D184 Objective Assessment PRACTICE QUESTIONS AND
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Which evidence do teachers use to evaluate student knowledge and comprehension in a
standards-based grading system?
Students receive a "pass" on a pass/fail assessment.
Students demonstrate a level of mastery related to a specific measurement topic.
Students exceed a percentage on a quiz related to a specific learning target.
Students earn letter grades related to a specific measurement topic.
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?
Students achieve higher letter grades.
Students achieve higher numerical scores.
Students achieve higher proficiency levels.
Students achieve higher percentage scores.
Students achieve higher proficiency levels.
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?
,The student received a subpar score on the final exam.
The student has yet to fully master the standard being assessed.
The student is better suited to a proficiency scale with a lower number of possible points.
The student has received 2.0 on all assessments so far.
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?
In traditional grading systems, the time required to analyze assessment data is significantly
greater; in standards-based systems, students receive instant performance feedback.
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.
In traditional grading systems, students understand how to improve with simple feedback; in
standards-based systems, complex feedback is required to understand assessment scores.
In traditional grading systems, performance tasks are typical; in standards-based systems,
educators use constructed response assessments.
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?
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.
,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.
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.
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?
Adherence to common standards
Administration of standardized assessments
Administration of norm-referenced assessments
Adherence to unique, student-created standards
Adherence to common standards
How are standards-based grading systems different from norm-referenced grading systems?
The delineation of student performance related to peers
The assignment of grade point averages to student records
The use of technology to administer adaptive assessments
The production of descriptive feedback
The production of descriptive feedback
, Which grading system focuses on converting demonstrated levels of mastery to total points
earned on a proficiency scale?
Percentage-based grading system
Points-based grading system
Standards-based grading system
Letter-based grading system
Standards-based grading system
What is a teacher's primary focus in a standards-based grading system?
Measuring student learning related to the achievement of learning goals
Infrequently assessing student learning using a checklist of skills
Providing higher levels of complexity for items used on an assessment than for items used during
instruction
Measuring a student's learning related to the achievements of their peers
Measuring student learning related to the achievement of learning goals
Which advantage do standards-based grading systems have over traditional grading systems?
Multiple standards are assessed at a time, rather than one individual standard.
One individual standard is assessed at a time, rather than multiple standards.
Broadly interpreted content can be used in assessments.
Extraneous content can be used in assessments.
One individual standard is assessed at a time, rather than multiple standards.
ANSWERS LATEST AND COMPREHENSIVE VERSION WITH
VERIFIED ANSWERS GUARANTEED PASS WITH INSTANT
PDF DOWNLOAD
Which evidence do teachers use to evaluate student knowledge and comprehension in a
standards-based grading system?
Students receive a "pass" on a pass/fail assessment.
Students demonstrate a level of mastery related to a specific measurement topic.
Students exceed a percentage on a quiz related to a specific learning target.
Students earn letter grades related to a specific measurement topic.
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?
Students achieve higher letter grades.
Students achieve higher numerical scores.
Students achieve higher proficiency levels.
Students achieve higher percentage scores.
Students achieve higher proficiency levels.
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?
,The student received a subpar score on the final exam.
The student has yet to fully master the standard being assessed.
The student is better suited to a proficiency scale with a lower number of possible points.
The student has received 2.0 on all assessments so far.
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?
In traditional grading systems, the time required to analyze assessment data is significantly
greater; in standards-based systems, students receive instant performance feedback.
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.
In traditional grading systems, students understand how to improve with simple feedback; in
standards-based systems, complex feedback is required to understand assessment scores.
In traditional grading systems, performance tasks are typical; in standards-based systems,
educators use constructed response assessments.
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?
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.
,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.
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.
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?
Adherence to common standards
Administration of standardized assessments
Administration of norm-referenced assessments
Adherence to unique, student-created standards
Adherence to common standards
How are standards-based grading systems different from norm-referenced grading systems?
The delineation of student performance related to peers
The assignment of grade point averages to student records
The use of technology to administer adaptive assessments
The production of descriptive feedback
The production of descriptive feedback
, Which grading system focuses on converting demonstrated levels of mastery to total points
earned on a proficiency scale?
Percentage-based grading system
Points-based grading system
Standards-based grading system
Letter-based grading system
Standards-based grading system
What is a teacher's primary focus in a standards-based grading system?
Measuring student learning related to the achievement of learning goals
Infrequently assessing student learning using a checklist of skills
Providing higher levels of complexity for items used on an assessment than for items used during
instruction
Measuring a student's learning related to the achievements of their peers
Measuring student learning related to the achievement of learning goals
Which advantage do standards-based grading systems have over traditional grading systems?
Multiple standards are assessed at a time, rather than one individual standard.
One individual standard is assessed at a time, rather than multiple standards.
Broadly interpreted content can be used in assessments.
Extraneous content can be used in assessments.
One individual standard is assessed at a time, rather than multiple standards.
