Docsity
Docsity
Prepare for your exams
Prepare for your exams

Study with the several resources on Docsity

Earn points to download
Earn points to download

Earn points by helping other students or get them with a premium plan

Guidelines and tips
Guidelines and tips
Sell on Docsity
Sell on Docsity
Docsity AI
Docsity AI
Log inSign up

Prepare for your exams

Study with the several resources on Docsity

Find documents

Prepare for your exams with the study notes shared by other students like you on Docsity

Search for your university

Find the specific documents for your university's exams

Docsity AINEW

Summarize your documents, ask them questions, convert them into quizzes and concept maps

Explore questions

Clear up your doubts by reading the answers to questions asked by your fellow students

Earn points to download

Earn points by helping other students or get them with a premium plan

Share documents
download point icon20 Points

For each uploaded document

Answer questions
download point icon5 Points

For each given answer (max 1 per day)

All the ways to get free points
Get points immediately

Choose a premium plan with all the points you need

Study Opportunities

Choose your next study program

Get in touch with the best universities in the world. Search through thousands of universities and official partners

Community

Ask the community

Ask the community for help and clear up your study doubts

Free resources

Our save-the-student-ebooks!

Download our free guides on studying techniques, anxiety management strategies, and thesis advice from Docsity tutors

WGU D184 Study Guide: Grading Systems and Proficiency Scales Explained, Exams of Advanced Education

Western Governors University (WGU)Advanced Education

WGU D184 Study Guide: Grading Systems and Proficiency Scales Explained

Typology: Exams

2025/2026

Available from 06/18/2026

KelvinBrooks
KelvinBrooks 🇺🇸

4.6

(10)

4.4K documents

1 / 13

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
D184 Study Guide: Grading Systems and Proficiency Scales Explained
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
7.
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
8.
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.
9.
What is a criticism of standards-based grading systems?
pf3
pf4
pf5
pf8
pf9
pfa
pfd

Partial preview of the text

Download WGU D184 Study Guide: Grading Systems and Proficiency Scales Explained and more Exams Advanced Education in PDF only on Docsity!

D184 Study Guide: Grading Systems and Proficiency Scales Explained

  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
  7. 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
  8. 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.
  9. What is a criticism of standards-based grading systems?

a. They do not reflect students' proficiency in soft skills such as time management and creativity.

  1. Which problematic assessment practice does standards-based grading help teachers avoid? a. Tagging multiple standards
  2. Which statement is a criticism of standards-based grading systems? a. Assessments are too narrowly focused.
  3. How are measurement topics beneficial to teachers? a. They help teachers identify a small set of themes to focus on during instruction.
  4. An English language arts teacher is unpacking the following standard: CCSS.ELA-Literacy.RL.7.10: “By the end of the year, read and comprehend literature, including stories, dramas, and poems for grades 6 – 8 text complexity band proficiently with scaffolding as needed, at the high end of the range” (Common Core Standards Initiative, 2021). Which terms reflect the content of the standard? a. Stories, dramas, poems
  5. A teacher must determine a relevant focus statement based on this standard for a U.S. history course: "The student understands the differences between the economic, technological, and human resources of both sides of a conflict." Which focus statement reflects this standard? a. Knows about the materials that contributed to an event and its outcome
  6. Which focus statement represents procedural knowledge? a. Composes sentences using a keyboard
  7. Which focus statement represents declarative knowledge? a. Comprehends who the antagonist is in a short story
  8. Which focus statement represents procedural knowledge? a. Writes Roman numerals from 1 to 100
  9. A 10th-grade world history teacher is reviewing the following standard for the curriculum and making note of the measurement topics: HSS-10.2.2: "List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791)" (California Department of Education, 1998).

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:

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) CCSS.ELA-Literacy.L.3.1.A: "Explain The Function Of Nouns, Pronouns, Verbs, Adjectives, And Adverbs In General And Their Functions In Particular Sentences" (Common Core Standards Initiative, 2021). CCSS.ELA-Literacy.L.3.1.I: "Produce Simple, Compound, And Complex Sentences" (Common Core Standards Initiative, 2021). Which Proficiency Scale Statement Measures Procedural Knowledge At Target Level 3.0 Proficiency For The Given Standards? A. The Student Will Format A Complex Sentence With Proper Nouns, Active Verbs, And Direct Or Indirect Objects.

