WGU D184 Standards-Based Assessment (OA)Actual Exam
(Latest 2026 Update) /D184 Questions and Correct Verified
Answers |Already Graded A+
What distinguishes standards-based grading systems from standards-
referenced grading systems?
A. In standards-based grading systems, the goal is for students to
demonstrate proficiency of a standard by taking competency exams
based on the standard; in standards-referenced grading systems, the
goal is for students to demonstrate understanding on varied
assessments that are standard-agnostic.
B. 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.
B. 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. Administration of standardized assessments
C. Adherence to unique, student-created standards
D. Adherence to common standards
D. Adherence to common standards
How are standards-based grading systems different from norm-
referenced grading systems?
A. The delineation of student performance related to peers
pg. 1
,B. The production of descriptive feedback
C. The assignment of grade point averages to student records
D. The use of technology to administer adaptive assessments
B. The production of descriptive feedback
Which grading system focuses on converting demonstrated levels of
mastery to total points earned on a proficiency scale?
A. Points-based grading system
B. Letter-based grading system
C. Percentage-based grading system
D. Standards-based grading system
D. Standards-based grading system
What is a teacher's primary focus in a standards-based grading
system?
A. Measuring student learning related to the achievement of learning
goals
B. Providing higher levels of complexity for items used on an
assessment than for items used during instruction
C. Measuring a student's learning related to the achievements of their
peers
D. Infrequently assessing student learning using a checklist of skills
A. Measuring student learning related to the achievement of learning
goals
Which advantage do standards-based grading systems have over
traditional grading systems?
pg. 2
,A. Extraneous content can be used in assessments.
B. Broadly interpreted content can be used in assessments.
C. Multiple standards are assessed at a time, rather than one
individual standard.
D. One individual standard is assessed at a time, rather than multiple
standards.
D. One individual standard is assessed at a time, rather than multiple
standards.
What is one advantage of using a numerical score of 2.0 rather than a
letter grade of C or D to communicate a student's proficiency level to
guardians?
A. Assigning a student a numerical proficiency level of 2.0 more
clearly indicates the student's need for additional practice to achieve
proficiency.
B. Assigning a 2.0 numerical proficiency level indicates that the
student can perform twice the number of tasks as the lowest level of
proficiency.
C. Assigning a student a numerical proficiency level of 2.0 is further
from the bottom grade than a C or D and may motivate the student to
improve.
D. Assigning a student a numerical proficiency level is a more
positive method of indicating that the student is not yet proficient,
compared to giving the student a C or D letter grade.
A. Assigning a student a numerical proficiency level of 2.0 more
clearly indicates the student's need for additional practice to achieve
proficiency.
What is a common criticism of standards-based grading?
pg. 3
, A. Feedback provided to students via proficiency scales lacks
guidance for improvement.
B. Interpretation of assessment results is difficult because proficiency
scales are complex.
C. Standards are too simple to sufficiently challenge students to
demonstrate proficiency.
D. Assessment results do not contain content outside of the stated
standard.
D. Assessment results do not contain content outside of the stated
standard.
What is the purpose of a focus statement for a standard?
A. To remind students to concentrate
B. To clarify the standard for classroom assessments
C. To narrow in on overlooked peripheral content
D. To combine multiple standards into one standard for classroom
assessments
B. To clarify the standard for classroom assessments
How do measurement topics guide the assessment development
process?
A. They help evaluate student responses.
B. They help direct the development of focus statements.
C. They help identify content and skills to be tested.
D. They help establish teaching strategies.
C. They help identify content and skills to be tested.
Which element is included in measurement topics?
pg. 4
(Latest 2026 Update) /D184 Questions and Correct Verified
Answers |Already Graded A+
What distinguishes standards-based grading systems from standards-
referenced grading systems?
A. In standards-based grading systems, the goal is for students to
demonstrate proficiency of a standard by taking competency exams
based on the standard; in standards-referenced grading systems, the
goal is for students to demonstrate understanding on varied
assessments that are standard-agnostic.
B. 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.
B. 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. Administration of standardized assessments
C. Adherence to unique, student-created standards
D. Adherence to common standards
D. Adherence to common standards
How are standards-based grading systems different from norm-
referenced grading systems?
A. The delineation of student performance related to peers
pg. 1
,B. The production of descriptive feedback
C. The assignment of grade point averages to student records
D. The use of technology to administer adaptive assessments
B. The production of descriptive feedback
Which grading system focuses on converting demonstrated levels of
mastery to total points earned on a proficiency scale?
A. Points-based grading system
B. Letter-based grading system
C. Percentage-based grading system
D. Standards-based grading system
D. Standards-based grading system
What is a teacher's primary focus in a standards-based grading
system?
A. Measuring student learning related to the achievement of learning
goals
B. Providing higher levels of complexity for items used on an
assessment than for items used during instruction
C. Measuring a student's learning related to the achievements of their
peers
D. Infrequently assessing student learning using a checklist of skills
A. Measuring student learning related to the achievement of learning
goals
Which advantage do standards-based grading systems have over
traditional grading systems?
pg. 2
,A. Extraneous content can be used in assessments.
B. Broadly interpreted content can be used in assessments.
C. Multiple standards are assessed at a time, rather than one
individual standard.
D. One individual standard is assessed at a time, rather than multiple
standards.
D. One individual standard is assessed at a time, rather than multiple
standards.
What is one advantage of using a numerical score of 2.0 rather than a
letter grade of C or D to communicate a student's proficiency level to
guardians?
A. Assigning a student a numerical proficiency level of 2.0 more
clearly indicates the student's need for additional practice to achieve
proficiency.
B. Assigning a 2.0 numerical proficiency level indicates that the
student can perform twice the number of tasks as the lowest level of
proficiency.
C. Assigning a student a numerical proficiency level of 2.0 is further
from the bottom grade than a C or D and may motivate the student to
improve.
D. Assigning a student a numerical proficiency level is a more
positive method of indicating that the student is not yet proficient,
compared to giving the student a C or D letter grade.
A. Assigning a student a numerical proficiency level of 2.0 more
clearly indicates the student's need for additional practice to achieve
proficiency.
What is a common criticism of standards-based grading?
pg. 3
, A. Feedback provided to students via proficiency scales lacks
guidance for improvement.
B. Interpretation of assessment results is difficult because proficiency
scales are complex.
C. Standards are too simple to sufficiently challenge students to
demonstrate proficiency.
D. Assessment results do not contain content outside of the stated
standard.
D. Assessment results do not contain content outside of the stated
standard.
What is the purpose of a focus statement for a standard?
A. To remind students to concentrate
B. To clarify the standard for classroom assessments
C. To narrow in on overlooked peripheral content
D. To combine multiple standards into one standard for classroom
assessments
B. To clarify the standard for classroom assessments
How do measurement topics guide the assessment development
process?
A. They help evaluate student responses.
B. They help direct the development of focus statements.
C. They help identify content and skills to be tested.
D. They help establish teaching strategies.
C. They help identify content and skills to be tested.
Which element is included in measurement topics?
pg. 4
