D184 Exam 1 V1 | D184 Standards-Based
Assessment OA | Actual Q&A with Rationale (D184
Exam 1) | WGU
1. Which assessment approach focuses on comparing a student’s performance against a pre-
defined set of criteria or learning standards rather than against other students?
A. Criterion-referenced assessment
B. Norm-referenced assessment
C. Diagnostic assessment
D. Ipsative assessment
Correct Answer: A
Explanation: Criterion-referenced assessment measures a student’s performance against a
specific set of predetermined criteria or standards. This approach ensures that the
evaluation is based on what the student knows relative to the curriculum goals. It is the
fundamental basis for standards-based assessment systems in modern education.
2. In the context of ‘Backward Design’, what is the very first step an educator must take when
planning a unit?
A. Plan learning activities and instruction
B. Identify desired results and standards
C. Determine acceptable evidence of learning
,D. Select the appropriate textbook chapters
Correct Answer: B
Explanation: Backward Design begins with identifying the desired results, which are
typically derived from state or national standards. By starting with the end goal, educators
can ensure that all subsequent assessments and activities are aligned. This method
prevents the common pitfall of focusing on activities rather than learning outcomes.
3. Which level of Bloom’s Taxonomy requires students to use information in new situations or
to solve problems?
A. Remembering
B. Applying
C. Understanding
D. Analyzing
Correct Answer: B
Explanation: Applying involves the use of procedures, concepts, or theories in specific,
concrete situations. It moves beyond simple recall or comprehension to active
implementation of knowledge. This level is crucial for demonstrating functional mastery of
a standard.
4. A teacher provides a rubric to students before they begin a project. What is the primary
purpose of this action in a standards-based environment?
A. To make grading faster for the teacher
, B. To clarify expectations and define what mastery looks like
C. To ensure all students choose the same topic
D. To replace the need for formative feedback
Correct Answer: B
Explanation: Providing a rubric upfront allows students to understand the specific criteria
they are expected to meet for proficiency. It acts as a guide for self-regulation and helps
students align their efforts with the targeted standards. Transparency in assessment
criteria is a hallmark of effective standards-based instruction.
5. Which type of assessment occurs during the instructional process to provide ongoing
feedback and adjust teaching strategies?
A. Standardized assessment
B. Summative assessment
C. Formative assessment
D. Placement assessment
Correct Answer: C
Explanation: Formative assessment is an ongoing process used by teachers and students
during instruction to provide feedback. It helps identify areas where students are
struggling so that immediate adjustments can be made. Unlike summative assessments, the
primary goal is to improve learning rather than assign a final grade.
Assessment OA | Actual Q&A with Rationale (D184
Exam 1) | WGU
1. Which assessment approach focuses on comparing a student’s performance against a pre-
defined set of criteria or learning standards rather than against other students?
A. Criterion-referenced assessment
B. Norm-referenced assessment
C. Diagnostic assessment
D. Ipsative assessment
Correct Answer: A
Explanation: Criterion-referenced assessment measures a student’s performance against a
specific set of predetermined criteria or standards. This approach ensures that the
evaluation is based on what the student knows relative to the curriculum goals. It is the
fundamental basis for standards-based assessment systems in modern education.
2. In the context of ‘Backward Design’, what is the very first step an educator must take when
planning a unit?
A. Plan learning activities and instruction
B. Identify desired results and standards
C. Determine acceptable evidence of learning
,D. Select the appropriate textbook chapters
Correct Answer: B
Explanation: Backward Design begins with identifying the desired results, which are
typically derived from state or national standards. By starting with the end goal, educators
can ensure that all subsequent assessments and activities are aligned. This method
prevents the common pitfall of focusing on activities rather than learning outcomes.
3. Which level of Bloom’s Taxonomy requires students to use information in new situations or
to solve problems?
A. Remembering
B. Applying
C. Understanding
D. Analyzing
Correct Answer: B
Explanation: Applying involves the use of procedures, concepts, or theories in specific,
concrete situations. It moves beyond simple recall or comprehension to active
implementation of knowledge. This level is crucial for demonstrating functional mastery of
a standard.
4. A teacher provides a rubric to students before they begin a project. What is the primary
purpose of this action in a standards-based environment?
A. To make grading faster for the teacher
, B. To clarify expectations and define what mastery looks like
C. To ensure all students choose the same topic
D. To replace the need for formative feedback
Correct Answer: B
Explanation: Providing a rubric upfront allows students to understand the specific criteria
they are expected to meet for proficiency. It acts as a guide for self-regulation and helps
students align their efforts with the targeted standards. Transparency in assessment
criteria is a hallmark of effective standards-based instruction.
5. Which type of assessment occurs during the instructional process to provide ongoing
feedback and adjust teaching strategies?
A. Standardized assessment
B. Summative assessment
C. Formative assessment
D. Placement assessment
Correct Answer: C
Explanation: Formative assessment is an ongoing process used by teachers and students
during instruction to provide feedback. It helps identify areas where students are
struggling so that immediate adjustments can be made. Unlike summative assessments, the
primary goal is to improve learning rather than assign a final grade.
