WGU WGU — D184 Assessment
ABS · 481D
D184 Standards-Based Assessment & Grading — Complete Study Guide
ASSESS A N E W K I N D O F U — E V I D E N C E - B A S E D E D U C AT I O N
WGU D184 — Standards-Based Assessment
CO M P L E T E ST U DY G U I D E & V E R I F I E D A N S W E RS | 1 8 5 Q U E ST I O N S | CO M P R E H E N S I V E
EXAM REVIEW
INSTITUTION Western Governors University COURSE CODE D184 — Standards-Based
(WGU) Assessment
PROGRAM M.S. Curriculum & Instruction / ACADEMIC YEAR
Educational Leadership
EXAM TITLE WGU D184 — Standards-Based TOTAL QUESTIONS 185 Questions
Assessment | Complete Study
Guide & Verified Answers
COURSE TITLE Standards-Based Assessment & FORMAT Multiple Choice / True-False / Fill-
Grading Systems in-the-Blank
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Questions cover SBG fundamentals, unpacking standards, focus statements, measurement topics,
declarative/procedural knowledge, proficiency scales, parallel assessments, scoring methods, and
mathematical models.
▸ Correct answers and detailed rationales appear below each question.
▸ Content aligned with WGU D184 curriculum, Marzano framework, and best practices in standards-based
assessment.
, SECTION I — STANDARDS-BASED ASSESSMENT
Questions 1 – 185
COMPREHENSIVE EXAMINATION
1. By what other names is a focus statement known? (Select all that apply)
A. Big ideas, enduring understandings, objectives or subobjectives, learning goals,
learning targets
B. Measurement topics only
C. Proficiency scales only
D. Assessment blueprints only
CORRECT ANSWER A — Big ideas, enduring understandings, objectives or subobjectives,
learning goals, learning targets
RATIONALE Focus statements are known by multiple names in educational literature: big
ideas (the essential concepts), enduring understandings (the lasting knowledge
students should retain), objectives/subobjectives (specific instructional aims),
learning goals (broad achievement targets), and learning targets (specific,
measurable outcomes). All these terms describe the same fundamental
concept: a clear statement of what students should know and be able to do
derived from academic standards.
,2. What is the purpose of unpacking standards?
A. To make standards longer and more complex
B. To design instruction and assessment and to adequately measure proficiency for each
student
C. To eliminate difficult standards from the curriculum
D. To combine all standards into one comprehensive document
CORRECT ANSWER B — To design instruction and assessment and to adequately measure
proficiency for each student
RATIONALE Unpacking standards involves breaking down broad academic standards into
specific, teachable components — identifying the declarative knowledge (what
students need to know) and procedural knowledge (what students need to be
able to do). This process serves two essential purposes: (1) designing aligned
instruction that targets each component of the standard, and (2) creating
assessments that adequately measure student proficiency on each element.
Without unpacking, standards remain too broad to guide precise instruction
and valid assessment.
, 3. Given the standard "Understands that the Sun supplies heat and light to Earth," which is
an appropriate focus statement and measurement topic?
A. Focus Statement: "Knows the relationship between the Sun and the Earth" —
Measurement Topic: "The Sun and the Earth"
B. Focus Statement: "The solar system" — Measurement Topic: "Planets"
C. Focus Statement: "Weather patterns" — Measurement Topic: "Climate"
D. Focus Statement: "Energy" — Measurement Topic: "Electricity"
CORRECT ANSWER A — Focus Statement: "Knows the relationship between the Sun and the
Earth" — Measurement Topic: "The Sun and the Earth"
RATIONALE The focus statement "Knows the relationship between the Sun and the Earth"
directly captures the essential understanding from the standard. The
measurement topic "The Sun and the Earth" narrows this to a specific,
assessable domain. The focus statement provides the detailed description of
what students should understand; the measurement topic identifies the specific
content area that will be assessed multiple times. This relationship between
standard → focus statement → measurement topic is fundamental to SBG
design.
4. What is declarative knowledge?
A. Students will be able to apply skills, strategies, and processes
B. Students will understand facts, ideas, and information
C. Students will create original products
D. Students will evaluate complex arguments
CORRECT ANSWER B — Students will understand facts, ideas, and information
RATIONALE Declarative knowledge is "knowing that" — facts, concepts, ideas, and
information that students can recall, recognize, or explain. It answers "what"
and "why" questions. Example: "How many letters are in the English alphabet?"
Declarative knowledge is found in the nouns of a standard. It forms the
foundation (Level 2.0) of proficiency scales, supporting the procedural
application at Level 3.0.
