Download WGU D184 Standards-Based Assessment Exam Q&A 2025 – Graded A+ Solutions and more Exams Radiation Quantities and Units in PDF only on Docsity!
WGU D184 Standards-Based Assessment Exam
Questions and Answers 2025 With Complete
Solutions Graded A+
- Which evidence do teachers use to evaluate student knowledge and comprehension in a standards-based grading system?
A.Students demonstrate a level of mastery related to a specific measurement topic.
B.Students receive a "pass" on a pass/fail assessment.
C.Students exceed a percentage on a quiz related to a specific learning target.
D. Students earn letter grades related to a specific measurement topic.
A. Students demonstrate a level of mastery related to a specific measurement topic.
- How does a teacher know student performance is improving in a standards-based grading system?
A Students achieve higher percentage scores.
B Students achieve higher numerical scores.
C Students achieve higher letter grades.
D. Students achieve higher proficiency levels.
D. Students achieve higher proficiency levels.
- What does scoring a level 2.0 on a standards-based proficiency scale indicate about student learning when a level 3.0 is the target proficiency level?
A. The student has yet to fully master the standard being assessed.
B. The student has received 2.0 on all assessments so far.
C. The student received a subpar score on the final exam.
D. The student is better suited to a proficiency scale with a lower number of possible points.
A. The student has yet to fully master the standard being assessed.
- What distinguishes the assessments in a standards-based grading system from those of a traditional grading system?
A. In traditional grading systems, performance tasks are typical; in standards-based systems,
educators use constructed response assessments.
B.In traditional grading systems, the time required to analyze assessment data is significantly greater; in standards-based systems, students receive instant performance feedback.
C.In traditional grading systems, the number of possible points varies by assessment; in standards- based systems, the proficiency scale remains the same, regardless of the assessment.
D. In traditional grading systems, students understand how to improve with simple feedback; in standards-based systems, complex feedback is required to understand assessment scores.
C.In traditional grading systems, the number of possible points varies by assessment; in standards-based systems, the proficiency scale remains the same, regardless of the assessment.
What distinguishes standards-based grading systems from standard referenced grading systems?
aIn standards-based grading systems, the goal is for students to demonstrate proficiency of a standard by taking competency exams based on the standard
bIn standards-based grading systems, school administrators determine which standards the learning outcomes will be based on, while in standards-referenced grading systems, teachers create learning outcomes based on given standards.
cIn standards-based grading systems, students are to meet a defined level of proficiency for the standard; in standards-referenced grading systems, the goal is for students to demonstrate proficiency of learning outcomes based on specific standards.
dIn standards-based grading systems, teachers create learning outcomes based on given standards, while in standards-referenced grading systems, school administrators determine the learning standards.
c. In standards-based grading systems, students are to meet a defined level of proficiency for the standard; in standards-referenced grading systems, the goal is for students to demonstrate proficiency of learning outcomes based on specific standards.
What is one requirement of standards-based grading systems?
A. Adherence to unique, student-created standards
B. Administration of norm-referenced assessments
C. Administration of standardized assessments
D. Adherence to common standards
D. Adherence to common standards
- Which grading system focuses on converting demonstrated levels of mastery to total points earned on a proficiency scale? A. Letter-based grading system
- What is a common criticism of standards-based grading?
A. Interpretation of assessment results is difficult because proficiency scales are complex.
B. Assessment results do not contain content outside of the stated standard.
C. Standards are too simple to sufficiently challenge students to demonstrate proficiency.
D. Feedback provided to students via proficiency scales lacks guidance for improvement.
B. Assessment results do not contain content outside of the stated standard.
- What is the purpose of a focus statement for a standard?
A. To clarify the standard for classroom assessments
B.To narrow in on overlooked peripheral content
C. To combine multiple standards into one standard for classroom assessments
D. To remind students to concentrate
A. To clarify the standard for classroom assessments
- How do measurement topics guide the assessment development process?
A. They help direct the development of focus statements.
B. They help identify content and skills to be tested.
C. They help establish teaching strategies.
D.They help evaluate student responses.
B. They help identify content and skills to be tested.
- How are standards-based grading systems different from norm-referenced grading systems?
