D184 EXAMINATION QUESTIONS AND ANSWERS
1. How would you describe standards-based grading systems? - A standard of grading
that tracks student progress towards and achievement of learning targets that are derived from
educational standards; grades reflect student mastery of the learning targets and are measured
on proficiency scales.
Which characteristics apply to standards-based grading? - - 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 - traditional grading
system
Based on different proficiency levels of standards - standard based grading system
Single grade given per course on report cards - traditional grading system
Grade based on most recent evidence - traditional grading system
what are the defining characteristics of a standards-based grading system? - Standards-
based grading is built around achievement level goals that are based on content-specific
benchmarks within academic subjects. A standards-based approach 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 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? - Criterion-based assessments are used because students are measured against a
learning target (criterion) derived from an academic standard.
Which teacher approach would be most appropriate in a standards-based grading system?
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.
,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.
C. The teacher encourages the student to complete an extra-credit assignment by 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. - 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. - Stakeholder
Unequivocal knowledge of instructional needs and useful interventions for each student will
guide this stakeholder's future instruction. - Teacher
Knowing their expectations and level of proficiency allows this stakeholder to set personal goals,
make improvements with practice, demonstrate knowledge by meeting expectations, and
persevere through challenges by continued effort. - Student
Stakeholders need letter grades to understand a student's academic performance. True of false?
- False
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
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 area every
nine weeks
D. Explain to the parent that if their child has the highest number on the grading scale, it is the
same as having an A - B. Review the report card and standards with the parent,
explaining how the standards are assessed and clarifying the grading scale that is used
True or False
, 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. - False
Measurement statements are important enough to be assessed multiple times to determine the
most accurate scores for individual students. True or false? - True
What purpose do focus statements and measurement topics serve in assessment? -
Rewriting academic standards as focus statements provides guidance for instructing
students on concepts and skills contained in the standard. These focus statements can be used
to design specific measurements topics used to create classroom assessments.
In standards-based assessment, what contains the important information from an unpacked
standard and is important enough to assess multiple times to determine student mastery?
A. Proficiency scale
B. Measurement topic
C. Focus statement
D. Learning objective - B. Measurement topic
Know the definition of main event. - declarative knowledge
Explain cultural influence in nonfiction texts. - Procedural knowledge
Understand elements of a short story. - Declarative knowledge
Use elements of a short story in original works. - Procedural knowledge
Which evidence do teachers use to evaluate student knowledge and comprehension in a
standards-based grading system?
A. Students earn letter grades related to a specific measurement topic.
B. Students receive a "pass" on a pass/fail assessment.
C. Students demonstrate a level of mastery related to a specific measurement topic.
D. 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.
How does a teacher know student performance is improving in a standards-based grading
system?
A. Students achieve higher letter grades.
1. How would you describe standards-based grading systems? - A standard of grading
that tracks student progress towards and achievement of learning targets that are derived from
educational standards; grades reflect student mastery of the learning targets and are measured
on proficiency scales.
Which characteristics apply to standards-based grading? - - 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 - traditional grading
system
Based on different proficiency levels of standards - standard based grading system
Single grade given per course on report cards - traditional grading system
Grade based on most recent evidence - traditional grading system
what are the defining characteristics of a standards-based grading system? - Standards-
based grading is built around achievement level goals that are based on content-specific
benchmarks within academic subjects. A standards-based approach 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 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? - Criterion-based assessments are used because students are measured against a
learning target (criterion) derived from an academic standard.
Which teacher approach would be most appropriate in a standards-based grading system?
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.
,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.
C. The teacher encourages the student to complete an extra-credit assignment by 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. - 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. - Stakeholder
Unequivocal knowledge of instructional needs and useful interventions for each student will
guide this stakeholder's future instruction. - Teacher
Knowing their expectations and level of proficiency allows this stakeholder to set personal goals,
make improvements with practice, demonstrate knowledge by meeting expectations, and
persevere through challenges by continued effort. - Student
Stakeholders need letter grades to understand a student's academic performance. True of false?
- False
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
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 area every
nine weeks
D. Explain to the parent that if their child has the highest number on the grading scale, it is the
same as having an A - B. Review the report card and standards with the parent,
explaining how the standards are assessed and clarifying the grading scale that is used
True or False
, 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. - False
Measurement statements are important enough to be assessed multiple times to determine the
most accurate scores for individual students. True or false? - True
What purpose do focus statements and measurement topics serve in assessment? -
Rewriting academic standards as focus statements provides guidance for instructing
students on concepts and skills contained in the standard. These focus statements can be used
to design specific measurements topics used to create classroom assessments.
In standards-based assessment, what contains the important information from an unpacked
standard and is important enough to assess multiple times to determine student mastery?
A. Proficiency scale
B. Measurement topic
C. Focus statement
D. Learning objective - B. Measurement topic
Know the definition of main event. - declarative knowledge
Explain cultural influence in nonfiction texts. - Procedural knowledge
Understand elements of a short story. - Declarative knowledge
Use elements of a short story in original works. - Procedural knowledge
Which evidence do teachers use to evaluate student knowledge and comprehension in a
standards-based grading system?
A. Students earn letter grades related to a specific measurement topic.
B. Students receive a "pass" on a pass/fail assessment.
C. Students demonstrate a level of mastery related to a specific measurement topic.
D. 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.
How does a teacher know student performance is improving in a standards-based grading
system?
A. Students achieve higher letter grades.
