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WorksheetsStandards-Based Grading Insights
Total questions: 21
Worksheet time: 11mins
What is a benefit of using standards-based grading compared to norm-referenced grading?
Standards-based grading provides more feedback than norm-referenced grading.
Standards-based grading is more open to adjustments in instruction than norm-referenced grading.
Standards-based grading is easier for score users to understand than norm-referenced grading.
Standards-based grading is more focused on the learning targets than norm-referenced grading.
What is a criticism of standards-based grading systems?
They do not reflect students' proficiency in soft skills such as time management and creativity.
They do not account for student behavior issues, so classroom management is more challenging.
They reduce the level of complexity to oversimplified learning targets, so students are not challenged enough.
They require more one-on-one instruction, which is not realistic for schools without block schedules.
A teacher is developing an assessment blueprint that includes a standard four-point proficiency scale.
How should the teacher allocate the number of items for each proficiency level?
Include an equal number of items for each level
Include a decreasing number of items for each level as complexity increases
Include more items that assess levels 2.0 and 3.0 than other levels
Include an increasing number of items for each level as complexity increases
Measurement topic: Key Ideas and Details
Standard: CCSS.ELA-Literacy.RL.9-10.2: "Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text" (Common Core State Standards Initiative, 2021).
Proficiency Level Learning Target
4.0The student will analyze the development of a theme in a given text and argue for the strengths and weaknesses of the author’s choices.
3.0The student will explain the theme or main idea of a given text, provide a summary, and show how the author uses literary or rhetorical devices to develop it.
2.0The student will determine the theme or main idea of a given text and provide a summary.
1.0The student will identify the main events or ideas in a text.
Which proficiency scale level corresponds with an assessment item that asks students to drag and drop options to organize the events in a text chronologically?
1.0
2.0
3.0
4.0
Which component of an assessment blueprint increases complexity?
Proficiency scales
Item types
Performance indicators
Backmapping process
A teacher wants to design assessments that assess individual students at their specific proficiency level.
What should be included in the assessment blueprint to ensure the proper complexity levels are assessed for each student?
A scoring rubric
Descriptions of relevant task models
A screener
Questions equated to comparable difficulty
4.0The student will analyze the distinction between opposing claims and apply clarifying language based on reasons and evidence.
3.0The student will craft structured and cohesive arguments using appropriate language, making connections with reasons and evidence.
2.0The student will distinguish the difference between claims, reasons, and evidence in a well-organized argument.
1.0The student will identify a topic for an argument to present in a composition.
Which item type could be included to assess target level 3.0 proficiency?
Single-select multiple-choice items that ask students to identify thesis statements
Multiple-select multiple-choice items that ask students to classify claims
An extended constructed-response item that asks students to offer and support an opinion
A research project
Which score must be considered when using the method of mounting evidence to determine a student’s summative score?
The most recent assessment score
The oldest assessment score
The average score of all assessments
The most frequent score on all assessments
Why are mathematical models used in standards-based grading?
To estimate student true summative scores
To estimate student true formative scores
To measure student true summative scores
To measure student true formative scores
What is important to consider about the accuracy of true scores when assessing student knowledge?
True scores are not accurate measurements of student knowledge because every assessment contains some inherent error.
True scores are not accurate measurements of student knowledge, so efforts would be better spent making error-free assessments.
True scores are accurate measures of student knowledge because every assessment inherently contains some error that must be accepted.
True scores are accurate measures of student knowledge, but efforts should be made to reduce assessment errors.
4.0The student will execute a variety of operations within a concrete model, implement the chosen strategy, and defend the reasoning for its use.3.0The student will perform relevant operations for given exercises by applying strategies based on properties of those operations.2.0The student will interpret which operation to use and perform the operation in given exercises.1.0The student will recognize which operation to use in given exercises.
Which item corresponds to developing level 2.0 on the proficiency scale?
Apply appropriate strategies for number operations to divide decimals to the hundredths in the given exercises.
Select the appropriate operations in the given exercises and perform the necessary calculations.
Review the given exercises and determine which operations are appropriate to perform the calculations.
Generate a concrete model in which to perform operations and implement the appropriate strategy.
