TNEMSSESSA · 481D
WGU
◆ ◆
Western Governors University
D184 Teachers College — Curriculum, Assessment & Instruction
EST. 1997
A NEW KIND OF U
WGU D184 Standards-Based Assessment — Proficiency
Scales, Scoring & Measurement
P R O F I C I E N CY S C A L E S , PA RA L L E L A SS E SS M E N TS , S CO R I N G M E T H O D S ,
M AT H E M AT I C A L M O D E LS & G RA D I N G SYST E M S
INSTITUTION Western Governors University PROGRAM M.Ed. — Curriculum, Assessment &
Instruction
COURSE CODE D184 — Standards-Based COURSE TITLE Standards-Based Assessment &
Assessment Proficiency Measurement
ACADEMIC YEAR EXAM TITLE D184 Standards-Based
Assessment — Proficiency Scales,
Scoring & Measurement
TOTAL QUESTIONS 55 Questions FORMAT Multiple Choice — Select the
Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Content spans proficiency scales, parallel assessments, scoring methods (point, response code),
mathematical models (linear, curvilinear, average), and standards-based grading systems.
▸ Questions reflect WGU D184 standards-based assessment learning objectives and competency-based
assessment format.
▸ Correct answers and detailed rationales appear below each question for comprehensive test
preparation.
▸ Questions have been randomized to promote active recall and simulate authentic testing conditions.
, SECTION I — D184 STANDARDS-BASED ASSESSMENT
Questions 1 – 55
COMPREHENSIVE PRACTICE EXAMINATION
1. What is the primary purpose of proficiency scales in standards-based assessment?
A. To rank students against each other for competitive placement
B. Measure student achievement of knowledge and skills in standards over time
C. To provide a single final grade at the end of the academic year
D. To replace all forms of teacher observation and informal assessment
CORRECT ANSWER B — Measure student achievement of knowledge and skills in standards
over time
RATIONALE Proficiency scales are designed to track student growth and mastery of specific
standards across time — not to rank students against peers or to provide a single
summative grade. They describe progressive levels of performance (typically 1-4)
for each standard, allowing teachers to identify where students are on the
learning continuum and what the next steps for growth are. This longitudinal
measurement approach is the foundation of standards-based assessment,
distinguishing it from traditional grading that averages performance across
disparate skills and behaviors into a single letter grade. Proficiency scales provide
specific feedback about what students know and can do relative to defined
standards.
,2. What is the purpose of half-point score values (e.g., 2.5, 3.5) on proficiency scales?
A. To indicate that a student has failed to achieve any mastery
B. Used when a student demonstrates mastery at one level but does not meet all criteria for
the next level
C. To provide extra credit for above-grade-level performance
D. To average two different proficiency scores into one final grade
CORRECT ANSWER B — Used when a student demonstrates mastery at one level but does not
meet all criteria for the next level
RATIONALE Half-point scores (e.g., 2.5, 3.5) are a finer-grained measurement tool on
proficiency scales. They indicate that a student has clearly achieved all criteria for
a given level (e.g., Level 3 — proficient/on grade level) and has demonstrated
SOME but not ALL of the criteria for the next level (e.g., Level 4 — advanced). A
score of 3.5 means: "The student is proficient (3.0) and is partially demonstrating
advanced understanding (moving toward 4.0)." These intermediate scores
provide more precise information about student progress than whole-number
levels alone. They are NOT for indicating failure, providing extra credit, or
averaging multiple scores.
, 3. A generic proficiency scale is characterized by which of the following?
A. Highly specific descriptors for each individual topic assessed
B. Used for every topic where students are rated 1-4 based on their knowledge without
topic-specific information; Level 3 indicates on grade level
C. Only applicable to mathematics standards, not other subjects
D. Requires different rating scales for each individual student
CORRECT ANSWER B — Used for every topic where students are rated 1-4 based on their
knowledge without topic-specific information; Level 3 indicates on grade
level
RATIONALE A generic proficiency scale provides a consistent 1-4 framework that can be
applied across multiple topics or standards. The levels represent: Level 1 —
beginning/limited understanding; Level 2 — developing/partial understanding;
Level 3 — proficient/on grade level (the target); Level 4 — advanced/exceeding
expectations. The generic scale does NOT include topic-specific descriptors — it
simply identifies the performance level. For example, a generic Level 3 means
"the student demonstrates on-grade-level proficiency" without specifying exactly
what that proficiency looks like for fractions versus reading comprehension.
Topic-specific scales (in contrast) would describe exactly what a student can do at
each level for that particular standard. Generic scales provide a common
framework that simplifies consistent grading across subjects.
