WGU D184 Standards-Based Assessment
Questions and Correct Answers
Proficiency Scales
Measure student achievement of knowledge and skills in standards over time.
Half Point Score Values
Used in proficiency scales for mastery at one level, but does not meet all of the criteria for the
next level.
Generic Scale
Used for every topic where students are rated 1-4 based on their knowledge. These are not topic-
specific; for example, a level 3 is on grade level, but no other specific information is provided.
Consistency of Behavior
Not to be used on a proficiency scale, as this is a qualifying type of scale which uses the words
sometimes, always, seldom etc.
Definitional Declarative Knowledge
Defining characteristics of something, describe or explain
Cognitive Analysis Declarative Knowledge
Determining, organizing, analysis
Mental Procedural Knowledge
Skills or processes, evaluates
, Parallel Assessments
Monitor students growth on the same skills multiple times.
Assessment Blueprint
Created to ensure assessments are aligned with learning targets.
Method of Mounting Evidence
Determine what the students' summative score should be based on prior patterns of scores.
True score
Recognizes that there is some inherent error on a test, its' an estimation, the true level of
understanding
Observed Score
= True Score + Error Score
Aberrant pattenrs
you need to determine if the pattern is reliable or if the student was having a bad day etc.
Standards Referenced Grading Systems
students demonstrate learning outcomes based on standards.
Standards-Based Grading
one standard is assessed at a time
Standards-Based Grading
Assessment results do not contain content outside of the stated standard.
Questions and Correct Answers
Proficiency Scales
Measure student achievement of knowledge and skills in standards over time.
Half Point Score Values
Used in proficiency scales for mastery at one level, but does not meet all of the criteria for the
next level.
Generic Scale
Used for every topic where students are rated 1-4 based on their knowledge. These are not topic-
specific; for example, a level 3 is on grade level, but no other specific information is provided.
Consistency of Behavior
Not to be used on a proficiency scale, as this is a qualifying type of scale which uses the words
sometimes, always, seldom etc.
Definitional Declarative Knowledge
Defining characteristics of something, describe or explain
Cognitive Analysis Declarative Knowledge
Determining, organizing, analysis
Mental Procedural Knowledge
Skills or processes, evaluates
, Parallel Assessments
Monitor students growth on the same skills multiple times.
Assessment Blueprint
Created to ensure assessments are aligned with learning targets.
Method of Mounting Evidence
Determine what the students' summative score should be based on prior patterns of scores.
True score
Recognizes that there is some inherent error on a test, its' an estimation, the true level of
understanding
Observed Score
= True Score + Error Score
Aberrant pattenrs
you need to determine if the pattern is reliable or if the student was having a bad day etc.
Standards Referenced Grading Systems
students demonstrate learning outcomes based on standards.
Standards-Based Grading
one standard is assessed at a time
Standards-Based Grading
Assessment results do not contain content outside of the stated standard.
