A
VI
TU
WGU D184 Standard- Based
Assessment Study Guide
IS
Perfect For Final Exam Prep
M
2025!!
O
A
1. How would you describe standards-based grading systems? - ANSWER A
N
standard of grading that tracks student progress towards and achievement of learning
targets that are derived from educational standards; grades reflect student mastery of
JP
the learning targets and are measured on proficiency scales.
Which characteristics apply to standards-based grading? - ANSWER - Scores are
reflected on proficiency scales
- Grades reflect student mastery of a learning target.
-Teachers tailor instruction based on student achievement
Based on the percentage average of all grades or holistic grades - ANSWER
traditional grading system
,Based on different proficiency levels of standards - ANSWER standard based
grading system
Single grade given per course on report cards - ANSWER traditional grading system
Grade based on most recent evidence - ANSWER traditional grading system
what are the defining characteristics of a standards-based grading system? - ANSWER
A
Standards-based grading is built around achievement level goals that are based on
content-specific benchmarks within academic subjects. A standards-based approach
VI
differs from traditional approaches that are built around an average percentage of
assignments, letter grades, or students' rank of performance against the rest of the
class. A standards-based system is highly beneficial to the student because teaching
TU
and learning can be fine-tuned to the needs of each student rather than only a portion of
students in any given classroom.
Which explanation applies to the type of assessments used in a standards-based
grading system? - ANSWER Criterion-based assessments are used because
IS
students are measured against a learning target (criterion) derived from an academic
standard.
M
Which teacher approach would be most appropriate in a standards-based grading
system?
O
A. The teacher notes that the student is proficient by marking a "3" on the four-point
proficiency scale for the assessment, noting that not all fractions have unlike
denominators.
A
B. The teacher notes that the student is not proficient by marking the assessment a "2"
on the four-point proficiency scale and provides support to the student to help her learn
N
how to find least common denominators.
C. The teacher encourages the student to complete an extra-credit assignment by
JP
making a video about why math can be fun to offset the poor grade earned on the
assessment.
D. The teacher scores the assessment and gives the student a grade of 34 percent and
urges the student to reread the chapter in the textbook about adding and subtracting
fractions. - ANSWER B. The teacher notes that the student is not proficient by
marking the assessment a "2" on the four-point proficiency scale and provides support
to the student to help her learn how to find least common denominators.
, With a clear understanding of student knowledge and next steps for progress, this
stakeholder is empowered to support the student in attaining goals and gaining
confidence through encouragement and guidance. - ANSWER Stakeholder
Unequivocal knowledge of instructional needs and useful interventions for each student
will guide this stakeholder's future instruction. - ANSWER Teacher
Knowing their expectations and level of proficiency allows this stakeholder to set
personal goals, make improvements with practice, demonstrate knowledge by meeting
A
expectations, and persevere through challenges by continued effort. - ANSWER
Student
VI
Stakeholders need letter grades to understand a student's academic performance. True
of false? - ANSWER False
TU
Which teacher response would help the parent understand standards-based grading
report cards?
A. Sympathize with the parent and share the challenges they are having with
standards-based grading so the parent knows it is a difficult system for everyone
IS
B. Review the report card and standards with the parent, explaining how the standards
are assessed and clarifying the grading scale that is used
C. Provide the parent with a percentage and letter grade equivalent for each subject
M
area every nine weeks
D. Explain to the parent that if their child has the highest number on the grading scale, it
O
is the same as having an A - ANSWER B. Review the report card and standards
with the parent, explaining how the standards are assessed and clarifying the grading
scale that is used
A
True or False
N
Focus statements are important enough to be assessed multiple times at the school or
district level to determine the most accurate scores for individual students. - ANSWER
JP
False
Measurement statements are important enough to be assessed multiple times to
determine the most accurate scores for individual students. True or false? - ANSWER
True
What purpose do focus statements and measurement topics serve in assessment? -
ANSWER Rewriting academic standards as focus statements provides guidance for
instructing students on concepts and skills contained in the standard. These focus
VI
TU
WGU D184 Standard- Based
Assessment Study Guide
IS
Perfect For Final Exam Prep
M
2025!!
