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WGU-Standards Based Assessment Actual Updated Questions And Answers
- What is a benefit of a standards-based grading system Instruction can be eas- for high-achieving students? ily adjusted to provide new, more complex learn- ing targets.
- How is a narrative-based system different than a stan- The standards-based dards-based grading system?
- Which factor distinguishes norm-referenced grading from standards-based grading?
- What is a benefit of using standards-based grading compared to norm-referenced grading?
- Why do teachers only grade student work relat- ed to the achievement of learning targets in stan- dards-based grading systems?
- 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 repre- sent? grading system uses profi- ciency scores, but the nar- rative grading system does not. Performance of the rest of the class Standards-based grading is more focused on the learning targets than norm-referenced grading. Teachers are able to help students focus on learn- ing goals and track their progress. Standards-based grading
How do standards-based grading systems support By allowing students to struggling students compared to other common grad- redo lessons and assign- ing systems?
- What is one difference between using criterion-refer- enced scoring in standards-based grading systems as opposed to using norm-referenced scoring?
- What is a criticism of standards-based grading sys- tems?
- Which problematic assessment practice does stan- dards-based grading help teachers avoid?
- Which statement is a criticism of standards-based grading systems? ments as many times as necessary Criterion-referenced scor- ing measures student progress toward mastery of specific criteria, while norm-referenced scoring measures progress rela- tive to percentiles. They do not reflect stu- dents' proficiency in soft skills such as time man- agement and creativity. Tagging multiple stan- dards Assessments are too nar- rowly focused.
- How are measurement topics beneficial to teachers? They help teachers identify a small set of themes to fo- cus on during instruction.
- 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, in- cluding stories, dramas, and poems for grades 6 - 8 text complexity band proficiently with scaffolding as need- Stories, dramas, poems
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 infor- mal productions" (North Carolina Essential Standards Theatre, 2019). Which measurement topic aligns to the given standard?
- An eighth-grade social studies teacher is reviewing the Research 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 con- sideration multiple points of view represented in the sources, the types of sources available, and the po- tential uses of the sources" (Connecticut Social Studies Frameworks, 2015). Which measurement topic aligns to the given standard?
- A high school psychology teacher is reviewing the fol- lowing 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 Psycho- logical Association, 2022). Which measurement topic aligns to the given standard?
- A 10th-grade English language arts (ELA) teacher is reviewing the following standard for the curricu- lum and making note of the measurement top- ics: CCSS.ELA-LITERACY.W.9-10.1: "Write arguments to Genetics Persuasion
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 stan- dard?
- 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 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? History Half-point scale
- How do proficiency scales help teachers create assess- They provide a continuum ments? of knowledge levels and skills related to a specified standard.
- How do proficiency scales address weaknesses in stan- By providing specific feed- dardized performance assessments?
- How can teachers use proficiency scales to facilitate learning progress? back to students Explain to students how the learning targets can be used to progress toward a standard measured on a scale
edge at target level 3.0 proficiency for the given stan- dards?
- A middle school music teacher wants to design a proficiency scale to determine which students pos- sess the basic skills for playing their respective instru- ments in the school band. The scale will be based on the following standards: Anchor Standard 8: "Per- form a varied repertoire of music by playing instru- ments, alone and with others, from rote memory and written notation" 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 appropri- ate technique throughout the known range of the in- strument(s)"P.8.8.2: "Play unpitched, melodic, and har- monic instruments with expression and technical accu- racy, as modeled and/or visually notated, and portray appropriate style" Which proficiency scale statement measures procedural knowledge at developing level 2.0 for the given standards?
- A music teacher is creating a proficiency scale for stu- The student will demon- strate proper fingering technique on a clarinet. The student will compose dents for the measurement topic of song composition. and sing a song, including Which proficiency scale statement measures proce- dural knowledge at advanced level 4.0 proficiency for the given measurement topic?
- A team of teachers is reviewing the English language arts department's standards. The team plans to up- date proficiency scales to better align with the stan- dards for the curriculum. One standard under review is the following: CCSS.ELA-Literacy.RST.6-8.7: "Integrate two verses and a chorus. The student will depict technical information from a text in a table.
quantitative or technical information expressed using words in a text with a version of that information ex- pressed 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 fifth-grade teacher is creating a proficiency scale to assess the following standards: CCSS.ELA-Litera- cy.RF.5.3: "Know and apply grade-level phonics and word analysis skills in decoding words" (Common Core State Standards Initiative, 2021). CCSS.ELA-Lit- eracy.RF.5.3.a: "Use combined knowledge of all let- ter-sound correspondences, syllabication patterns, and morphology (roots and affixes) to read accurate- ly unfamiliar multisyllabic words in context and out of context" (Common Core State Standards Initiative, 2021). Which proficiency scale statement measures de- veloping level 2.0 proficiency for the given standards?
