WGU D184 STUDY GUIDE EXAM QUESTIONS AND ANSWERS
GRADED A+ 100% VERIFIED.
1. 1. How would you describe standards-based grading systems? ANS >>> 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.
2. Which characteristics apply to standards-based grading? ANS >>> - Scores
are re- flected on proficiency scales
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, - Grades reflect student mastery of a learning target.
-Teachers tailor instruction based on student achievement
3. Based on the percentage average of all grades or holistic grades ANS >>>
traditional grading system
4. Based on different proficiency levels of standards ANS >>> standard based
grading system
5. Single grade given per course on report cards ANS >>> traditional grading
system
6. Grade based on most recent evidence ANS >>> traditional grading system
7. what are the defining characteristics of a standards-based grading sys-
tem? ANS >>> Standards-based grading is built around achievement level
goals that are based on content-specific benchmarks within academic
subjects. A stan-
dards-based approach differs from traditional approaches that are built around an
average percentage of assignments, letter grades, or students' 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 fine-tuned to the needs of each
mailto:https://www.stuvia.com/user/techgrades
, student rather than only a portion of students in any given classroom.
8. Which explanation applies to the type of assessments used in a stan-
dards-based grading system? ANS >>> Criterion-based assessments are used
because students are measured against a learning target (criterion) derived from
an acade- mic standard.
9. Which teacher approach would be most appropriate in a standards-based
grading system?
A. The teacher notes that the student is proficient by marking a "3" on the
four-point proficiency scale for the assessment, noting that not all fractions
have unlike denominators.
B. The teacher notes that the student is not proficient by marking the assess-
ment a "2" on the four-point proficiency scale and provides support to the
student to help her learn how to find least common denominators.
C. The teacher encourages the student to complete an extra-credit assignment
by making a video about why math can be fun to offset the poor grade earned
on the assessment.
D. The teacher scores the assessment and gives the student a grade of 34
percent and urges the student to reread the chapter in the textbook about
mailto:https://www.stuvia.com/user/techgrades
, adding and subtracting fractions. ANS >>> B. The teacher notes 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 her learn how to
find least common denominators.
10. With a clear understanding of student knowledge and next steps for
progress, this stakeholder is empowered to support the student in attaining
goals and gaining confidence through encouragement and guidance. ANS
>>> Stake- holder
11. Unequivocal knowledge of instructional needs and useful interventions for
each student will guide this stakeholder's future instruction. ANS >>> Teacher
12. Knowing their expectations and level of proficiency allows this stake-
holder to set personal goals, make improvements with practice, demonstrate
knowledge by meeting expectations, and persevere through challenges by
continued effort. ANS >>> Student
13. Stakeholders need letter grades to understand a student's academic per-
formance. True of false? ANS >>> False
14. Which teacher response would help the parent understand stan-
mailto:https://www.stuvia.com/user/techgrades
GRADED A+ 100% VERIFIED.
1. 1. How would you describe standards-based grading systems? ANS >>> 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.
2. Which characteristics apply to standards-based grading? ANS >>> - Scores
are re- flected on proficiency scales
mailto:https://www.stuvia.com/user/techgrades
, - Grades reflect student mastery of a learning target.
-Teachers tailor instruction based on student achievement
3. Based on the percentage average of all grades or holistic grades ANS >>>
traditional grading system
4. Based on different proficiency levels of standards ANS >>> standard based
grading system
5. Single grade given per course on report cards ANS >>> traditional grading
system
6. Grade based on most recent evidence ANS >>> traditional grading system
7. what are the defining characteristics of a standards-based grading sys-
tem? ANS >>> Standards-based grading is built around achievement level
goals that are based on content-specific benchmarks within academic
subjects. A stan-
dards-based approach differs from traditional approaches that are built around an
average percentage of assignments, letter grades, or students' 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 fine-tuned to the needs of each
mailto:https://www.stuvia.com/user/techgrades
, student rather than only a portion of students in any given classroom.
8. Which explanation applies to the type of assessments used in a stan-
dards-based grading system? ANS >>> Criterion-based assessments are used
because students are measured against a learning target (criterion) derived from
an acade- mic standard.
9. Which teacher approach would be most appropriate in a standards-based
grading system?
A. The teacher notes that the student is proficient by marking a "3" on the
four-point proficiency scale for the assessment, noting that not all fractions
have unlike denominators.
B. The teacher notes that the student is not proficient by marking the assess-
ment a "2" on the four-point proficiency scale and provides support to the
student to help her learn how to find least common denominators.
C. The teacher encourages the student to complete an extra-credit assignment
by making a video about why math can be fun to offset the poor grade earned
on the assessment.
D. The teacher scores the assessment and gives the student a grade of 34
percent and urges the student to reread the chapter in the textbook about
mailto:https://www.stuvia.com/user/techgrades
, adding and subtracting fractions. ANS >>> B. The teacher notes 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 her learn how to
find least common denominators.
10. With a clear understanding of student knowledge and next steps for
progress, this stakeholder is empowered to support the student in attaining
goals and gaining confidence through encouragement and guidance. ANS
>>> Stake- holder
11. Unequivocal knowledge of instructional needs and useful interventions for
each student will guide this stakeholder's future instruction. ANS >>> Teacher
12. Knowing their expectations and level of proficiency allows this stake-
holder to set personal goals, make improvements with practice, demonstrate
knowledge by meeting expectations, and persevere through challenges by
continued effort. ANS >>> Student
13. Stakeholders need letter grades to understand a student's academic per-
formance. True of false? ANS >>> False
14. Which teacher response would help the parent understand stan-
mailto:https://www.stuvia.com/user/techgrades