A. The use of technology to administer adaptive assessments
B. The production of descriptive feedback
C. The delineation of student performance related to peers
D. The assignment of grade point averages to student records
B. The production of descriptive feedback
- Which element is included in measurement topics? A. Concepts
B. Course of study C. Focus statements D. Academic standards
A. Concepts
- Which focus statement assesses declarative knowledge?
A. Understands the synthesis of adenosine triphosphate
B. Illustrates a mitochondrion
C. Analyzes and documents the steps in the process of the citric acid cycle
D. Creates a presentation about proton gradients
A. Understands the synthesis of adenosine triphosphate
- Which focus statement assesses declarative knowledge?
A. Utilizes paint colors to create a new color
B. Photographs a painting
C. Understands how certain colors are created
D. Explains the effects of mixing certain paint colors
C. Understands how certain colors are created
- Which focus statement assesses procedural knowledge?
A. Identifies the sacrifices of European troops in WWII
B. Comprehends the events leading up to WWII in Europe
C. Demonstrates troop movements at the Battle of the Bulge
D. Understands the outcome of WWII on world politics
C. Demonstrates troop movements at the Battle of the Bulge
- A second-grade teacher is reviewing a math curriculum standard to identify measurement topics. CCSS.MATH.CONTENT.2.OA.A.1: "Solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, unknowns in all positions" (Common Core State Standards Initiative, 2021). Which measurement topic aligns with the given standard?
A. Subtraction
C.Perspectives and positions D.Supporting evidence
C.Perspectives and positions
- A third-grade teacher is reviewing a math standard to identify measurement topics. CCSS.MATH.CONTENT.3.G.A.1: "Understand that shapes in different categories may share attributes" (Common Core State Standards Initiative, 2021). Which measurement topic aligns with the given standard?
A.Money B.Time C.Fractions D.Area
D.Area
Start of mod 2 quizzes
- What is the purpose of the different levels used in proficiency scales?
A. They allow students to self-assess since the levels describe exactly what students should be able to do.
B.They correspond directly with the traditional letter grades.
C. They ensure that all students will move to the highest level at some point.
D. They help teachers specify exactly what students at each level should be able to do.
D. They help teachers specify exactly what students at each level should be able to do.
- How are proficiency scales used in an assessment system?
A. They can be created in a generic form to measure all standards.
B. They can help students determine their own progress toward different standards.
C. They can be combined with traditional letter grades A-F to measure student progress toward various standards.
D. They can determine whether a student is proficient at a single level.
B. They can help students determine their own progress toward different standards.
- How does using a proficiency scale benefit teachers?
A. It ensures that students are proficient in all standards.
B. It requires less data for teachers to analyze compared to traditional grading systems.
C. It provides details about exactly what students must do to demonstrate proficiency.
D. It saves teachers time when grading assessments compared to traditional methods.
C. It provides details about exactly what students must do to demonstrate proficiency.
- What is one benefit for teachers using proficiency scales?
A. Proficiency scales can provide a detailed account of student learning.
B. Proficiency scales allow teachers the flexibility to subjectively measure student progress.
C. Proficiency scales can accurately measure student learning with just one use.
D. Proficiency scales give teachers more time for instruction by allowing students to self-assess their learning.
A. Proficiency scales can provide a detailed account of student learning.
- A third-grade teacher is developing a proficiency scale to measure procedural knowledge of the measurement topic of grammar based on the following standards: CCSS.ELA-Literacy.L.3.1: "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking" (Common Core Standards Initiative, 2021). Which proficiency scale statement measures of 4.0 for this standard?
A. The student will demonstrate correct grammar usage in written and spoken language and identify all parts of a given sentence.
B. The student will demonstrate some understanding of the role of nouns, pronouns, and verbs in a sentence with appropriate help.
C. The student will apply basic grammar usage in sentences and define standard vocabulary taught in class.
D. The student will apply grammar usage and decipher new vocabulary that exceeds instruction.
D. The student will apply grammar usage and decipher new vocabulary that exceeds instruction.
- A third grade reading teacher is developing a proficiency scale to measure procedural knowledge of a measurement topic, key ideas and details, based on the following standard: CCSS.ELA-LITERACY.RL.3.1: "Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers" (Common Core State Standards Initiative, 2021). Which proficiency scale statement corresponds to the emerging proficiency level of 1.0 for the given measurement topic?
