 2021). Proficiency Level Learning Target 4.0 The student will analyze the development of a theme in a given text and argue for the strengths and weaknesses of the author’s choices.

a. An extended constructed-response item that asks students to offer and support an opinion

  1. Which score must be considered when using the method of mounting evidence to determine a student’s summative score? a. The most frequent score on all assessments
  2. What indicates the concept of best fit when analyzing assessment scores? a. The lowest percentage of error between actual and predicted scores
  3. Why are mathematical models used in standards-based grading? a. To estimate student true summative scores
  4. How is a student’s true score related to the error score? a. The true score is an estimate of the actual score if the student had a zero-error score.
  5. What is important to consider about the accuracy of true scores when assessing student knowledge? a. True scores are not accurate measurements of student knowledge because every assessment contains some inherent error.
  6. A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:

The teacher estimated the student's true summative score, rounded to the nearest tenth, is 3.1. Which mathematical model did the teacher use to estimate the student's true summative score? a. Linear trend

  1. A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:

What is the student's summative score, rounded to the nearest tenth, using the average model? a. 2.

  1. A third-grade teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale. Measurement Topic: Key Ideas and Details Standard: CCSS.ELA-Literacy.RI.3.3: "Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect" (Common Core Standards Initiative, 2021). Proficiency Level Learning Target 4.0 The student will evaluate the steps involved in a scientific procedure and critique the cause and effect of the steps. 3.0 The student will organize scientific concepts and analyze the relationships using key details. 2.0 The student will interpret the sequence and relationship of a series of steps in a scientific process. 1.0 The student will identify the steps in a scientific process. Which assessment item corresponds to target level 3.0 on the proficiency scale? a. Apply key details to classify given scientific topics and examine the relationships.
  2. A fifth-grade math teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale. Measurement Topic: Numbers and Operations Standard: CCSS.Math.Content.5.NBT.B.7: "Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used" (Common Core Standards Initiative, 2021). Proficiency Level Learning Target 4.0 The student will execute a variety of operations within a concrete model, implement the chosen strategy, and defend the reasoning for its use.

What is problematic about including this item? a. It does not assess the correct proficiency level.

  1. A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:
  9. Which conclusion can be drawn about the student's mastery of the content? a. The student is demonstrating proficiency.
  10. A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:

Which conclusion can be drawn about the student's mastery of the content? a. The student is demonstrating a need for support to demonstrate proficiency.