WGU
◆ ◆
Western Governors University
D184 Teachers College — Curriculum, Assessment & Instruction
EST. 1997
A NEW KIND OF U
WGU D184 Standards-Based Assessment — Proficiency
Scales, Scoring & Measurement
P R O F I C I E N CY S C A L E S , PA RA L L E L A SS E SS M E N TS , S CO R I N G M E T H O D S ,
M AT H E M AT I C A L M O D E LS & G RA D I N G SYST E M S
INSTITUTION Western Governors University PROGRAM M.Ed. — Curriculum, Assessment &
Instruction
COURSE CODE D184 — Standards-Based COURSE TITLE Standards-Based Assessment &
Assessment Proficiency Measurement
ACADEMIC YEAR EXAM TITLE D184 Standards-Based
Assessment — Proficiency Scales,
Scoring & Measurement
TOTAL QUESTIONS 55 Questions FORMAT Multiple Choice — Select the
Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Content spans proficiency scales, parallel assessments, scoring methods (point, response code),
mathematical models (linear, curvilinear, average), and standards-based grading systems.
▸ Questions reflect WGU D184 standards-based assessment learning objectives and competency-based
assessment format.
▸ Correct answers and detailed rationales appear below each question for comprehensive test
preparation.
▸ Questions have been randomized to promote active recall and simulate authentic testing conditions.
, SECTION I — D184 STANDARDS-BASED ASSESSMENT
Questions 1 – 55
COMPREHENSIVE PRACTICE EXAMINATION
1. What is the primary purpose of proficiency scales in standards-based assessment?
A. To rank students against each other for competitive placement
B. Measure student achievement of knowledge and skills in standards over time
C. To provide a single final grade at the end of the academic year
D. To replace all forms of teacher observation and informal assessment
CORRECT ANSWER B — Measure student achievement of knowledge and skills in standards
over time
RATIONALE Proficiency scales are designed to track student growth and mastery of specific
standards across time — not to rank students against peers or to provide a single
summative grade. They describe progressive levels of performance (typically 1-4)
for each standard, allowing teachers to identify where students are on the
learning continuum and what the next steps for growth are. This longitudinal
measurement approach is the foundation of standards-based assessment,
distinguishing it from traditional grading that averages performance across
disparate skills and behaviors into a single letter grade. Proficiency scales provide
specific feedback about what students know and can do relative to defined
standards.
,2. What is the purpose of half-point score values (e.g., 2.5, 3.5) on proficiency scales?
A. To indicate that a student has failed to achieve any mastery
B. Used when a student demonstrates mastery at one level but does not meet all criteria for
the next level
C. To provide extra credit for above-grade-level performance
D. To average two different proficiency scores into one final grade
CORRECT ANSWER B — Used when a student demonstrates mastery at one level but does not
meet all criteria for the next level
RATIONALE Half-point scores (e.g., 2.5, 3.5) are a finer-grained measurement tool on
proficiency scales. They indicate that a student has clearly achieved all criteria for
a given level (e.g., Level 3 — proficient/on grade level) and has demonstrated
SOME but not ALL of the criteria for the next level (e.g., Level 4 — advanced). A
score of 3.5 means: "The student is proficient (3.0) and is partially demonstrating
advanced understanding (moving toward 4.0)." These intermediate scores
provide more precise information about student progress than whole-number
levels alone. They are NOT for indicating failure, providing extra credit, or
averaging multiple scores.
, 3. A generic proficiency scale is characterized by which of the following?
A. Highly specific descriptors for each individual topic assessed
B. Used for every topic where students are rated 1-4 based on their knowledge without
topic-specific information; Level 3 indicates on grade level
C. Only applicable to mathematics standards, not other subjects
D. Requires different rating scales for each individual student
CORRECT ANSWER B — Used for every topic where students are rated 1-4 based on their
knowledge without topic-specific information; Level 3 indicates on grade
level
RATIONALE A generic proficiency scale provides a consistent 1-4 framework that can be
applied across multiple topics or standards. The levels represent: Level 1 —
beginning/limited understanding; Level 2 — developing/partial understanding;
Level 3 — proficient/on grade level (the target); Level 4 — advanced/exceeding
expectations. The generic scale does NOT include topic-specific descriptors — it
simply identifies the performance level. For example, a generic Level 3 means
"the student demonstrates on-grade-level proficiency" without specifying exactly
what that proficiency looks like for fractions versus reading comprehension.
Topic-specific scales (in contrast) would describe exactly what a student can do at
each level for that particular standard. Generic scales provide a common
framework that simplifies consistent grading across subjects.
