WGU D184 Exam Questions and Correct Answers – Latest Update 2026/2027 | Graded A+ | Guaranteed Pass.

WGU D184 Exam Questions and Correct Answers – Latest Update 2026/2027 | Graded A+ | Guaranteed Pass. 1. .How .would .you .describe .standards-based .grading .systems? .- .CORRECT .ANSWER-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? .- .CORRECT .ANSWER- - .Scores .are .reflected .on .proficiency .scales - .Grades .reflect .student .mastery .of .a .learning .target. -Teachers .uction .based .on .student .achievement what .are .the .defining .characteristics .of .a .standards-based .grading .system? .- .CORRECT .ANSWER-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, .s, .nts' .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 .finetuned .to .the .needs .of .each .student . .only .a .portion .of .students .in .any .given .classroom. Which .explanation .applies .to .the .type .of .assessments .used .in .a .standardsbased .grading .system? .- .CORRECT .ANSWER-Criterion-based .assessments .are .used .because .students .are .measured .against .a .learning .target .(criterion) .derived .from .an .academic .standard. Which .ach .would .be .most .appropriate .in .a .standards-based .grading .system? A. .The . .that .the .student .is .proficient .by .marking .a ."3" .on .the .fourpoint .proficiency .scale . .assessment, .noting .that .not .all .fractions .have .unlike .denominators. B. .The . .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 . .how .to .find .least .common .denominators. C. .The .rages .the .student .to .complete .an .extra-credit .assignment .by .making .a .video .about .why .math .can .be .fun .to .offset .the . .earned .on .the .assessment. D. .The .s .the .assessment .and .gives .the .student .a .grade .of .34 .percent .and .urges .the .student .to .reread .the . .the .textbook .about .adding .and .subtracting .fractions. .- .CORRECT .ANSWER-B. .The . .that .the .student .is .not .proficient .by .marking .the .assessment .a ."2" .on .the .fourpoint .proficiency .scale .and .provides .support .to .the .student .to .help .her .learn .how .to .find .least .common .denominators. With .a .standing .of .student .knowledge .and .next .steps .ess, .this . .empowered .to .support .the .student .in .attaining .goals .and .gaining .confidence .through .encouragement .and .guidance. .- .CORRECT .ANSWER-Stakeholder Based .on .the .percentage .average .of .all .grades .tic .grades .- .CORRECT .ANSWER-traditional .grading .system Based .on .different .proficiency .levels .of .standards .- .CORRECT .ANSWERstandard .based .grading .system Single .grade .given .e .on .report .cards .- .CORRECT .ANSWER-traditional .grading .system Grade .based .on .most .recent .evidence .- .CORRECT .ANSWER-traditional .grading .system Knowing .tations .and .level .of .proficiency .allows .this . .set .personal .goals, .make .improvements .with .practice, .demonstrate .knowledge .by .meeting .expectations, .and .persevere .through .challenges .by .continued .effort. .- .CORRECT .ANSWER-Student Stakeholders .need .s .to .understand .a .student's .academic .performance. .True .of .false? .- .CORRECT .ANSWER-False Which .nse .would .help .the .parent .understand .standards-based .grading .report .cards? Unequivocal .knowledge .of .instructional .needs .and .useful .interventions . .student .will .guide .this .stakeholder's .future .instruction. .- .CORRECT .ANSWERTeacher 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 C. .Provide .the .parent .with .a .percentage .and . .equivalent . .subject .area .every .nine .weeks D. .Explain .to .the .parent .that .if . .has .the .highest . .the .grading .scale, .it .is .the .same .as .having .an .A .- .CORRECT .ANSWER-B. .Review .the .report .card .and .standards .with .the .parent, .explaining .how .the .standards .are .assessed .and .clarifying .the .grading .scale .that .is .used True .or.False Focus .statements .are .important .enough .to .be .assessed .multiple .times .at .the .school .ict .level .to .determine .the .most .accurate .scores .idual .students. .- .CORRECT .ANSWER-False Measurement .statements .are .important .enough .to .be .assessed .multiple .times .to .determine .the .most .accurate .scores .idual .students. .True .? .- .CORRECT .ANSWER-True What .purpose .do .focus .sta