D184 wgu: Standards-Based
Assessment Study Guide for the
Objective Assessment (OA) 2
versions
● The Objective Assessment will assess the first three competencies for
this course, covering material within Unit 1 through Unit 3.
● Unit 4, which covers the fourth competency, will be assessed through
the Performance Assessment.
Unit 1 – Identifying What to Assess Introduction
Module 1: Standards-Based Grading
1. How would you describe standards-based grading systems?
Standards-based grading systems are an approach to grading that
allows teachers and students to focus on continual growth and the
achievement of clearly defined learning targets that come from academic
standards. Helps increase achievement. Tracks student progress towards
and achievement of learning targets that are derived from educational
standards; grades refleceet student mastery of the learning targets and are
measured on proficiency scales.
2. How do you differentiate between standards-based grading systems
and other commonly used grading systems?
Standards based:
● grades based on achievement levels on proficiency
● based on student achievement of standards
● final grades are calculated using growth and patterns of achievement
● grades are represented by achievement toward individual learning
goals
Traditional grading:
● Calculated using percentages of correct answers
● partially based on behavior, attitudes, attendance, and effort
● final grades calculated using averages across a grading period
● overall grades are represented by a single score
1
, 3. How could you explain some advantages of standards-based grading
systems for teachers, students, and parents?
Instruction can be easily adjusted to provide new, more complex learning
targets. More focused on the learning targets. Helps struggling students by
allowing them to redo lessons and assignments as often as necessary.
Based on different proficiency levels of standards.
4. What are some challenges and criticisms of standards-based
grading?
● training and change management
● communication with stakeholders
● varied implementation across schools
● devaluing other responsibilities
● managing diverse mastery levels
Assessment results do not contain content outside of the stated standard.
2
Assessment Study Guide for the
Objective Assessment (OA) 2
versions
● The Objective Assessment will assess the first three competencies for
this course, covering material within Unit 1 through Unit 3.
● Unit 4, which covers the fourth competency, will be assessed through
the Performance Assessment.
Unit 1 – Identifying What to Assess Introduction
Module 1: Standards-Based Grading
1. How would you describe standards-based grading systems?
Standards-based grading systems are an approach to grading that
allows teachers and students to focus on continual growth and the
achievement of clearly defined learning targets that come from academic
standards. Helps increase achievement. Tracks student progress towards
and achievement of learning targets that are derived from educational
standards; grades refleceet student mastery of the learning targets and are
measured on proficiency scales.
2. How do you differentiate between standards-based grading systems
and other commonly used grading systems?
Standards based:
● grades based on achievement levels on proficiency
● based on student achievement of standards
● final grades are calculated using growth and patterns of achievement
● grades are represented by achievement toward individual learning
goals
Traditional grading:
● Calculated using percentages of correct answers
● partially based on behavior, attitudes, attendance, and effort
● final grades calculated using averages across a grading period
● overall grades are represented by a single score
1
, 3. How could you explain some advantages of standards-based grading
systems for teachers, students, and parents?
Instruction can be easily adjusted to provide new, more complex learning
targets. More focused on the learning targets. Helps struggling students by
allowing them to redo lessons and assignments as often as necessary.
Based on different proficiency levels of standards.
4. What are some challenges and criticisms of standards-based
grading?
● training and change management
● communication with stakeholders
● varied implementation across schools
● devaluing other responsibilities
● managing diverse mastery levels
Assessment results do not contain content outside of the stated standard.
2
