W Western Governors University
AO · 4 8 1 D
Teachers College — Department of Education
EST. 1997
A NEW KIND OF U
WGU D184: Standards-Based Assessment
O BJ E CT I V E A SS E SS M E N T ( OA ) 2 0 2 5 — CO M P L E T E ST U DY G U I D E
INSTITUTION Western Governors University COURSE CODE D184
PROGRAM M.A. Teaching — Standards-Based ACADEMIC YEAR
Assessment
EXAM TITLE WGU D184: Standards-Based TOTAL QUESTIONS 60 Questions
Assessment EXAM for the OA 2025
COURSE TITLE Standards-Based Assessment FORMAT Multiple Choice — Select the
Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Standards-based grading, proficiency scales, measurement topics, assessment blueprints, parallel
assessments, response-code scoring, and summative score estimation are all testable content.
▸ Distinctions between norm-referenced and criterion-referenced grading, declarative vs. procedural
knowledge, and proficiency scale levels are emphasized.
▸ Correct answers and detailed rationales appear below each question for comprehensive OA preparation.
▸ All content reflects WGU D184 competencies and current assessment standards.
, SECTION I — STANDARDS-BASED ASSESSMENT: GRADING
Questions 1 – 60
THROUGH SUMMATIVE SCORING
1. What is the benefit of a standards-based grading system for high-achieving students?
A. They receive higher grades automatically without additional effort
B. Instruction can be easily adjusted to provide new, more complex learning targets
C. They are separated from struggling students for advanced instruction
D. They complete fewer assignments than other students
CORRECT ANSWER B — Instruction can be easily adjusted to provide new, more complex
learning targets
RATIONALE Standards-based grading (SBG) allows teachers to identify exactly which
standards students have mastered, enabling them to provide enrichment and
more complex learning targets for high-achieving students rather than simply
moving them ahead. This is fundamentally different from traditional grading
where high achievers may receive "A" grades but are not necessarily challenged
beyond grade-level content. SBG's proficiency scale structure (1–4) makes it
transparent when students have reached mastery (Level 3) and are ready for
advanced application (Level 4). Choice A misrepresents SBG (grades reflect
demonstrated proficiency, not automatic advancement). Choice C describes
tracking, not SBG. Choice D is incorrect. The D184 emphasizes that SBG supports
differentiated instruction for all learners, including those exceeding expectations.
,2. Which factor distinguishes norm-referenced grading from standards-based grading?
A. The use of letter grades
B. Performance of the rest of the class — norm-referenced compares students to peers;
standards-based compares to fixed criteria
C. The number of assessments given
D. The subject area being assessed
CORRECT ANSWER B — Performance of the rest of the class
RATIONALE The fundamental distinction between norm-referenced and standards-based
(criterion-referenced) grading is the comparison group. Norm-referenced grading
compares a student's performance to other students (percentiles, class rank, bell
curve) — a student's grade depends on how peers perform. Standards-based
grading compares performance to fixed, predetermined proficiency criteria — a
student's grade depends solely on their own demonstration of mastery,
regardless of how others perform. Letter grades (Choice A), assessment quantity
(Choice C), and subject area (Choice D) can exist in both systems. The D184
emphasizes that standards-based grading focuses on individual progress toward
clearly defined learning targets, making it more equitable and transparent for
students and families.
, 3. A grading scale reflects the following details: 4 = Advanced, 3 = Meets Expectations, 2 =
Partial Mastery, 1 = Little or No Mastery. Which grading system does this scale represent?
A. Norm-referenced grading
B. Standards-based grading
C. Pass/fail grading
D. Percentage-based grading
CORRECT ANSWER B — Standards-based grading
RATIONALE The 4-point proficiency scale (4 = Advanced, 3 = Meets Expectations/Proficient, 2 =
Partial Mastery/Developing, 1 = Little or No Mastery/Beginning) is the hallmark of
standards-based grading. This scale directly communicates where a student
stands relative to a specific learning standard, not relative to classmates. Level 3
is the target — it represents full proficiency on grade-level standards. Level 4
indicates the student can apply learning in more complex, novel, or advanced
ways. Norm-referenced grading (Choice A) uses percentiles and comparisons to
peers. Pass/fail (Choice C) is binary. Percentage-based grading (Choice D) uses 0–
100% scales. The D184 emphasizes that the 4-point proficiency scale is the
foundation of SBG, providing clear, meaningful feedback about what students
know and can do.
