WGU D184 EXAM QUESTIONS & CORRECT ANSWERS
LATEST 2025
1. How would you describe standards-based grading systems? -
✔✔✔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? -
✔✔✔- 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 -
✔✔✔traditional grading system
Based on different proficiency levels of standards -
✔✔✔standard based grading system
Single grade given per course on report cards -
✔✔✔traditional grading system
1
, Grade based on most recent evidence - ✔✔✔traditional grading system
what are the defining characteristics of a standards-based grading system? -
✔✔✔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? - ✔✔✔Criterion-based assessments are used because
students 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
2
, the textbook about adding and subtracting fractions. - ✔✔✔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.
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. - ✔✔✔Stakeholder
Unequivocal knowledge of instructional needs and useful interventions for
each student will guide this stakeholder's future instruction. - ✔✔✔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. -
✔✔✔Student
Stakeholders need letter grades to understand a student's academic
performance. True of false? - ✔✔✔False
Which teacher response would help the parent understand standards-based
grading report cards?
A. Sympathize with the parent and share the challenges they are having with
standards-based grading so the parent knows it is a difficult system for everyone
B. Review the report card and standards with the parent, explaining how
the standards are assessed and clarifying the grading scale that is used
C. Provide the parent with a percentage and letter grade equivalent for each
subject area every nine weeks
3
LATEST 2025
1. How would you describe standards-based grading systems? -
✔✔✔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? -
✔✔✔- 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 -
✔✔✔traditional grading system
Based on different proficiency levels of standards -
✔✔✔standard based grading system
Single grade given per course on report cards -
✔✔✔traditional grading system
1
, Grade based on most recent evidence - ✔✔✔traditional grading system
what are the defining characteristics of a standards-based grading system? -
✔✔✔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? - ✔✔✔Criterion-based assessments are used because
students 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
2
, the textbook about adding and subtracting fractions. - ✔✔✔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.
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. - ✔✔✔Stakeholder
Unequivocal knowledge of instructional needs and useful interventions for
each student will guide this stakeholder's future instruction. - ✔✔✔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. -
✔✔✔Student
Stakeholders need letter grades to understand a student's academic
performance. True of false? - ✔✔✔False
Which teacher response would help the parent understand standards-based
grading report cards?
A. Sympathize with the parent and share the challenges they are having with
standards-based grading so the parent knows it is a difficult system for everyone
B. Review the report card and standards with the parent, explaining how
the standards are assessed and clarifying the grading scale that is used
C. Provide the parent with a percentage and letter grade equivalent for each
subject area every nine weeks
3