  1. A Middle School Music Teacher Wants To Design A Proficiency Scale To Determine Which Students Possess The Basic Skills For Playing Their Respective Instruments In The School Band. The Scale Will Be Based On The Following Standards: Anchor Standard 8: "Perform A Varied Repertoire Of Music By Playing Instruments, Alone And With Others, From Rote Memory And Written Notation" (Indiana Department Of Education, 2018). P.8.8.1 : "Play Accurate Pitches And Rhythms, As Modeled And/Or Visually Notated, In Tune With A Steady Beat, Good Tone Quality, And Appropriate Technique Throughout The Known Range Of The Instrument(S)" (Indiana Department Of Education, 2018). P.8.8.2 : "Play Unpitched, Melodic, And Harmonic Instruments With Expression And Technical Accuracy, As Modeled And/Or Visually Notated, And Portray Appropriate Style" (Indiana Department Of Education, 2018). Which Proficiency Scale Statement Measures Procedural Knowledge At Developing Level 2.0 For The Given Standards? A. The Student Will Demonstrate Proper Fingering Technique On A Clarinet.
  2. A Music Teacher Is Creating A Proficiency Scale For Students For The Measurement Topic Of Song Composition. Which Proficiency Scale Statement Measures Procedural Knowledge At Advanced Level 4.0 Proficiency For The Given Measurement Topic? a. The Student Will Compose And Sing A Song, Including Two Verses And A Chorus.

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.

3.0 The Student Will Explain The Theme Or Main Idea Of A Given Text, Provide A Summary, And Show How The Author Uses Literary Or Rhetorical Devices To Develop It. 2.0 The Student Will Determine The Theme Or Main Idea Of A Given Text And Provide A Summary. 1.0 The Student Will Identify The Main Events Or Ideas In A Text. Which Proficiency Scale Level Corresponds With An Assessment Item That Asks Students To Drag And Drop Options To Organize The Events In A Text Chronologically? A. 2.

  1. Which Component Of An Assessment Blueprint Increases Complexity? a. Item Types
  2. A Teacher Wants To Design Assessments That Assess Individual Students At Their Specific Proficiency Level. What Should Be Included In The Assessment Blueprint To Ensure The Proper Complexity Levels Are Assessed For Each Student? a. A Screener
  3. Which Components Of An Assessment Blueprint Ensure Proper Assessment Coverage? a. Percentage Of Items And Difficulty Level For Each Topic
  4. An Eighth-Grade English Language Arts (ELA) Teacher Is Designing An Assessment Blueprint For The Given Measurement Topic, Standard, And Proficiency Scale. Measurement Topic: Analyzing Claims, Evidence, And Reasoning Standard: RW.8.3.1: "Write Well-Organized And Cohesive Arguments, Distinguishing Claim(S) From Opposing Claims And Use Language To Clarify Connections Among Claims, Reasons, And Evidence" (Colorado Department Of Education, 2020). Proficiency Level Learning Target 4.0 The Student Will Analyze The Distinction Between Opposing Claims And Apply Clarifying Language Based On Reasons And Evidence. 3.0 The Student Will Craft Structured And Cohesive Arguments Using Appropriate Language, Making Connections With Reasons And Evidence. 2.0 The Student Will Distinguish The Difference Between Claims, Reasons, And Evidence In A Well-Organized Argument. 1.0 The Student Will Identify A Topic For An Argument To Present In A Composition. Which Item Type Could Be Included To Assess Target Level 3. Proficiency?

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.

3.0 The Student Will Perform Relevant Operations For Given Exercises By Applying Strategies Based On Properties Of Those Operations. 2.0 The Student Will Interpret Which Operation To Use And Perform The Operation In Given Exercises. 1.0 The Student Will Recognize Which Operation To Use In Given Exercises. Which Item Corresponds To Developing Level 2.0 On The Proficiency Scale? A. Select The Appropriate Operations In The Given Exercises And Perform The Necessary Calculations.

  1. A High School Geography Teacher Has Completed The Assessment Blueprint And Is Now Writing Assessment Items For The Given Measurement Topic, Standard, And Proficiency Scale. Measurement Topic: Geography Of Earth Systems Standard: SS.111: "Use Geographic Tools And Resources To Analyze Earth's Human Systems And Physical Features To Investigate And Address Geographic Issues" (Colorado Department Of Education, 2022). Proficiency Level Learning Target 4.0 The Student Will Construct A Visual Representation Of A Specific Earth System And Its Features And Will Assess The Environmental Impact. 3.0 The Student Will Analyze A Specific Earth System And Its Features And Will Explain The Environmental Characteristics. 2.0 The Student Will Classify The Physical Features Of A Specific Earth System. 1.0 The Student Will Recognize Physical Features Of A Specific Earth System. Which Assessment Item Corresponds To Level 2.0 On The Proficiency Scale? A. Arrange The Physical Features Of The Given Earth Systems According To Their Correct Categories As Living Or Nonliving.
  2. A High School Digital Media Teacher Has Completed The Assessment Blueprint For The Given Measurement Topic And Standard And Is Now Writing The Assessment. The Teacher Is Considering The Following Assessment Item For The Target 3.0 Proficiency Level: Measurement Topic: Narrative Storytelling Standard: M.5.2.2: "Compare And Contrast The Development Of Similar Themes Across Two Or More Media Products And Analyze How They Emerge And Are Shaped And Refined By Specific Details" (Indiana Department Of Education, 2023). Item For Consideration: Generate A Research Project That Compares, Contrasts, And

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.