Page 1 of 51
D184 / D 184 OBJECTIVE ASSESSMENT & PRE-
ASSESSMENT (LATEST UPDATES STUDY
BUNDLE PACKAGE WITH SOLUTIONS) STANDARD-
BASED ASSESSMENT | QUESTIONS AND ANSWERS |
GRADE A | 100% CORRECT (VERIFIED SOLUTIONS) -
WGU
Standards based grading .....ANSWER.....A grading system that
is based on a student's mastery of specific standards
norm-referenced assessment .....ANSWER.....An assessment that
compares a student's performance to a sample of that student's
peers.
Criterion-Referenced Assessment .....ANSWER.....an assessment
procedure in which a student's performance is compared to a
particular level of mastery
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Focus statement .....ANSWER.....Standards rewritten to provide a
clear focus for classroom assessments. Those focus statements then
translate to measurement topics, which are important enough to
be assessed multiple times at the school or district level to
determine the most accurate scores for individual student.
Writing a focus statement .....ANSWER.....Step 1—Identify the
academic standard
Step 2—Unpack the standard
Reconstitute the concepts and skills into statements that reflect the
essence of the standard.
Procedural knowledge .....ANSWER.....Skills, strategies, processes
Students will be able to...
Declarative knowledge .....ANSWER.....Facts, knowledge,
information
Students will understand...
,Page 3 of 51
Proficiency scales .....ANSWER.....Help teachers measure and
articulate student progress toward mastery of a standard over
time. These scales use levels (usually a four-point scale) that
indicate the learning targets for each stage on the learning
continuum for a particular standard.
Parallel assessments .....ANSWER.....Parallel assessments are
multiple assessments given to the same students over time,
assessing the same discrete concepts and skills included in the
standards. The goal is to measure and record student learning
along a continuum so teachers can see growth and gaps and
adjust instruction to move students to competence.
Assessment blue print .....ANSWER.....The assessment blueprint is a
table that indicates all the important information about the
assessment at a glance. It allows the test developer to ensure test
structure and item distribution are maintained.
, Page 4 of 51
Point-scoring methods .....ANSWER.....Determining the percentage
of available points a student earned on each section of a test
then translating the findings into a proficiency scale
Response-code scoring .....ANSWER.....The teacher marks each
response on a student's test as correct, partially correct, or
incorrect. The teacher then examines the pattern of responses to
determine the student's proficiency
Mounting evidence .....ANSWER.....Use multiple indicators to find
patterns of student achievement and determine summative scores
Summative score .....ANSWER.....Method of mounting evidence
Average
Linear trend
True score .....ANSWER.....the score the student would get if the
measurement were completely accurate and error-free
D184 / D 184 OBJECTIVE ASSESSMENT & PRE-
ASSESSMENT (LATEST UPDATES STUDY
BUNDLE PACKAGE WITH SOLUTIONS) STANDARD-
BASED ASSESSMENT | QUESTIONS AND ANSWERS |
GRADE A | 100% CORRECT (VERIFIED SOLUTIONS) -
WGU
Standards based grading .....ANSWER.....A grading system that
is based on a student's mastery of specific standards
norm-referenced assessment .....ANSWER.....An assessment that
compares a student's performance to a sample of that student's
peers.
Criterion-Referenced Assessment .....ANSWER.....an assessment
procedure in which a student's performance is compared to a
particular level of mastery
,Page 2 of 51
Focus statement .....ANSWER.....Standards rewritten to provide a
clear focus for classroom assessments. Those focus statements then
translate to measurement topics, which are important enough to
be assessed multiple times at the school or district level to
determine the most accurate scores for individual student.
Writing a focus statement .....ANSWER.....Step 1—Identify the
academic standard
Step 2—Unpack the standard
Reconstitute the concepts and skills into statements that reflect the
essence of the standard.
Procedural knowledge .....ANSWER.....Skills, strategies, processes
Students will be able to...
Declarative knowledge .....ANSWER.....Facts, knowledge,
information
Students will understand...
,Page 3 of 51
Proficiency scales .....ANSWER.....Help teachers measure and
articulate student progress toward mastery of a standard over
time. These scales use levels (usually a four-point scale) that
indicate the learning targets for each stage on the learning
continuum for a particular standard.
Parallel assessments .....ANSWER.....Parallel assessments are
multiple assessments given to the same students over time,
assessing the same discrete concepts and skills included in the
standards. The goal is to measure and record student learning
along a continuum so teachers can see growth and gaps and
adjust instruction to move students to competence.
Assessment blue print .....ANSWER.....The assessment blueprint is a
table that indicates all the important information about the
assessment at a glance. It allows the test developer to ensure test
structure and item distribution are maintained.
, Page 4 of 51
Point-scoring methods .....ANSWER.....Determining the percentage
of available points a student earned on each section of a test
then translating the findings into a proficiency scale
Response-code scoring .....ANSWER.....The teacher marks each
response on a student's test as correct, partially correct, or
incorrect. The teacher then examines the pattern of responses to
determine the student's proficiency
Mounting evidence .....ANSWER.....Use multiple indicators to find
patterns of student achievement and determine summative scores
Summative score .....ANSWER.....Method of mounting evidence
Average
Linear trend
True score .....ANSWER.....the score the student would get if the
measurement were completely accurate and error-free