4.0The student will construct a visual representation of a specific Earth system and its features and will assess the environmental impact.3.0The student will analyze a specific Earth system and its features and will explain the environmental characteristics.2.0The student will classify the physical features of a specific Earth system.1.0The student will recognize physical features of a specific Earth system.
Which assessment item corresponds to level 2.0 on the proficiency scale?
Match the physical features with the correct Earth systems.
Analyze one Earth system and its physical characteristics.
Arrange the physical features of the given Earth systems according to their correct categories as living or nonliving.
Create a multimedia slideshow of an Earth system and label physical features with notations assessing the environmental impact.
A high school digital media teacher has completed the assessment blueprint for the given measurement topic and standard and is now writing the assessment. The teacher is considering the following assessment item for the target 3.0 proficiency level:
Measurement Topic: Narrative Storytelling
Standard: M.5.2.2: "Compare and contrast the development of similar themes across two or more media products and analyze how they emerge and are shaped and refined by specific details" (Indiana Department of Education, 2023).
Item for Consideration: Generate a research project that compares, contrasts, and analyzes the theme of school choice across at least three forms of digital media.
What is problematic about including this item?
It assesses content that is unrelated to the standard.
It contains biased content.
It is not constructed properly.
It does not assess the correct proficiency level.
A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:
1.5
2.5
2.5
3.0
3.0
3.0
3.5
3.5
Which conclusion can be drawn about the student's mastery of the content?
The student is demonstrating exceeding proficiency.
The student is demonstrating proficiency.
The student is demonstrating emerging stages of proficiency.
The student is demonstrating a need for support to achieve proficiency.
A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:
1.0
1.0
1.5
1.5
1.5
2.0
2.0
2.0
Which conclusion can be drawn about the student's mastery of the content?
The student is demonstrating exceeding proficiency.
The student is demonstrating target proficiency.
The student is demonstrating emerging stages of proficiency.
The student is demonstrating a need for support to demonstrate proficiency.
A third-grade teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale.
Measurement Topic: Key Ideas and Details
Standard: CCSS.ELA-Literacy.RI.3.3: "Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect" (Common Core Standards Initiative, 2021).Proficiency LevelLearning Target
4.0The student will evaluate the steps involved in a scientific procedure and critique the cause and effect of the steps.
3.0The student will organize scientific concepts and analyze the relationships using key details.
2.0The student will interpret the sequence and relationship of a series of steps in a scientific process.
1.0The student will identify the steps in a scientific process.
Which assessment item corresponds to target level 3.0 on the proficiency scale?
Apply key details to classify given scientific topics and examine the relationships.
Generate guidelines to complete a scientific procedure, including the cause-and-effect relationship.
Recognize and list key steps in a scientific process.
Summarize the reasons for completing each step in a scientific process.
How is a student’s true score related to the error score?
The true score is an estimate of the actual score if the student had a zero-error score.
The true score is the student's score on an assessment after adjusting for the class’s average error score.
The true score is the average of the student’s scores over time minus their highest error rate during that period of time.
The true score is the student’s error score plus their observed score for that assessment.
A grading scale reflects the following details:
4 achievement levels — Advanced
3 achievement levels — Meets expectations
2 achievement levels — Partial mastery
1 achievement level — Little or no mastery
Which grading system does this grading scale represent?
Norm-referenced grading
Standards-based grading
Criterion-referenced grading
Percentage-based grading
How do standards-based grading systems support struggling students compared to other common grading systems?
By giving fewer summative assessments
By focusing on positive feedback rather than negative feedback
By allowing students to redo lessons and assignments as many times as necessary
By providing many easy-to-master assignments
An eighth-grade social studies teacher is reviewing the following standard for the curriculum and making note of the measurement topics:
INQ 9–12.5: "Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources" (Connecticut Social Studies Frameworks, 2015).
Which measurement topic aligns to the given standard?
Debate
Thesis statements
Historical Context
Research
How do proficiency scales help teachers create assessments?
They provide detailed descriptions of the specific knowledge and skills that are considered most important for each grade band.
They provide a continuum of knowledge levels and skills related to a specified standard.
They list statements of approved educational benchmarks at specified grade levels.
They provide a collection of learning targets with complexity beyond an academic standard.
