D184 OA || Already Graded A+.
Which evidence do teachers use to evaluate student knowledge and comprehension in a
standards-based grading system?
A. Students receive a "pass" on a pass/fail assessment.
B. Students exceed a percentage on a quiz related to a specific learning target.
C. Students demonstrate a level of mastery related to a specific measurement topic.
D. Students earn letter grades related to a specific measurement topic. correct answers C.
Students demonstrate a level of mastery related to a specific measurement topic.
2. How does a teacher know student performance is improving in a standards-based grading
system?
A. Students achieve higher letter grades.
B. Students achieve higher proficiency levels.
C. Students achieve higher numerical scores.
D. Students achieve higher percentage scores. correct answers B. Students achieve higher
proficiency levels.
3. 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 is better suited to a proficiency scale with a lower number of possible points.
B. The student received a subpar score on the final exam.
C. The student has received 2.0 on all assessments so far.
D. The student has yet to fully master the standard being assessed. correct answers D. 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, students understand how to improve with simple feedback; in
standards-based systems, complex feedback is required to understand assessment scores.
D. 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.
correct answers D. 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 standards-referenced grading systems?
A. In 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.
B. In 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.
D. In standards-based grading systems, the goal is for students to demonstrate proficiency of a
standard by taking competency exams based on the sta correct answers 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. Administration of norm-referenced assessments
B. Adherence to unique, student-created standards
C. Adherence to common standards
D. Administration of standardized assessments correct answers C. Adherence to common
standards
Which evidence do teachers use to evaluate student knowledge and comprehension in a
standards-based grading system?
A. Students receive a "pass" on a pass/fail assessment.
B. Students exceed a percentage on a quiz related to a specific learning target.
C. Students demonstrate a level of mastery related to a specific measurement topic.
D. Students earn letter grades related to a specific measurement topic. correct answers C.
Students demonstrate a level of mastery related to a specific measurement topic.
2. How does a teacher know student performance is improving in a standards-based grading
system?
A. Students achieve higher letter grades.
B. Students achieve higher proficiency levels.
C. Students achieve higher numerical scores.
D. Students achieve higher percentage scores. correct answers B. Students achieve higher
proficiency levels.
3. 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 is better suited to a proficiency scale with a lower number of possible points.
B. The student received a subpar score on the final exam.
C. The student has received 2.0 on all assessments so far.
D. The student has yet to fully master the standard being assessed. correct answers D. 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, students understand how to improve with simple feedback; in
standards-based systems, complex feedback is required to understand assessment scores.
D. 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.
correct answers D. 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 standards-referenced grading systems?
A. In 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.
B. In 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.
D. In standards-based grading systems, the goal is for students to demonstrate proficiency of a
standard by taking competency exams based on the sta correct answers 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. Administration of norm-referenced assessments
B. Adherence to unique, student-created standards
C. Adherence to common standards
D. Administration of standardized assessments correct answers C. Adherence to common
standards