O
A
1. How would you describe standards-based grading systems? - ANSWER A
N
standard of grading that tracks student progress towards and achievement of learning
targets that are derived from educational standards; grades reflect student mastery of
JP
the learning targets and are measured on proficiency scales.
Which characteristics apply to standards-based grading? - ANSWER - Scores are
reflected on proficiency scales
- Grades reflect student mastery of a learning target.
-Teachers tailor instruction based on student achievement
Based on the percentage average of all grades or holistic grades - ANSWER
traditional grading system
,Based on different proficiency levels of standards - ANSWER standard based
grading system
Single grade given per course on report cards - ANSWER traditional grading system
Grade based on most recent evidence - ANSWER traditional grading system
what are the defining characteristics of a standards-based grading system? - ANSWER
A
Standards-based grading is built around achievement level goals that are based on
content-specific benchmarks within academic subjects. A standards-based approach
VI
differs from traditional approaches that are built around an average percentage of
assignments, letter grades, or students' rank of performance against the rest of the
class. A standards-based system is highly beneficial to the student because teaching
TU
and learning can be fine-tuned to the needs of each student rather than only a portion of
students in any given classroom.
Which explanation applies to the type of assessments used in a standards-based
grading system? - ANSWER Criterion-based assessments are used because
IS
students are measured against a learning target (criterion) derived from an academic
standard.
M
Which teacher approach would be most appropriate in a standards-based grading
system?
O
A. The teacher notes that the student is proficient by marking a "3" on the four-point
proficiency scale for the assessment, noting that not all fractions have unlike
denominators.
A
B. The teacher notes that the student is not proficient by marking the assessment a "2"
on the four-point proficiency scale and provides support to the student to help her learn
N
how to find least common denominators.
C. The teacher encourages the student to complete an extra-credit assignment by
JP
making a video about why math can be fun to offset the poor grade earned on the
assessment.
D. The teacher scores the assessment and gives the student a grade of 34 percent and
urges the student to reread the chapter in the textbook about adding and subtracting
fractions. - ANSWER B. The teacher notes that the student is not proficient by
marking the assessment a "2" on the four-point proficiency scale and provides support
to the student to help her learn how to find least common denominators.
, With a clear understanding of student knowledge and next steps for progress, this
stakeholder is empowered to support the student in attaining goals and gaining
confidence through encouragement and guidance. - ANSWER Stakeholder
Unequivocal knowledge of instructional needs and useful interventions for each student
will guide this stakeholder's future instruction. - ANSWER Teacher
Knowing their expectations and level of proficiency allows this stakeholder to set
personal goals, make improvements with practice, demonstrate knowledge by meeting
A
expectations, and persevere through challenges by continued effort. - ANSWER
Student
VI
Stakeholders need letter grades to understand a student's academic performance. True
of false? - ANSWER False
TU
Which teacher response would help the parent understand standards-based grading
report cards?
A. Sympathize with the parent and share the challenges they are having with
standards-based grading so the parent knows it is a difficult system for everyone
IS
B. Review the report card and standards with the parent, explaining how the standards
are assessed and clarifying the grading scale that is used
C. Provide the parent with a percentage and letter grade equivalent for each subject
M
area every nine weeks
D. Explain to the parent that if their child has the highest number on the grading scale, it
O
is the same as having an A - ANSWER B. Review the report card and standards
with the parent, explaining how the standards are assessed and clarifying the grading
scale that is used
A
True or False
N
Focus statements are important enough to be assessed multiple times at the school or
district level to determine the most accurate scores for individual students. - ANSWER
JP
False
Measurement statements are important enough to be assessed multiple times to
determine the most accurate scores for individual students. True or false? - ANSWER
True
What purpose do focus statements and measurement topics serve in assessment? -
ANSWER Rewriting academic standards as focus statements provides guidance for
instructing students on concepts and skills contained in the standard. These focus
