Identifying What to Assess Summary - Unit 1 Quiz

Which evidence do teachers use to evaluate student knowledge and comprehension in a standards-based grading system?

• Students receive a "pass" on a pass/fail assessment.

• Students demonstrate a level of mastery related to a specific measurement topic.

• Students exceed a percentage on a quiz related to a specific learning target.

• Students earn letter grades related to a specific measurement topic.

How does a teacher know student performance is improving in a standards-based grading system?

• Students achieve higher letter grades.

• Students achieve higher proficiency levels.

• Students achieve higher percentage scores.

• Students achieve higher numerical scores.

What does scoring a level 2.0 on a standards-based proficiency scale indicate about student learning when a level 3.0 is the target proficiency level?

• The student has received 2.0 on all assessments so far.

• The student is better suited to a proficiency scale with a lower number of possible points.

• The student has yet to fully master the standard being assessed.

• The student received a subpar score on the final exam.

What distinguishes the assessments in a standards-based grading system from those of a traditional grading system?

Choose the correct statement about the difference between traditional grading systems and standards-based systems.

• In traditional grading systems, performance tasks are typical; in standards-based systems, educators use constructed response assessments.

• In traditional grading systems, the time required to analyze assessment data is significantly greater; in standards-based systems, students receive instant performance feedback.

• In traditional grading systems, students understand how to improve with simple feedback; in standards-based systems, complex feedback is required to understand assessment scores.

What distinguishes standards-based grading systems from standards-referenced grading systems?

• In standards-based grading systems, school administrators determine which standards the learning outcomes will be based on, while in standards-referenced grading systems, teachers create learning outcomes based on given standards.

• In standards-based grading systems, the goal is for students to demonstrate proficiency of a standard by taking competency exams based on the standard; in standards-referenced grading systems, the goal is for students to demonstrate understanding on varied assessments that are standard-agnostic.

• In standards-based grading systems, students are to meet a defined level of proficiency for the standard; in standards-referenced grading systems, the goal is for students to demonstrate proficiency of learning outcomes based on specific standards.

• In standards-based grading systems, teachers create learning outcomes based on given standards, while in standards-referenced grading systems, school administrators determine the learning standards.

What is one requirement of standards-based grading systems?

• Adherence to unique, student-created standards

• Adherence to common standards

• Administration of norm-referenced assessments

• Administration of standardized assessments

How are standards-based grading systems different from norm-referenced grading systems?

• The use of technology to administer adaptive assessments

• The delineation of student performance related to peers

• The production of descriptive feedback

• The assignment of grade point averages to student records

Which grading system focuses on converting demonstrated levels of mastery to total points earned on a proficiency scale?

• Points-based grading system

• Percentage-based grading system

• Standards-based grading system

What is a teacher's primary focus in a standards-based grading system?

• Providing higher levels of complexity for items used on an assessment than for items used during instruction

• Measuring a student's learning related to the achievements of their peers

• Measuring student learning related to the achievement of learning goals

• Infrequently assessing student learning using a checklist of skills