D184 Exam 1 V2 | D184 Standards-Based
Assessment OA | Actual Q&A with Rationale (D184
Exam 1) | WGU
1. What is the primary objective of standards-based assessment compared to traditional
assessment?
A. To measure student proficiency against specific, pre-determined learning standards.
B. To rank students according to their performance relative to their peers.
C. To provide a final grade that averages all assignments and behaviors.
D. To ensure that a specific percentage of students fail the course.
Correct Answer: A
Explanation: Standards-based assessment focuses strictly on how well a student has
mastered the required learning objectives. Unlike traditional grading, it does not compare
students to one another but rather to a set of fixed criteria. This approach ensures that the
assessment reflects actual knowledge rather than a curve or average.
2. When designing a standards-based unit, which stage of Backwards Design should a teacher
complete first?
A. Create the final summative assessment.
B. Plan the daily learning activities and instructional strategies.
C. Identify the desired results and learning standards.
,D. Select the textbooks and resources for the unit.
Correct Answer: C
Explanation: The Backwards Design framework, or Understanding by Design (UbD),
begins with identifying the specific goals or standards students are expected to reach. By
starting with the end goal, educators ensure that all subsequent steps are purposeful and
aligned. This prevents the common pitfall of planning activities that do not lead to the
intended learning outcomes.
3. Which level of Webb’s Depth of Knowledge (DOK) involves activities such as explaining,
generalizing, or connecting ideas?
A. Level 2: Skills and Concepts
B. Level 1: Recall and Reproduction
C. Level 3: Strategic Thinking
D. Level 4: Extended Thinking
Correct Answer: A
Explanation: Webb’s DOK Level 2 requires students to go beyond simple recall and apply
knowledge to complete tasks. It involves summarizing information, identifying patterns, or
predicting outcomes based on provided data. This level is crucial for demonstrating a
foundational understanding of how concepts interact.
4. What is the purpose of a ‘diagnostic assessment’ in a standards-based classroom?
A. To determine the final grade at the end of a semester.
, B. To compare a student’s score with national norms.
C. To evaluate the effectiveness of the teacher’s instructional methods.
D. To identify students’ current knowledge and misconceptions before instruction begins.
Correct Answer: D
Explanation: Diagnostic assessments are administered at the beginning of a unit to gauge
pre-existing knowledge. The data gathered helps teachers differentiate instruction and
address specific gaps in understanding before moving forward. This proactive approach
ensures that the subsequent instruction is targeted to the needs of the learners.
5. In the context of assessment, what does the term ‘validity’ refer to?
A. The consistency and stability of test scores over time.
B. The degree to which an assessment measures what it is intended to measure.
C. The ease with which an assessment can be graded.
D. The number of questions included in the assessment.
Correct Answer: B
Explanation: Validity is the most critical characteristic of an assessment because it
determines if the tool is actually testing the targeted standards. An assessment lacks
validity if it requires skills not related to the objective, such as a math test requiring
advanced reading skills. High validity ensures that the inferences made from student scores
are accurate and fair.
Assessment OA | Actual Q&A with Rationale (D184
Exam 1) | WGU
1. What is the primary objective of standards-based assessment compared to traditional
assessment?
A. To measure student proficiency against specific, pre-determined learning standards.
B. To rank students according to their performance relative to their peers.
C. To provide a final grade that averages all assignments and behaviors.
D. To ensure that a specific percentage of students fail the course.
Correct Answer: A
Explanation: Standards-based assessment focuses strictly on how well a student has
mastered the required learning objectives. Unlike traditional grading, it does not compare
students to one another but rather to a set of fixed criteria. This approach ensures that the
assessment reflects actual knowledge rather than a curve or average.
2. When designing a standards-based unit, which stage of Backwards Design should a teacher
complete first?
A. Create the final summative assessment.
B. Plan the daily learning activities and instructional strategies.
C. Identify the desired results and learning standards.
,D. Select the textbooks and resources for the unit.
Correct Answer: C
Explanation: The Backwards Design framework, or Understanding by Design (UbD),
begins with identifying the specific goals or standards students are expected to reach. By
starting with the end goal, educators ensure that all subsequent steps are purposeful and
aligned. This prevents the common pitfall of planning activities that do not lead to the
intended learning outcomes.
3. Which level of Webb’s Depth of Knowledge (DOK) involves activities such as explaining,
generalizing, or connecting ideas?
A. Level 2: Skills and Concepts
B. Level 1: Recall and Reproduction
C. Level 3: Strategic Thinking
D. Level 4: Extended Thinking
Correct Answer: A
Explanation: Webb’s DOK Level 2 requires students to go beyond simple recall and apply
knowledge to complete tasks. It involves summarizing information, identifying patterns, or
predicting outcomes based on provided data. This level is crucial for demonstrating a
foundational understanding of how concepts interact.
4. What is the purpose of a ‘diagnostic assessment’ in a standards-based classroom?
A. To determine the final grade at the end of a semester.
, B. To compare a student’s score with national norms.
C. To evaluate the effectiveness of the teacher’s instructional methods.
D. To identify students’ current knowledge and misconceptions before instruction begins.
Correct Answer: D
Explanation: Diagnostic assessments are administered at the beginning of a unit to gauge
pre-existing knowledge. The data gathered helps teachers differentiate instruction and
address specific gaps in understanding before moving forward. This proactive approach
ensures that the subsequent instruction is targeted to the needs of the learners.
5. In the context of assessment, what does the term ‘validity’ refer to?
A. The consistency and stability of test scores over time.
B. The degree to which an assessment measures what it is intended to measure.
C. The ease with which an assessment can be graded.
D. The number of questions included in the assessment.
Correct Answer: B
Explanation: Validity is the most critical characteristic of an assessment because it
determines if the tool is actually testing the targeted standards. An assessment lacks
validity if it requires skills not related to the objective, such as a math test requiring
advanced reading skills. High validity ensures that the inferences made from student scores
are accurate and fair.
