WGU D184 STANDARDS-BASED ASSESSMENT
Proficiency Scales - CORRECT ANSWER-Measure student achievement of
knowledge and skills in standards over time.
Half Point Score Values - CORRECT ANSWER-Used in proficiency scales for
mastery at one level, but does not meet all of the criteria for the next level.
Generic Scale - CORRECT ANSWER-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 - CORRECT ANSWER-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 - CORRECT ANSWER-Defining
characteristics of something, describe or explain
Cognitive Analysis Declarative Knowledge - CORRECT ANSWER-Determining,
organizing, analysis
Mental Procedural Knowledge - CORRECT ANSWER-Skills or processes,
evaluates
Parallel Assessments - CORRECT ANSWER-Monitor students growth on the
same skills multiple times.
, Assessment Blueprint - CORRECT ANSWER-Created to ensure assessments are
aligned with learning targets.
Method of Mounting Evidence - CORRECT ANSWER-Determine what the
students' summative score should be based on prior patterns of scores.
True score - CORRECT ANSWER-Recognizes that there is some inherent error on
a test, its' an estimation, the true level of understanding
Observed Score - CORRECT ANSWER-= True Score + Error Score
Aberrant pattenrs - CORRECT ANSWER-you need to determine if the pattern is
reliable or if the student was having a bad day etc.
Standards Referenced Grading Systems - CORRECT ANSWER-students
demonstrate learning outcomes based on standards.
Standards-Based Grading - CORRECT ANSWER-one standard is assessed at a
time
Standards-Based Grading - CORRECT ANSWER-Assessment results do not
contain content outside of the stated standard.
Measurement Topics - CORRECT ANSWER-They help identify content and skills
to be tested.
Measurement Topics - CORRECT ANSWER-Concepts
Proficiency Scales - CORRECT ANSWER-Measure student achievement of
knowledge and skills in standards over time.
Half Point Score Values - CORRECT ANSWER-Used in proficiency scales for
mastery at one level, but does not meet all of the criteria for the next level.
Generic Scale - CORRECT ANSWER-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 - CORRECT ANSWER-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 - CORRECT ANSWER-Defining
characteristics of something, describe or explain
Cognitive Analysis Declarative Knowledge - CORRECT ANSWER-Determining,
organizing, analysis
Mental Procedural Knowledge - CORRECT ANSWER-Skills or processes,
evaluates
Parallel Assessments - CORRECT ANSWER-Monitor students growth on the
same skills multiple times.
, Assessment Blueprint - CORRECT ANSWER-Created to ensure assessments are
aligned with learning targets.
Method of Mounting Evidence - CORRECT ANSWER-Determine what the
students' summative score should be based on prior patterns of scores.
True score - CORRECT ANSWER-Recognizes that there is some inherent error on
a test, its' an estimation, the true level of understanding
Observed Score - CORRECT ANSWER-= True Score + Error Score
Aberrant pattenrs - CORRECT ANSWER-you need to determine if the pattern is
reliable or if the student was having a bad day etc.
Standards Referenced Grading Systems - CORRECT ANSWER-students
demonstrate learning outcomes based on standards.
Standards-Based Grading - CORRECT ANSWER-one standard is assessed at a
time
Standards-Based Grading - CORRECT ANSWER-Assessment results do not
contain content outside of the stated standard.
Measurement Topics - CORRECT ANSWER-They help identify content and skills
to be tested.
Measurement Topics - CORRECT ANSWER-Concepts
