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WGU D184 STANDARDS-BASED ASSESSMENT FINAL
EXAM LATEST 2025 ACTUAL EXAM WITH COMPLETE
QUESTIONS AND CORRECT DETAILED ANSWERS
(100% VERIFIED ANSWERS) |ALREADY GRADED A+|
||LATEST EXAM!!!||
1. How would you describe standards-based grading
systems? - Answer-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.
Which characteristics apply to standards-based grading? -
Answer-- Scores are reflected on proficiency scales
- Grades reflect student mastery of a learning target.
-Teachers tailor instruction based on student achievement
Based on the percentage average of all grades or holistic
grades - Answer-traditional grading system
Based on different proficiency levels of standards -
Answer-standard based grading system
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Single grade given per course on report cards - Answer-
traditional grading system
Grade based on most recent evidence - Answer-traditional
grading system
what are the defining characteristics of a standards-based
grading system? - Answer-Standards-based grading is
built around achievement level goals that are based on
content-specific benchmarks within academic subjects. A
standards-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 student rather than only a portion of students in any
given classroom.
Which explanation applies to the type of assessments
used in a standards-based grading system? - Answer-
Criterion-based assessments are used because students
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are measured against a learning target (criterion) derived
from an academic standard.
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 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.
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 adding and
subtracting fractions. - Answer-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.
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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. -
Answer-Stakeholder
Unequivocal knowledge of instructional needs and useful
interventions for each student will guide this stakeholder's
future instruction. - Answer-Teacher
Knowing their expectations and level of proficiency allows
this stakeholder to set personal goals, make
improvements with practice, demonstrate knowledge by
meeting expectations, and persevere through challenges
by continued effort. - Answer-Student
Stakeholders need letter grades to understand a student's
academic performance. True of false? - Answer-False
Which teacher response would help the parent understand
standards-based grading report cards?
WGU D184 STANDARDS-BASED ASSESSMENT FINAL
EXAM LATEST 2025 ACTUAL EXAM WITH COMPLETE
QUESTIONS AND CORRECT DETAILED ANSWERS
(100% VERIFIED ANSWERS) |ALREADY GRADED A+|
||LATEST EXAM!!!||
1. How would you describe standards-based grading
systems? - Answer-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.
Which characteristics apply to standards-based grading? -
Answer-- Scores are reflected on proficiency scales
- Grades reflect student mastery of a learning target.
-Teachers tailor instruction based on student achievement
Based on the percentage average of all grades or holistic
grades - Answer-traditional grading system
Based on different proficiency levels of standards -
Answer-standard based grading system
,2|Page
Single grade given per course on report cards - Answer-
traditional grading system
Grade based on most recent evidence - Answer-traditional
grading system
what are the defining characteristics of a standards-based
grading system? - Answer-Standards-based grading is
built around achievement level goals that are based on
content-specific benchmarks within academic subjects. A
standards-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 student rather than only a portion of students in any
given classroom.
Which explanation applies to the type of assessments
used in a standards-based grading system? - Answer-
Criterion-based assessments are used because students
,3|Page
are measured against a learning target (criterion) derived
from an academic standard.
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 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.
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 adding and
subtracting fractions. - Answer-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.
, 4|Page
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. -
Answer-Stakeholder
Unequivocal knowledge of instructional needs and useful
interventions for each student will guide this stakeholder's
future instruction. - Answer-Teacher
Knowing their expectations and level of proficiency allows
this stakeholder to set personal goals, make
improvements with practice, demonstrate knowledge by
meeting expectations, and persevere through challenges
by continued effort. - Answer-Student
Stakeholders need letter grades to understand a student's
academic performance. True of false? - Answer-False
Which teacher response would help the parent understand
standards-based grading report cards?
