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WGU D184 PROFICIENCY EVALUATION STUDY FRAMEWORK REVISED 2026.
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⫸ Half Point Score Values. Answer: Used in proficiency scales for mastery at one level, but does not meet all of the criteria for the next level. ⫸ Generic Scale. Answer: Used for every topic where students are rated 1-4 based on their knowledge. These are not topic-specific; for example, a level 3 is on grade level, but no other specific information is provided. ⫸ Consistency of Behavior. Answer: Not to be used on a proficiency scale, as this is a qualifying type of scale which uses the words sometimes, always, seldom etc. ⫸ Definitional Declarative Knowledge. Answer: Defining characteristics of something, describe or explain ⫸ Cognitive Analysis Declarative Knowledge. Answer: Determining, organizing, analysis ⫸ Mental Procedural Knowledge. Answer: Skills or processes, evaluates
⫸ Parallel Assessments. Answer: Monitor students growth on the same skills multiple times. ⫸ Assessment Blueprint. Answer: Created to ensure assessments are aligned with learning targets. ⫸ Method of Mounting Evidence. Answer: Determine what the students' summative score should be based on prior patterns of scores. ⫸ True score. Answer: Recognizes that there is some inherent error on a test, its' an estimation, the true level of understanding ⫸ Observed Score. Answer: = True Score + Error Score ⫸ Aberrant pattenrs. Answer: you need to determine if the pattern is reliable or if the student was having a bad day etc. ⫸ Standards Referenced Grading Systems. Answer: students demonstrate learning outcomes based on standards. ⫸ Standards-Based Grading. Answer: one standard is assessed at a time ⫸ Standards-Based Grading. Answer: Assessment results do not contain content outside of the stated standard.
⫸ method of mounting evidence. Answer: It estimates summative scores over time based on observed patterns ⫸ method of mathematical models. Answer: uses technology to estimate a student's true summative score that occurs at any point in timeUses ⫸ best-fit model. Answer: It is determined by comparing error rates between the true scores predicted and the actual scores observed ⫸ Marzano Growth Calculator. Answer: uses the linear, curvilinear, and average mathematical models ⫸ Marzano Growth Calculator. Answer: It calculates true summative scores using three mathematical models to determine the best-fit model ⫸ observed score. Answer: includes the true score, which indicates the student's true understanding of a measurement topic, and the error score, which is based on factors excluding the student's understanding ⫸ observed score. Answer: true score + error score ⫸ Response Code Scoring. Answer: Questions are assigned answer identifiers like the following: C = Totally correct, P = Partially correct, I = Incorrect.
⫸ Response Code Scoring. Answer: Answers are assigned a descriptor that reflects the level of accuracy. ⫸ :Point Scoring. Answer: Assessment item C (level 3.0) is worth 10 points; the student earns 7 points for the item, which is translated to 70%. The teacher concludes that the student is not fully proficient at a 3.0 level. ⫸ :Point Scoring. Answer: Each item is assigned a certain numerical value. ⫸ Curvilinear trend. Answer: Initial learning shows large gains in knowledge that flatten out over time, the bar graph is slightly curved ⫸ Average trend. Answer: assumes no learning occurs from assessment to assessment ⫸ Assessment blueprint. Answer: provides the teacher with guidance for developing the individual assessment items ⫸ Assessment blueprint. Answer: creates consistency and connection between assessment items and corresponding complexity levels from the proficiency scale to which the assessment will be aligned
⫸ Decaying Average. Answer: a calculation method that places more weight on recently scored materials ⫸ Proficiency Scale. Answer: allow multiple formative scores to estimate a summative score. ⫸