- An English language arts teacher is designing a pro- ficiency scale to assess students' declarative knowl- edge about the measurement topic of literary con- cepts. Which proficiency scale statement corresponds to developing level 2.0 proficiency for the given mea- surement topic?
- What characteristic of parallel assessments refers to the measuring of the same trait on all forms of the test?
- What is a characteristic of parallel assessments? The student will describe phonics and decoding techniques The student will determine the central theme of a sto- ry. Unidimensionality
tions may result in a new ecosystem" (Next Genera- tion Science Standards, 2013).Proficiency LevelLearn- ing Target4.0The student will make predictions about changes to ecosystems.3.0The student will classify creatures that dwell in different ecosystems based on a predator status.2.0The student will describe elements of various ecosystems.1.0The student will identify dif- ferent ecosystems. Which item type could the teacher include to assess advanced level 4.0 proficiency?
- Measurement topic: Key Ideas and Details Standard: "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" 4.0The student will analyze the development of a theme in a given text and argue for the strengths and weaknesses of the author's choices. 3.0The 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. 2.0The student will determine the theme or main idea of a given text and provide a summary. 1.0The student will identify the main events or ideas in a text. Which proficiency scale level corresponds with an as- sessment item that asks students to drag and drop op- tions to organize the events in a text chronologically?
- Item types
Which component of an assessment blueprint increas- es complexity?
- 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 screener
- Which components of an assessment blueprint ensure Percentage of items and proper assessment coverage?
- An eighth-grade ELA teacher is designing an assess- diflculty level for each top- ic An extended construct- ment blueprint for the given measurement topic, stan- ed-response item that asks dard, and proficiency scale. Measurement Topic: Analyzing Claims, Evidence, and Reasoning. Standard: RW.8.3.1: "Write well-organized and cohe- sive arguments, distinguishing claim(s) from opposing claims and use language to clarify connections among claims, reasons, and evidence". 4.0The student will analyze the distinction between opposing claims and apply clarifying language based on reasons and evidence. 3.0The student will craft structured and cohesive ar- guments using appropriate language, making connec- tions with reasons and evidence. 2.0The student will distinguish the difference between claims, reasons, and evidence in a well-organized ar- gument. 1.0The student will identify a topic for an argument to students to offer and sup- port an opinion
The teacher estimated the student's true summative score, rounded to the nearest tenth, is 3.1.Which math- ematical model did the teacher use to estimate the student's true summative score?
- A student achieved the following assessment scores for a measurement topic, based on a four-point pro- ficiency scale:
What is the student's summative score, rounded to the nearest tenth, using the average model? - A third-grade teacher has completed the assessment
Apply key details to classify blueprint and is now writing assessment items for the given scientific topics and given measurement topic, standard, and proficiency scale. Measurement Topic: Key Ideas and Details Standard: CCSS.ELA-Literacy.RI.3.3: "Describe the rela- tionship 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" 4.0The student will evaluate the steps involved in a scientific procedure and critique the cause and effect of the steps. examine the relationships.
3.0The student will organize scientific concepts and analyze the relationships using key details. 2.0The student will interpret the sequence and rela- tionship of a series of steps in a scientific process. 1.0The student will identify the steps in a scientific process. Which assessment item corresponds to target level 3. on the proficiency scale?
- 5th grade Measurement Topic: Numbers and Operations Select the appropriate op- erations in the given exer- Standard: "Add, subtract, multiply, and divide decimals cises and perform the nec- to hundredths, using concrete models or drawings and essary calculations. strategies based on place value, properties of oper- ations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used". 4.0The student will execute a variety of operations within a concrete model, implement the chosen strat- egy, and defend the reasoning for its use. 3.0The student will perform relevant operations for given exercises by applying strategies based on prop- erties of those operations. 2.0The student will interpret which operation to use and perform the operation in given exercises. 1.0The student will recognize which operation to use in given exercises. Which item corresponds to developing level 2.0 on the proficiency scale?
- A high school geography teacher has completed the assessment blueprint and is now writing assessment Arrange the physical fea- tures of the given Earth
school choice across at least three forms of digital media.What is problematic about including this item?
- A student achieved the following assessment scores for a measurement topic, based on a four-point pro- ficiency scale:
- Which conclusion can be drawn about the student's mastery of the content?
- A student achieved the following assessment scores for a measurement topic, based on a four-point pro- ficiency scale:
- Which conclusion can be drawn about the student's mastery of the content? The student is demon- strating proficiency. The student is demon- strating a need for support to demonstrate proficien- cy.
