WGU D184 PROFICIENCY EVALUATION STUDY FRAMEWORK REVISED 2026., Exams of Reasoning

WGU D184 PROFICIENCY EVALUATION STUDY FRAMEWORK REVISED 2026.

Typology: Exams

2025/2026

Available from 12/10/2025

HighMark_Prep
HighMark_Prep 🇺🇸

5

(3)

27K documents

1 / 7

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
WGU D184 PROFICIENCY EVALUATION
STUDY FRAMEWORK REVISED 2026.
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
pf3
pf4
pf5

Partial preview of the text

Download WGU D184 PROFICIENCY EVALUATION STUDY FRAMEWORK REVISED 2026. and more Exams Reasoning in PDF only on Docsity!

WGU D184 PROFICIENCY EVALUATION

STUDY FRAMEWORK REVISED 2026.

⫸ 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. ⫸