ABS · 481D
D184 Standards-Based Assessment & Grading — Complete Study Guide
ASSESS A N E W K I N D O F U — E V I D E N C E - B A S E D E D U C AT I O N
WGU D184 — Standards-Based Assessment
CO M P L E T E ST U DY G U I D E & V E R I F I E D A N S W E RS | 1 8 5 Q U E ST I O N S | CO M P R E H E N S I V E
EXAM REVIEW
INSTITUTION Western Governors University COURSE CODE D184 — Standards-Based
(WGU) Assessment
PROGRAM M.S. Curriculum & Instruction / ACADEMIC YEAR
Educational Leadership
EXAM TITLE WGU D184 — Standards-Based TOTAL QUESTIONS 185 Questions
Assessment | Complete Study
Guide & Verified Answers
COURSE TITLE Standards-Based Assessment & FORMAT Multiple Choice / True-False / Fill-
Grading Systems in-the-Blank
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Questions cover SBG fundamentals, unpacking standards, focus statements, measurement topics,
declarative/procedural knowledge, proficiency scales, parallel assessments, scoring methods, and
mathematical models.
▸ Correct answers and detailed rationales appear below each question.
▸ Content aligned with WGU D184 curriculum, Marzano framework, and best practices in standards-based
assessment.
, SECTION I — STANDARDS-BASED ASSESSMENT
Questions 1 – 185
COMPREHENSIVE EXAMINATION
1. By what other names is a focus statement known? (Select all that apply)
A. Big ideas, enduring understandings, objectives or subobjectives, learning goals,
learning targets
B. Measurement topics only
C. Proficiency scales only
D. Assessment blueprints only
CORRECT ANSWER A — Big ideas, enduring understandings, objectives or subobjectives,
learning goals, learning targets
RATIONALE Focus statements are known by multiple names in educational literature: big
ideas (the essential concepts), enduring understandings (the lasting knowledge
students should retain), objectives/subobjectives (specific instructional aims),
learning goals (broad achievement targets), and learning targets (specific,
measurable outcomes). All these terms describe the same fundamental
concept: a clear statement of what students should know and be able to do
derived from academic standards.
,2. What is the purpose of unpacking standards?
A. To make standards longer and more complex
B. To design instruction and assessment and to adequately measure proficiency for each
student
C. To eliminate difficult standards from the curriculum
D. To combine all standards into one comprehensive document
CORRECT ANSWER B — To design instruction and assessment and to adequately measure
proficiency for each student
RATIONALE Unpacking standards involves breaking down broad academic standards into
specific, teachable components — identifying the declarative knowledge (what
students need to know) and procedural knowledge (what students need to be
able to do). This process serves two essential purposes: (1) designing aligned
instruction that targets each component of the standard, and (2) creating
assessments that adequately measure student proficiency on each element.
Without unpacking, standards remain too broad to guide precise instruction
and valid assessment.
, 3. Given the standard "Understands that the Sun supplies heat and light to Earth," which is
an appropriate focus statement and measurement topic?
A. Focus Statement: "Knows the relationship between the Sun and the Earth" —
Measurement Topic: "The Sun and the Earth"
B. Focus Statement: "The solar system" — Measurement Topic: "Planets"
C. Focus Statement: "Weather patterns" — Measurement Topic: "Climate"
D. Focus Statement: "Energy" — Measurement Topic: "Electricity"
CORRECT ANSWER A — Focus Statement: "Knows the relationship between the Sun and the
Earth" — Measurement Topic: "The Sun and the Earth"
RATIONALE The focus statement "Knows the relationship between the Sun and the Earth"
directly captures the essential understanding from the standard. The
measurement topic "The Sun and the Earth" narrows this to a specific,
assessable domain. The focus statement provides the detailed description of
what students should understand; the measurement topic identifies the specific
content area that will be assessed multiple times. This relationship between
standard → focus statement → measurement topic is fundamental to SBG
design.
4. What is declarative knowledge?
A. Students will be able to apply skills, strategies, and processes
B. Students will understand facts, ideas, and information
C. Students will create original products
D. Students will evaluate complex arguments
CORRECT ANSWER B — Students will understand facts, ideas, and information
RATIONALE Declarative knowledge is "knowing that" — facts, concepts, ideas, and
information that students can recall, recognize, or explain. It answers "what"
and "why" questions. Example: "How many letters are in the English alphabet?"
Declarative knowledge is found in the nouns of a standard. It forms the
foundation (Level 2.0) of proficiency scales, supporting the procedural
application at Level 3.0.
