Unit 2 Quiz | Standards-Based Assessment

What is the purpose of the different levels used in proficiency scales?

• They help teachers specify exactly what students at each level should be able to do.

• They ensure that all students will move to the highest level at some point.

• They correspond directly with the traditional letter grades.

• They allow students to self-assess since the levels describe exactly what students should be able to do.

How are proficiency scales used in an assessment system?

• They can be combined with traditional letter grades A–F to measure student progress toward various standards.

• They can help students determine their own progress toward different standards.

• They can determine whether a student is proficient at a single level.

• They can be created in a generic form to measure all standards.

How does using a proficiency scale benefit teachers?

• It provides details about exactly what students must do to demonstrate proficiency.

• It requires less data for teachers to analyze compared to traditional grading systems.

• It saves teachers time when grading assessments compared to traditional methods.

• It ensures that students are proficient in all standards.

Which of the following is a benefit of using proficiency scales in standards-based assessment?

• Proficiency scales give teachers more time for instruction by allowing students to self-assess their learning.

• Proficiency scales allow teachers the flexibility to subjectively measure student progress.

• Proficiency scales can provide a detailed account of student learning.

• Proficiency scales can accurately measure student learning with just one use.

A third-grade teacher is developing a proficiency scale to measure procedural knowledge of the measurement topic of grammar based on the following standards: CCSS.ELA-Literacy.L.3.1: "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking" (Common Core Standards Initiative, 2021). CCSS.ELA-Literacy.L.3.1.a: "Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences" (Common Core Standards Initiative, 2021). Which proficiency scale statement measures procedural knowledge at the advanced proficiency level of 4.0 for this standard?

• The student will apply basic grammar usage in sentences and define standard vocabulary taught in class.

• The student will demonstrate correct grammar usage in written and spoken language and identify all parts of a given sentence.

• The student will demonstrate some understanding of the role of nouns, pronouns, and verbs in a sentence with appropriate help.

• The student will apply grammar usage and decipher new vocabulary that exceeds instruction.

A third grade reading teacher is developing a proficiency scale to measure procedural knowledge of a measurement topic, key ideas and details, based on the following standard: CCSS.ELA-LITERACY.RL.3.1: “Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers” (Common Core State Standards Initiative, 2021). Which proficiency scale statement corresponds to the emerging proficiency level of 1.0 for the given measurement topic?

• With help, the student will understand the basic ideas from the text.

• The student will analyze multiple themes in the story.

• The student will recognize and recall important details from the text.

• The student will summarize passages and identify central ideas from the text.

A social studies teacher is developing a proficiency scale for a measurement topic, integration of knowledge and ideas, based on the following standard: CCSS.ELA-LITERACY.RH.6-8.8: "Distinguish among fact, opinion, and reasoned judgment in a text" (Common Core State Standards Initiative, 2021). Which proficiency scale statement corresponds to developing proficiency level of 2.0 for the given measurement topic?

• The student will recognize and recall facts from the text.

• The student will analyze various text events and relate those events to previous events.

• The student will describe and compare various text elements.

• With help, the student will understand the facts presented in the text.

A high school science teacher is developing a proficiency scale to measure procedural knowledge of atomic structure based on the following standard: HS-PS1-1: "Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms" (Next Generation Science Standards, 2012). Which proficiency scale statement corresponds to target level 3.0 proficiency for the given measurement topic?

• The student will use their knowledge of atomic structure to explain complex chemical phenomena, such as bonding and reactivity.

• The student will, with help, demonstrate a limited understanding of the basic structure of atoms.

• The student will demonstrate a grade-level appropriate understanding of the structure of atoms.

• The student will demonstrate a basic understanding of the structure of atoms.

Which proficiency scale statement measures procedural knowledge at the developing proficiency level of 2.0 for the measurement topic of aesthetics in technical theater, according to NC Theater standard B.AE.1?

• Identifies and describes basic technical theater components such as costumes, sets, props, makeup, lighting, and sound.

• Designs and creates original technical theater components with advanced aesthetic choices.

• Evaluates and critiques the effectiveness of technical theater components in a production.

• Demonstrates mastery in integrating multiple technical theater elements for a cohesive design.

Which proficiency scale statement corresponds to developing proficiency for technical theater tasks?

• The student will successfully complete technical theater tasks independently.

• The student will set up technical elements of theater for use in a play and will be able to teach these procedures to other students.

• The student will adequately complete technical theater tasks with assistance.

• The student will, with assistance, define lighting, set, props, and other technical theater terms.