D184 Study Guide Questions with Verified
Correct Answers
1. How would you describe standards-based grading systems?
A standard of grading that tracks student progress towards and achievement of learning
targets that are derived from educational standards; grades reflect student mastery of the
learning targets and are measured on proficiency scales.
Which characteristics apply to standards-based grading?
- Scores are reflected on proficiency scales
- Grades reflect student mastery of a learning target.
-Teachers tailor instruction based on student achievement
Based on the percentage average of all grades or holistic grades
traditional grading system
Based on different proficiency levels of standards
standard based grading system
Single grade given per course on report cards
traditional grading system
Grade based on most recent evidence
traditional grading system
what are the defining characteristics of a standards-based grading system?
Standards-based grading is built around achievement level goals that are based on content-
specific benchmarks within academic subjects. A standards-based approach differs from
,traditional approaches that are built around an average percentage of assignments, letter
grades, or students' rank of performance against the rest of the class. A standards-based
system is highly beneficial to the student because teaching and learning can be fine-tuned to
the needs of each student rather than only a portion of students in any given classroom.
Which explanation applies to the type of assessments used in a standards-based grading
system?
Criterion-based assessments are used because students are measured against a learning target
(criterion) derived from an academic standard.
Which teacher approach would be most appropriate in a standards-based grading
system?
A. The teacher notes that the student is proficient by marking a "3" on the four-point
proficiency scale for the assessment, noting that not all fractions have unlike
denominators.
B. The teacher notes that the student is not proficient by marking the assessment a "2"
on the four-point proficiency scale and provides support to the student to help her learn
how to find least common denominators.
C. The teacher encourages the student to complete an extra-credit assignment by
making a video about why math can be fun to offset the poor grade earned on the
assessment.
D. The teacher scores the assessment and gives the student a grade of 34 percent and
urges the student to reread the chapter in the textbook about adding and subtracting
fractions.
, B. The teacher notes that the student is not proficient by marking the assessment a "2" on the
four-point proficiency scale and provides support to the student to help her learn how to find
least common denominators.
With a clear understanding of student knowledge and next steps for progress, this
stakeholder is empowered to support the student in attaining goals and gaining
confidence through encouragement and guidance.
Stakeholder
Unequivocal knowledge of instructional needs and useful interventions for each student
will guide this stakeholder's future instruction.
Teacher
Knowing their expectations and level of proficiency allows this stakeholder to set
personal goals, make improvements with practice, demonstrate knowledge by meeting
expectations, and persevere through challenges by continued effort.
Student
Stakeholders need letter grades to understand a student's academic performance. True
of false?
False
Which teacher response would help the parent understand standards-based grading
report cards?
A. Sympathize with the parent and share the challenges they are having with standards-
based grading so the parent knows it is a difficult system for everyone
B. Review the report card and standards with the parent, explaining how the standards
are assessed and clarifying the grading scale that is used
Correct Answers
1. How would you describe standards-based grading systems?
A standard of grading that tracks student progress towards and achievement of learning
targets that are derived from educational standards; grades reflect student mastery of the
learning targets and are measured on proficiency scales.
Which characteristics apply to standards-based grading?
- Scores are reflected on proficiency scales
- Grades reflect student mastery of a learning target.
-Teachers tailor instruction based on student achievement
Based on the percentage average of all grades or holistic grades
traditional grading system
Based on different proficiency levels of standards
standard based grading system
Single grade given per course on report cards
traditional grading system
Grade based on most recent evidence
traditional grading system
what are the defining characteristics of a standards-based grading system?
Standards-based grading is built around achievement level goals that are based on content-
specific benchmarks within academic subjects. A standards-based approach differs from
,traditional approaches that are built around an average percentage of assignments, letter
grades, or students' rank of performance against the rest of the class. A standards-based
system is highly beneficial to the student because teaching and learning can be fine-tuned to
the needs of each student rather than only a portion of students in any given classroom.
Which explanation applies to the type of assessments used in a standards-based grading
system?
Criterion-based assessments are used because students are measured against a learning target
(criterion) derived from an academic standard.
Which teacher approach would be most appropriate in a standards-based grading
system?
A. The teacher notes that the student is proficient by marking a "3" on the four-point
proficiency scale for the assessment, noting that not all fractions have unlike
denominators.
B. The teacher notes that the student is not proficient by marking the assessment a "2"
on the four-point proficiency scale and provides support to the student to help her learn
how to find least common denominators.
C. The teacher encourages the student to complete an extra-credit assignment by
making a video about why math can be fun to offset the poor grade earned on the
assessment.
D. The teacher scores the assessment and gives the student a grade of 34 percent and
urges the student to reread the chapter in the textbook about adding and subtracting
fractions.
, B. The teacher notes that the student is not proficient by marking the assessment a "2" on the
four-point proficiency scale and provides support to the student to help her learn how to find
least common denominators.
With a clear understanding of student knowledge and next steps for progress, this
stakeholder is empowered to support the student in attaining goals and gaining
confidence through encouragement and guidance.
Stakeholder
Unequivocal knowledge of instructional needs and useful interventions for each student
will guide this stakeholder's future instruction.
Teacher
Knowing their expectations and level of proficiency allows this stakeholder to set
personal goals, make improvements with practice, demonstrate knowledge by meeting
expectations, and persevere through challenges by continued effort.
Student
Stakeholders need letter grades to understand a student's academic performance. True
of false?
False
Which teacher response would help the parent understand standards-based grading
report cards?
A. Sympathize with the parent and share the challenges they are having with standards-
based grading so the parent knows it is a difficult system for everyone
B. Review the report card and standards with the parent, explaining how the standards
are assessed and clarifying the grading scale that is used
