WGU D184 STANDARDS-BASED ASSESSMENT EXAM
QUESTIONS AND ANSWERS 2025 WITH COMPLETE
SOLUTIONS GRADED A
1. Which evidence do teachers use to evaluate student knowledge and comprehension in a
standards-based grading system?
A. Students demonstrate a level of mastery related to a specific measurement topic.
B. Students receive a "pass" on a pass/fail assessment.
C. Students exceed a percentage on a quiz related to a specific learning target.
D. Students earn letter grades related to a specific measurement topic.
A. Students demonstrate a level of mastery related to a specific measurement topic.
2. How does a teacher know student performance is improving in a standards-based grading
system?
A Students achieve higher percentage scores.
B Students achieve higher numerical scores.
C Students achieve higher letter grades.
D. Students achieve higher proficiency levels.
D. Students achieve higher proficiency levels.
3. What does scoring a level 2.0 on a standards-based proficiency scale indicate about student
learning when a level 3.0 is the target proficiency level?
A. The student has yet to fully master the standard being assessed.
B. The student has received 2.0 on all assessments so far.
C. The student received a subpar score on the final exam.
D. The student is better suited to a proficiency scale with a lower number of possible points.
,A. The student has yet to fully master the standard being assessed.
4. What distinguishes the assessments in a standards-based grading system from those of a
traditional grading system?
A. In traditional grading systems, performance tasks are typical; in standards-based systems,
, educators Buse Bconstructed Bresponse Bassessments.
B. In Btraditional Bgrading Bsystems, Bthe Btime Brequired Bto Banalyze Bassessment Bdata Bis
Bsignificantly Bgreater; Bin Bstandards-based Bsystems, Bstudents Breceive Binstant Bperformance
Bfeedback.
C. In Btraditional Bgrading Bsystems, Bthe Bnumber Bof Bpossible Bpoints Bvaries Bby Bassessment; Bin
standards- Bbased Bsystems, Bthe Bproficiency Bscale Bremains Bthe Bsame, Bregardless Bof Bthe
B
assessment.
B
D. In Btraditional Bgrading Bsystems, Bstudents Bunderstand Bhow Bto Bimprove Bwith Bsimple
feedback; Bin Bstandards-based Bsystems, Bcomplex Bfeedback Bis Brequired Bto Bunderstand
B
assessment Bscores.
B
C.In Btraditional Bgrading Bsystems, Bthe Bnumber Bof Bpossible Bpoints Bvaries Bby Bassessment; Bin Bstandards-based
Bsystems, Bthe Bproficiency Bscale Bremains Bthe Bsame, Bregardless Bof Bthe Bassessment.
What Bdistinguishes Bstandards-based Bgrading Bsystems Bfrom Bstandard Breferenced Bgrading Bsystems?
aIn Bstandards-based Bgrading Bsystems, Bthe Bgoal Bis Bfor Bstudents Bto Bdemonstrate Bproficiency Bof Ba
Bstandard Bby Btaking Bcompetency Bexams Bbased Bon Bthe Bstandard
bIn Bstandards-based Bgrading Bsystems, Bschool Badministrators Bdetermine Bwhich Bstandards Bthe
Blearning Boutcomes Bwill Bbe Bbased Bon, Bwhile Bin Bstandards-referenced Bgrading Bsystems, Bteachers
Bcreate Blearning Boutcomes Bbased Bon Bgiven Bstandards.
cIn Bstandards-based Bgrading Bsystems, Bstudents Bare Bto Bmeet Ba Bdefined Blevel Bof Bproficiency Bfor Bthe
Bstandard; Bin Bstandards-referenced Bgrading Bsystems, Bthe Bgoal Bis Bfor Bstudents Bto Bdemonstrate
Bproficiency Bof Blearning Boutcomes Bbased Bon Bspecific Bstandards.
dIn Bstandards-based Bgrading Bsystems, Bteachers Bcreate Blearning Boutcomes Bbased Bon Bgiven
Bstandards, Bwhile Bin Bstandards-referenced Bgrading Bsystems, Bschool Badministrators Bdetermine Bthe
Blearning Bstandards.
c. BIn Bstandards-based Bgrading Bsystems, Bstudents Bare Bto Bmeet Ba Bdefined Blevel Bof Bproficiency Bfor Bthe
Bstandard; Bin Bstandards-referenced Bgrading Bsystems, Bthe Bgoal Bis Bfor Bstudents Bto Bdemonstrate
Bproficiency Bof Blearning Boutcomes Bbased Bon Bspecific Bstandards.
What Bis Bone Brequirement Bof Bstandards-based Bgrading Bsystems?
A. BAdherence Bto Bunique, Bstudent-created Bstandards
B. BAdministration Bof Bnorm-referenced Bassessments
C. BAdministration Bof Bstandardized Bassessments
D. BAdherence Bto Bcommon Bstandards
D. BAdherence Bto Bcommon Bstandards
8. Which Bgrading Bsystem Bfocuses Bon Bconverting Bdemonstrated Blevels Bof Bmastery Bto Btotal
Bpoints Bearned Bon Ba Bproficiency Bscale?