AO · 4 8 1 D
Teachers College — Department of Education
EST. 1997
A NEW KIND OF U
WGU D184: Standards-Based Assessment
O BJ E CT I V E A SS E SS M E N T ( OA ) 2 0 2 5 — CO M P L E T E ST U DY G U I D E
INSTITUTION Western Governors University COURSE CODE D184
PROGRAM M.A. Teaching — Standards-Based ACADEMIC YEAR
Assessment
EXAM TITLE WGU D184: Standards-Based TOTAL QUESTIONS 60 Questions
Assessment EXAM for the OA 2025
COURSE TITLE Standards-Based Assessment FORMAT Multiple Choice — Select the
Single Best Answer
EXAMINATION INSTRUCTIONS
▸ Select the single best answer for each question.
▸ Standards-based grading, proficiency scales, measurement topics, assessment blueprints, parallel
assessments, response-code scoring, and summative score estimation are all testable content.
▸ Distinctions between norm-referenced and criterion-referenced grading, declarative vs. procedural
knowledge, and proficiency scale levels are emphasized.
▸ Correct answers and detailed rationales appear below each question for comprehensive OA preparation.
▸ All content reflects WGU D184 competencies and current assessment standards.
, SECTION I — STANDARDS-BASED ASSESSMENT: GRADING
Questions 1 – 60
THROUGH SUMMATIVE SCORING
1. What is the benefit of a standards-based grading system for high-achieving students?
A. They receive higher grades automatically without additional effort
B. Instruction can be easily adjusted to provide new, more complex learning targets
C. They are separated from struggling students for advanced instruction
D. They complete fewer assignments than other students
CORRECT ANSWER B — Instruction can be easily adjusted to provide new, more complex
learning targets
RATIONALE Standards-based grading (SBG) allows teachers to identify exactly which
standards students have mastered, enabling them to provide enrichment and
more complex learning targets for high-achieving students rather than simply
moving them ahead. This is fundamentally different from traditional grading
where high achievers may receive "A" grades but are not necessarily challenged
beyond grade-level content. SBG's proficiency scale structure (1–4) makes it
transparent when students have reached mastery (Level 3) and are ready for
advanced application (Level 4). Choice A misrepresents SBG (grades reflect
demonstrated proficiency, not automatic advancement). Choice C describes
tracking, not SBG. Choice D is incorrect. The D184 emphasizes that SBG supports
differentiated instruction for all learners, including those exceeding expectations.
,2. Which factor distinguishes norm-referenced grading from standards-based grading?
A. The use of letter grades
B. Performance of the rest of the class — norm-referenced compares students to peers;
standards-based compares to fixed criteria
C. The number of assessments given
D. The subject area being assessed
CORRECT ANSWER B — Performance of the rest of the class
RATIONALE The fundamental distinction between norm-referenced and standards-based
(criterion-referenced) grading is the comparison group. Norm-referenced grading
compares a student's performance to other students (percentiles, class rank, bell
curve) — a student's grade depends on how peers perform. Standards-based
grading compares performance to fixed, predetermined proficiency criteria — a
student's grade depends solely on their own demonstration of mastery,
regardless of how others perform. Letter grades (Choice A), assessment quantity
(Choice C), and subject area (Choice D) can exist in both systems. The D184
emphasizes that standards-based grading focuses on individual progress toward
clearly defined learning targets, making it more equitable and transparent for
students and families.
, 3. A grading scale reflects the following details: 4 = Advanced, 3 = Meets Expectations, 2 =
Partial Mastery, 1 = Little or No Mastery. Which grading system does this scale represent?
A. Norm-referenced grading
B. Standards-based grading
C. Pass/fail grading
D. Percentage-based grading
CORRECT ANSWER B — Standards-based grading
RATIONALE The 4-point proficiency scale (4 = Advanced, 3 = Meets Expectations/Proficient, 2 =
Partial Mastery/Developing, 1 = Little or No Mastery/Beginning) is the hallmark of
standards-based grading. This scale directly communicates where a student
stands relative to a specific learning standard, not relative to classmates. Level 3
is the target — it represents full proficiency on grade-level standards. Level 4
indicates the student can apply learning in more complex, novel, or advanced
ways. Norm-referenced grading (Choice A) uses percentiles and comparisons to
peers. Pass/fail (Choice C) is binary. Percentage-based grading (Choice D) uses 0–
100% scales. The D184 emphasizes that the 4-point proficiency scale is the
foundation of SBG, providing clear, meaningful feedback about what students
know and can do.
