WGU D184 Standards-Based Assessment with Answers
Proficiency Scales - -Measure student Assessment Blueprint - -Created to
achievement of knowledge and skills in ensure assessments are aligned with learning
standards over time. targets.
Half Point Score Values - -Used in Method of Mounting Evidence - -
proficiency scales for mastery at one level, Determine what the students' summative
but does not meet all of the criteria for the score should be based on prior patterns of
next level. scores.
Generic Scale - -Used for every topic True score - -Recognizes that there is
where students are rated 1-4 based on their some inherent error on a test, its' an
knowledge. These are not topic-specific; for estimation, the true level of understanding
example, a level 3 is on grade level, but no
other specific information is provided.
Observed Score - -= True Score + Error
Score
Consistency of Behavior - -Not to be
used on a proficiency scale, as this is a
qualifying type of scale which uses the words Aberrant pattenrs - -you need to
sometimes, always, seldom etc. determine if the pattern is reliable or if the
student was having a bad day etc.
Definitional Declarative Knowledge - -
Defining characteristics of something, Standards Referenced Grading Systems -
describe or explain -students demonstrate learning
outcomes based on standards.
Cognitive Analysis Declarative Knowledge -
-Determining, organizing, analysis Standards-Based Grading - -one
standard is assessed at a time
Mental Procedural Knowledge - -Skills
or processes, evaluates Standards-Based Grading - -
Assessment results do not contain content
outside of the stated standard.
Parallel Assessments - -Monitor
students growth on the same skills multiple
times. Measurement Topics - -They help
identify content and skills to be tested.
1/4
Proficiency Scales - -Measure student Assessment Blueprint - -Created to
achievement of knowledge and skills in ensure assessments are aligned with learning
standards over time. targets.
Half Point Score Values - -Used in Method of Mounting Evidence - -
proficiency scales for mastery at one level, Determine what the students' summative
but does not meet all of the criteria for the score should be based on prior patterns of
next level. scores.
Generic Scale - -Used for every topic True score - -Recognizes that there is
where students are rated 1-4 based on their some inherent error on a test, its' an
knowledge. These are not topic-specific; for estimation, the true level of understanding
example, a level 3 is on grade level, but no
other specific information is provided.
Observed Score - -= True Score + Error
Score
Consistency of Behavior - -Not to be
used on a proficiency scale, as this is a
qualifying type of scale which uses the words Aberrant pattenrs - -you need to
sometimes, always, seldom etc. determine if the pattern is reliable or if the
student was having a bad day etc.
Definitional Declarative Knowledge - -
Defining characteristics of something, Standards Referenced Grading Systems -
describe or explain -students demonstrate learning
outcomes based on standards.
Cognitive Analysis Declarative Knowledge -
-Determining, organizing, analysis Standards-Based Grading - -one
standard is assessed at a time
Mental Procedural Knowledge - -Skills
or processes, evaluates Standards-Based Grading - -
Assessment results do not contain content
outside of the stated standard.
Parallel Assessments - -Monitor
students growth on the same skills multiple
times. Measurement Topics - -They help
identify content and skills to be tested.
1/4