A. The student will summarize passages and identify central ideas from the text.
B. The student will recognize and recall important details from the text.
A the student will adequately complete technical theater tasks with assistance. BThe student will successfully complete technical theater tasks independently. CThe student will, with assistance, define lighting, set, props, and other technical theater terms. DThe student will set up technical elements of theater for use in a play and will be able to teach these procedures to other students.
A the student will adequately complete technical theater tasks with assistance.
- A team of fifth-grade teachers are reviewing the following math standard and are creating a proficiency scale for the measurement topic of fractions: CCSS.MATH.CONTENT.5.NF.A.2: "Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem)" (Common Core State Standards Initiative, 2021). Which proficiency scale statement corresponds to target level 3.0 proficiency for the given measurement topic?
A. The student will, with help, describe a fraction.
B. The student will solve addition and subtraction word problems involving fractions.
C. The student will explain the concept of adding and subtracting fractions to others.
D. The student will create and solve detailed word problems involving fractions.
B. The student will solve addition and subtraction word problems involving fractions.
- A middle school English Language Arts teaching team is reviewing the following standard and is creating a proficiency scale for the measurement topic of craft and structure: CCSS.ELA-LITERACY.RL.4.6: "Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations" Which proficiency scale statement corresponds to advanced level 4.0 proficiency for the given measurement topic?
A.The student will articulate and defend their interpretation of how character perspective contributes to the meaning of a short story.
B. The student will identify the main viewpoint of the storyteller.
C. The student will explain and find examples of different types of third-person narration, such as limited and omniscient.
D. The student will distinguish how first-person or third-person perspectives would change a story.
A.The student will articulate and defend their interpretation of how character perspective contributes to the meaning of a short story.
- How are parallel assessments administered to measure student progress?
A. Parallel assessments are given to measure multiple standards in a course simultaneously.
B. Parallel assessments are given with a variety of difficulty levels.
C. Parallel assessments are given to measure student progress on one standard over time.
D. Parallel assessments are given to multiple students one time to measure against peer performance.
C. Parallel assessments are given to measure student progress on one standard over time.
- What is a unique aspect of parallel assessments that makes them reliable in measuring student learning?
A. Structural variability B. Validity C. Unidimensionality D. Cognitive complexity
C. Unidimensionality
- What is one characteristic of parallel assessments?
A. They are more reliable than traditional assessments.
B. They remove some measurement error from observed scores.
C. They can be administered once to measure student progress effectively.
D. They assess students informally.
B. They remove some measurement error from observed scores.
- What is one benefit of using parallel assessments in the classroom?
A. They help guide instruction to increase student progress.
B. They can be used in the place of summative assessments.
C. They allow for peer grading to increase instructional time.
D.They are easier to grade than other forms of assessment.
A. They help guide instruction to increase student progress.
- What is one benefit of parallel assessments?
A. When used with other forms of assessment, they can decrease the number of standards that must be taught.
B. They can replace the need for formative assessments.
A. A fill-in-the-blank chart, identifying arguments and providing definitions presented in the text
B. A comparison and analysis of two essays
C. An essay prompt, where inferences will be drawn from evidence in the text
DA short response prompt, where conclusions from arguments in the text will be drawn
C. An essay prompt, where inferences will be drawn from evidence in the text
- A teacher is writing items to assess a measurement topic, "determine central idea," based on the proficiency scale for the following corresponding standard: CCSS.ELA-LITERACY.RI.6.2: "Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments" 4.0-The student will demonstrate in-depth inferences and applications to trace and evaluate the central idea in a grade-appropriate text, providing an objective and comprehensive summary of the text. Which assessment task corresponds with the 4.0 level on the given proficiency scale?
A. A summary of a short story without inferences
B. A summary of a short story with assistance from the teacher
C. An analysis of a short story for the central idea and main events
D. A short response prompt asking for the definition of "central idea"
C. An analysis of a short story for the central idea and main events
- A teacher is creating a blueprint for an assessment on a measurement topic, the solar system, based on the proficiency scale for the following corresponding standard: MS-ESS1-1: "Earth's Place in the Universe: Develop and use a model of the earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons" 2.0-The student will describe the basics of the earth-sun-moon system and their relative positions.
Which assessment task could this teacher include in the assessment blueprint to assess level 2. proficiency?
