lO M oARcPSD| 69811638
WESTERN GOVERNORS UNIVERSITY
STANDARDS-BASED ASSESSMENT LATEST UPDATED
2026/2027
D184: Standards-Based Assessment Final Examination
Name Student ID
Date Signature
Section 40 Multiple Choice
Select the most appropriate answer for each question based on the provided source materials.
Question 1 4 total marks
Unit Overview: Animal Stories (Grade 2) A 2nd-grade teacher, Mrs. Pesterfield, is implementing a 6-week unit titled
"Animal Stories." The unit focuses on Pennsylvania State Standards for writing explanatory, opinion, and narrative
texts, as well as recounting stories to determine central lessons.
The assessment plan includes:
- Pre-assessment: Identifying story elements using fill -in-the-blank.
- Formative assessments: Daily exit tickets to monitor understanding of genres (Fiction, Fantasy, Traditional) and
character development.
- Parallel assessments: Administered via the Seesaw platform and STAR application to identify students needing
intervention.
- Summative assessment: A final project where students write a 5-sentence paragraph or a full fantasy story
incorporating all learned story elements (characters, setting, problem, and solution).
In a standards-based grading system, what determines a student's final grade?
A An average of all assignments completed throughout the term.
B Student mastery of learning targets as measured on proficiency scales.
C A calculation of academic scores and nonacademic factors like beha vior.
D The total number of points earned across all formative and summative tasks.
, lO M oARcPSD| 69811638
How do focus statements differ from measurement topics in the assessment design process?
A Focus statements are for parents, while measurement topics are for students.
B Focus statements define broad goals, while measurement topics break goals into specific, measurable
components.
C There is no functional difference; they are interchangeable terms.
D Focus statements are only for procedural knowledge, while measurement topics are for
declarative knowledge.
generated on 11.06.2026
Dow nloaded by Cathy Njeri ()
, lO M oARcPSD| 69811638
2 total marks
Question 2
Student Performance Data: Case of 'Alex' A student, Alex, has completed four formative assessments targeting the
measurement topic 'Story Elements: Character Response' (Standard CC.1.3.2.C). Mrs. Pesterfield uses a 4 -point
proficiency scale where:
- 4.0: In-depth application beyond the target.
- 3.0: Mastery of the learning target.
- 2.0: Partial success at the target or mastery of simpler details.
- 1.0: Success with help only.
Alex's scores over the 6-week period are as follows :
- Assessment 1 (Week 2): 1.5
- Assessment 2 (Week 3): 2.0
- Assessment 3 (Week 4): 2.5
- Assessment 4 (Week 5): 3.0
The teacher plans to use a mathematical model (linear trend) to estimate Alex's true summative score.
A On the standard 4-point proficiency scale used in this course, what does a score of 2.0 typically represent?
WESTERN GOVERNORS UNIVERSITY
STANDARDS-BASED ASSESSMENT LATEST UPDATED
2026/2027
D184: Standards-Based Assessment Final Examination
Name Student ID
Date Signature
Section 40 Multiple Choice
Select the most appropriate answer for each question based on the provided source materials.
Question 1 4 total marks
Unit Overview: Animal Stories (Grade 2) A 2nd-grade teacher, Mrs. Pesterfield, is implementing a 6-week unit titled
"Animal Stories." The unit focuses on Pennsylvania State Standards for writing explanatory, opinion, and narrative
texts, as well as recounting stories to determine central lessons.
The assessment plan includes:
- Pre-assessment: Identifying story elements using fill -in-the-blank.
- Formative assessments: Daily exit tickets to monitor understanding of genres (Fiction, Fantasy, Traditional) and
character development.
- Parallel assessments: Administered via the Seesaw platform and STAR application to identify students needing
intervention.
- Summative assessment: A final project where students write a 5-sentence paragraph or a full fantasy story
incorporating all learned story elements (characters, setting, problem, and solution).
In a standards-based grading system, what determines a student's final grade?
A An average of all assignments completed throughout the term.
B Student mastery of learning targets as measured on proficiency scales.
C A calculation of academic scores and nonacademic factors like beha vior.
D The total number of points earned across all formative and summative tasks.
, lO M oARcPSD| 69811638
How do focus statements differ from measurement topics in the assessment design process?
A Focus statements are for parents, while measurement topics are for students.
B Focus statements define broad goals, while measurement topics break goals into specific, measurable
components.
C There is no functional difference; they are interchangeable terms.
D Focus statements are only for procedural knowledge, while measurement topics are for
declarative knowledge.
generated on 11.06.2026
Dow nloaded by Cathy Njeri ()
, lO M oARcPSD| 69811638
2 total marks
Question 2
Student Performance Data: Case of 'Alex' A student, Alex, has completed four formative assessments targeting the
measurement topic 'Story Elements: Character Response' (Standard CC.1.3.2.C). Mrs. Pesterfield uses a 4 -point
proficiency scale where:
- 4.0: In-depth application beyond the target.
- 3.0: Mastery of the learning target.
- 2.0: Partial success at the target or mastery of simpler details.
- 1.0: Success with help only.
Alex's scores over the 6-week period are as follows :
- Assessment 1 (Week 2): 1.5
- Assessment 2 (Week 3): 2.0
- Assessment 3 (Week 4): 2.5
- Assessment 4 (Week 5): 3.0
The teacher plans to use a mathematical model (linear trend) to estimate Alex's true summative score.
A On the standard 4-point proficiency scale used in this course, what does a score of 2.0 typically represent?