A. Letter-based Bgrading Bsystem
QUESTIONS AND ANSWERS 2025 WITH COMPLETE
SOLUTIONS GRADED A
1. Which evidence do teachers use to evaluate student knowledge and comprehension in a
standards-based grading system?
A. Students demonstrate a level of mastery related to a specific measurement topic.
B. Students receive a "pass" on a pass/fail assessment.
C. Students exceed a percentage on a quiz related to a specific learning target.
D. Students earn letter grades related to a specific measurement topic.
A. Students demonstrate a level of mastery related to a specific measurement topic.
2. How does a teacher know student performance is improving in a standards-based grading
system?
A Students achieve higher percentage scores.
B Students achieve higher numerical scores.
C Students achieve higher letter grades.
D. Students achieve higher proficiency levels.
D. Students achieve higher proficiency levels.
3. What does scoring a level 2.0 on a standards-based proficiency scale indicate about student
learning when a level 3.0 is the target proficiency level?
A. The student has yet to fully master the standard being assessed.
B. The student has received 2.0 on all assessments so far.
C. The student received a subpar score on the final exam.
D. The student is better suited to a proficiency scale with a lower number of possible points.
,A. The student has yet to fully master the standard being assessed.
4. What distinguishes the assessments in a standards-based grading system from those of a
traditional grading system?
A. In traditional grading systems, performance tasks are typical; in standards-based systems,
, educators Buse Bconstructed Bresponse Bassessments.
B. In Btraditional Bgrading Bsystems, Bthe Btime Brequired Bto Banalyze Bassessment Bdata Bis
Bsignificantly Bgreater; Bin Bstandards-based Bsystems, Bstudents Breceive Binstant Bperformance
Bfeedback.
C. In Btraditional Bgrading Bsystems, Bthe Bnumber Bof Bpossible Bpoints Bvaries Bby Bassessment; Bin
standards- Bbased Bsystems, Bthe Bproficiency Bscale Bremains Bthe Bsame, Bregardless Bof Bthe
B
assessment.
B
D. In Btraditional Bgrading Bsystems, Bstudents Bunderstand Bhow Bto Bimprove Bwith Bsimple
feedback; Bin Bstandards-based Bsystems, Bcomplex Bfeedback Bis Brequired Bto Bunderstand
B
assessment Bscores.
B
C.In Btraditional Bgrading Bsystems, Bthe Bnumber Bof Bpossible Bpoints Bvaries Bby Bassessment; Bin Bstandards-based
Bsystems, Bthe Bproficiency Bscale Bremains Bthe Bsame, Bregardless Bof Bthe Bassessment.
What Bdistinguishes Bstandards-based Bgrading Bsystems Bfrom Bstandard Breferenced Bgrading Bsystems?
aIn Bstandards-based Bgrading Bsystems, Bthe Bgoal Bis Bfor Bstudents Bto Bdemonstrate Bproficiency Bof Ba
Bstandard Bby Btaking Bcompetency Bexams Bbased Bon Bthe Bstandard
bIn Bstandards-based Bgrading Bsystems, Bschool Badministrators Bdetermine Bwhich Bstandards Bthe
Blearning Boutcomes Bwill Bbe Bbased Bon, Bwhile Bin Bstandards-referenced Bgrading Bsystems, Bteachers
Bcreate Blearning Boutcomes Bbased Bon Bgiven Bstandards.
cIn Bstandards-based Bgrading Bsystems, Bstudents Bare Bto Bmeet Ba Bdefined Blevel Bof Bproficiency Bfor Bthe
Bstandard; Bin Bstandards-referenced Bgrading Bsystems, Bthe Bgoal Bis Bfor Bstudents Bto Bdemonstrate
Bproficiency Bof Blearning Boutcomes Bbased Bon Bspecific Bstandards.
dIn Bstandards-based Bgrading Bsystems, Bteachers Bcreate Blearning Boutcomes Bbased Bon Bgiven
Bstandards, Bwhile Bin Bstandards-referenced Bgrading Bsystems, Bschool Badministrators Bdetermine Bthe
Blearning Bstandards.
c. BIn Bstandards-based Bgrading Bsystems, Bstudents Bare Bto Bmeet Ba Bdefined Blevel Bof Bproficiency Bfor Bthe
Bstandard; Bin Bstandards-referenced Bgrading Bsystems, Bthe Bgoal Bis Bfor Bstudents Bto Bdemonstrate
Bproficiency Bof Blearning Boutcomes Bbased Bon Bspecific Bstandards.
What Bis Bone Brequirement Bof Bstandards-based Bgrading Bsystems?
A. BAdherence Bto Bunique, Bstudent-created Bstandards
B. BAdministration Bof Bnorm-referenced Bassessments
C. BAdministration Bof Bstandardized Bassessments
D. BAdherence Bto Bcommon Bstandards
D. BAdherence Bto Bcommon Bstandards
8. Which Bgrading Bsystem Bfocuses Bon Bconverting Bdemonstrated Blevels Bof Bmastery Bto Btotal
Bpoints Bearned Bon Ba Bproficiency Bscale?
A. Letter-based Bgrading Bsystem
