WGU D184 STANDARDS BASED
ASSESSMENT FINAL PAPER QUESTIONS
AND SOLUTIONS
◉ Average trend
Answer: assumes no learning occurs from assessment to
assessment
◉ Assessment blueprint
Answer: provides the teacher with guidance for developing the
individual assessment items
◉ Assessment blueprint
Answer: creates consistency and connection between assessment
items and corresponding complexity levels from the proficiency
scale to which the assessment will be aligned
◉ How do proficiency scales address weaknesses in standardized
performance assessments?
Answer: By providing specific feedback to students
◉ parallel assessments
Answer: They assess the full scope of a standard or learning
objective.
,◉ standard four-point proficiency scale
Answer: Include a decreasing number of items for each level as
complexity increases
◉ Item types
Answer: component of an assessment blueprint increases
complexity
◉ A screener
Answer: should be included in the assessment blueprint to ensure
the proper complexity levels are assessed for each student
◉ Summative Score
Answer: Most frequent score used on method of mounting
evidence
◉ mathematical models used in standards-based grading
Answer: To estimate student true summative scores
◉ True Scores
Answer: True scores are accurate measures of student knowledge,
but efforts should be made to reduce assessment errors
◉ Decaying Average
, Answer: a calculation method that places more weight on recently
scored materials
◉ Proficiency Scale
Answer: allow multiple formative scores to estimate a summative
score.
◉ Traditional grading systems are based on:
Answer: Percentage averages
◉ Report cards in traditional grading show:
Answer: A single grade per course
◉ Procedural knowledge focuses on:
Answer: What students can do/demonstrate
◉ A procedural Level 4 task includes:
Answer: Written response analyzing thinking
◉ Declarative knowledge refers to:
Answer: Vocabulary recall and identification
◉ Declarative knowledge answers which question?
Answer: What do they understand or know?
ASSESSMENT FINAL PAPER QUESTIONS
AND SOLUTIONS
◉ Average trend
Answer: assumes no learning occurs from assessment to
assessment
◉ Assessment blueprint
Answer: provides the teacher with guidance for developing the
individual assessment items
◉ Assessment blueprint
Answer: creates consistency and connection between assessment
items and corresponding complexity levels from the proficiency
scale to which the assessment will be aligned
◉ How do proficiency scales address weaknesses in standardized
performance assessments?
Answer: By providing specific feedback to students
◉ parallel assessments
Answer: They assess the full scope of a standard or learning
objective.
,◉ standard four-point proficiency scale
Answer: Include a decreasing number of items for each level as
complexity increases
◉ Item types
Answer: component of an assessment blueprint increases
complexity
◉ A screener
Answer: should be included in the assessment blueprint to ensure
the proper complexity levels are assessed for each student
◉ Summative Score
Answer: Most frequent score used on method of mounting
evidence
◉ mathematical models used in standards-based grading
Answer: To estimate student true summative scores
◉ True Scores
Answer: True scores are accurate measures of student knowledge,
but efforts should be made to reduce assessment errors
◉ Decaying Average
, Answer: a calculation method that places more weight on recently
scored materials
◉ Proficiency Scale
Answer: allow multiple formative scores to estimate a summative
score.
◉ Traditional grading systems are based on:
Answer: Percentage averages
◉ Report cards in traditional grading show:
Answer: A single grade per course
◉ Procedural knowledge focuses on:
Answer: What students can do/demonstrate
◉ A procedural Level 4 task includes:
Answer: Written response analyzing thinking
◉ Declarative knowledge refers to:
Answer: Vocabulary recall and identification
◉ Declarative knowledge answers which question?
Answer: What do they understand or know?
