WGU D184 Standards-Based Assessment Test Questions with
Verified Answers Graded A+
Proficiency Scales - -Measure student Method of Mounting Evidence - -Determine
achievement of knowledge and skills in what the students' summative score should be
standards over time. based on prior patterns of scores.
Half Point Score Values - -Used in True score - -Recognizes that there is
proficiency scales for mastery at one level, but some inherent error on a test, its' an estimation,
does not meet all of the criteria for the next level. the true level of understanding
Generic Scale - -Used for every topic Observed Score - -= True Score + Error
where students are rated 1-4 based on their Score
knowledge. These are not topic-specific; for
example, a level 3 is on grade level, but no other
specific information is provided. Aberrant pattenrs - -you need to determine
if the pattern is reliable or if the student was
having a bad day etc.
Consistency of Behavior - -Not to be used
on a proficiency scale, as this is a qualifying type
of scale which uses the words sometimes, Standards Referenced Grading Systems - -
always, seldom etc. students demonstrate learning outcomes based
on standards.
Definitional Declarative Knowledge - -
Defining characteristics of something, describe or Standards-Based Grading - -one standard
explain is assessed at a time
Cognitive Analysis Declarative Knowledge - Standards-Based Grading - -Assessment
-Determining, organizing, analysis results do not contain content outside of the
stated standard.
Mental Procedural Knowledge - -Skills or
processes, evaluates Measurement Topics - -They help identify
content and skills to be tested.
Parallel Assessments - -Monitor students
growth on the same skills multiple times. Measurement Topics - -Concepts
Assessment Blueprint - -Created to ensure Declarative Knowledge - -Understanding
assessments are aligned with learning targets. concepts without application
1/3
Verified Answers Graded A+
Proficiency Scales - -Measure student Method of Mounting Evidence - -Determine
achievement of knowledge and skills in what the students' summative score should be
standards over time. based on prior patterns of scores.
Half Point Score Values - -Used in True score - -Recognizes that there is
proficiency scales for mastery at one level, but some inherent error on a test, its' an estimation,
does not meet all of the criteria for the next level. the true level of understanding
Generic Scale - -Used for every topic Observed Score - -= True Score + Error
where students are rated 1-4 based on their Score
knowledge. These are not topic-specific; for
example, a level 3 is on grade level, but no other
specific information is provided. Aberrant pattenrs - -you need to determine
if the pattern is reliable or if the student was
having a bad day etc.
Consistency of Behavior - -Not to be used
on a proficiency scale, as this is a qualifying type
of scale which uses the words sometimes, Standards Referenced Grading Systems - -
always, seldom etc. students demonstrate learning outcomes based
on standards.
Definitional Declarative Knowledge - -
Defining characteristics of something, describe or Standards-Based Grading - -one standard
explain is assessed at a time
Cognitive Analysis Declarative Knowledge - Standards-Based Grading - -Assessment
-Determining, organizing, analysis results do not contain content outside of the
stated standard.
Mental Procedural Knowledge - -Skills or
processes, evaluates Measurement Topics - -They help identify
content and skills to be tested.
Parallel Assessments - -Monitor students
growth on the same skills multiple times. Measurement Topics - -Concepts
Assessment Blueprint - -Created to ensure Declarative Knowledge - -Understanding
assessments are aligned with learning targets. concepts without application
1/3