A. Drawing a diagram of the positions of the earth, moon, and sun
B. A description of the differences in the appearance and location of the moon at different times
C. A description of the moon in relation to the earth
D. An analysis of the cycles of celestial bodies in the solar system and how they relate to one another
A. Drawing a diagram of the positions of the earth, moon, and sun
- A middle school earth science teacher is writing items to assess the measurement topic of gravity based on the proficiency scale for the following corresponding standard: MS-ESS1-2: "Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system" 4.0 The student will develop and present a model to compare the role of gravity among solar systems.
Which assessment task corresponds with the 4.0 level on the given proficiency scale?
A. Matching the word "gravity" with its definition
B. Providing a short response explanation of gravity
C. Creating and demonstrating gravity models for solar systems
D.Creating and explaining a gravity model for Earth's solar system
C. Creating and demonstrating gravity models for solar systems
- An eighth-grade teacher is creating an assessment blueprint for the measurement topic of mapping based on the proficiency scale for the following corresponding standard: HG.1.1.HS: "Understand how to read and interpret maps" 1.0 The student will differentiate between land and sea on a map
Which assessment task corresponds with the 1.0 level on the given proficiency scale?
A. Identifying an area of land on a map
B. Identifying areas of high human population density on a map
C. Creating a map for problem-solving explanations
D. Providing an analysis of human migration using a map
A. Identifying an area of land on a map
Start of quiz 3*
- What is true of the method of mounting evidence?
A. It uses mathematics to estimate true summative scores that occur at any point in time.
B. It establishes summative scores by plotting a line that increases or decreases in equal increments.
C. It determines summative scores by averaging all observed scores.
D. It estimates summative scores over time based on observed patterns.
D. It estimates summative scores over time based on observed patterns.
Properties of Energy 2
3 3 3 Principles of Heredity
2
3
Function of Organisms
3 4
Which measurement topic would have a summative score of 3.0, based on the method of mounting evidence?
A. Function of organisms B. Properties of energy C. Structure of matter D. Principles of heredity
B. Properties of energy
- How is the Marzano Growth Calculator used to identify a student's true summative score?
A. It examines true summative scores based on the method of mounting evidence.
B. It calculates true summative scores using three mathematical models to determine the best-fit model.
C. It calculates differences between true and observed summative scores to determine the best-fit model.
D. It identifies true summative scores based primarily on the average.
B. It calculates true summative scores using three mathematical models to determine the best-fit model.
- A teacher reviewed a student's first five assessment scores for a measurement topic and is using the Marzano Growth Calculator to calculate the most accurate true summative score for the student.
Observed Scores
Mathematical Model
True Summative Score
Error Score
Average
Linear function
Power function
What is the most accurate estimate of this student's true summative score based on the teacher's calculations?
A. 3.
B. 3.
C. 3.
D. 2.
C. 3.
- A teacher reviewed a student's first five assessment scores for a measurement topic and is using the Marzano calculator to calculate the most accurate true summative score for the student.
Observed Scores
Linear function
Power function
What is the most accurate estimate of this student's true summative score based on the teacher's calculations?
A. 3.
B. 3.
C. 3.
D. 3.
D. 3.
- A teacher reviewed a student's assessment scores for a measurement topic and is using the Marzano Growth Calculator to calculate the most accurate true summative score for the student.
Observed Scores
Mathematical Model
True Summative Score
Error Score
Average
Linear function
Power function
What is the most accurate estimate of this student's true summative score based on the teacher's calculations?
A. 2.
B. 3.
C. 3.
D. 3.
B. 3.
- Which equation represents the relationship between a student's observed score and true score on an assessment?
A. true score = error score - observed score B. error score = true score + observed score C. observed score = true score + error score D. true score = observed score + error score
C. observed score = true score + error score
- A teacher recorded a student's scores from five assessments for one measurement topic and calculated true summative scores using the Marzano Growth Calculator. Based on the calculations, the teacher determined the true summative score to be 3.03.
Observed Score1.001.502.503.002.
AveragePredicted2.102.102.102.102.
Difference from Observed1.100.600.400.900.403.400.
Predicted1.201.652.102.553.
Difference from Observed0.200.150.400.450.501.700.
Predicted1.021.632.142.603.
Difference from Observed0.020.130.360.400.531.440.
Why did the teacher determine 3.03 to be the true summative score for the student on this measurement topic?
A. It is the predicted score using the average model.
B. It is the predicted score using the linear model.
C. It reflects the lowest estimate of the summative scores provided by the calculator.
