D184 EXAMINATION QUESTIONS AND ANSWERS
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. - 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. - 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. - 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.
- 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 - 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 - C. Adherence to common standards
How are standards-based grading systems different from norm-referenced grading systems?
-The use of technology to administer adaptive assessments
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. - 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. - 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. - 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.
- 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 - 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 - C. Adherence to common standards
How are standards-based grading systems different from norm-referenced grading systems?
-The use of technology to administer adaptive assessments
