WorksheetsStandards-Based Grading Systems Worksheet
Total questions: 60
Worksheet time: 30mins
What is a benefit of a standards-based grading system for high-achieving students?
Instruction can be easily adjusted to provide new, more complex learning targets.
It is easy to keep high-achieving students motivated with high scores on most assignments.
High-achieving students can be identified easily by comparing student scores.
It is easy to create special assignments and extra credit opportunities for high-achieving students.
How is a narrative-based system different than a standards-based grading system?
The narrative grading system uses proficiency scores to a great extent, but the standards-based grading system does not.
The standards-based grading system uses proficiency scores, but the narrative grading system does not.
The narrative grading system is used to determine proficiency scores for written tasks, while the standards-based system is used for other performance tasks.
The standards-based system is used to report state-level proficiency scores, while the narrative grading system is used for informal evaluations.
Which factor distinguishes norm-referenced grading from standards-based grading?
Grade point average (GPA)
Performance of the rest of the class
Definition of grading standards
State accountability standards
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 focused on the learning targets than norm-referenced grading.
Standards-based grading focuses only on test scores.
Standards-based grading ignores learning objectives.
Why do teachers only grade student work related to the achievement of learning targets in standards-based grading systems?
Behaviors like participation and attendance are too subjective to grade.
Behaviors like participation and attendance are not as important as learning targets.
Teachers are able to help students focus on learning goals and track their progress.
Teachers are able to assign more assessments and provide more frequent feedback.
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
What is one difference between using criterion-referenced scoring in standards-based grading systems as opposed to using norm-referenced scoring?
Criterion-referenced scoring is easier to use when determining class rank than norm-referenced scoring.
Criterion-referenced scoring is not used on standardized tests, while norm-referenced scoring is.
Criterion-referenced scoring uses standards that are easier to adjust than those used in norm-referenced scoring.
Criterion-referenced scoring measures student progress toward mastery of specific criteria, while norm-referenced scoring measures progress relative to percentiles.
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.
Which problematic assessment practice does standards-based grading help teachers avoid?
Sampling one individual standard rather than multiple standards
Merging state and district standards
Unpacking sets of standards
Tagging multiple standards
Which statement is a criticism of standards-based grading systems?
They may not account for individual learning differences.
They provide clear expectations for students.
They focus on mastery of content.
They allow for consistent grading across teachers.
How are measurement topics beneficial to teachers?
They enable teachers to assess all the required state standards.
They help teachers identify a small set of themes to focus on during instruction.
They enable teachers to rename groups of focus statements.
They help teachers avoid incidental learning that is unrelated to the measurement topic.
An English language arts teacher is unpacking the following standard: "By the end of the year, read and comprehend literature, including stories, dramas, and poems for grades 6–8 text complexity band proficiently with scaffolding as needed, at the high end of the range." Which terms reflect the content of the standard?
Read, comprehend
Stories, dramas, poems
Complexity, scaffolding
Year end, high end of the range
A teacher must determine a relevant focus statement based on this standard for a U.S. history course: "The student understands the differences between the economic, technological, and human resources of both sides of a conflict." Which focus statement reflects this standard?
Debates the pros and cons of an economic relief policy
Explains the timeline and outcome of a national conflict
Knows about the materials that contributed to an event and its outcome
Which focus statement represents procedural knowledge?
Learns how to use a calculator
Composes sentences using a keyboard
Memorizes spelling words
Recalls the associative property of multiplication
Which focus statement represents declarative knowledge?
Comprehends who the antagonist is in a short story
Explains who the audience is in a persuasive essay
Predicts who the protagonist is in a novel
Supports with evidence the theme of a biography
Which focus statement represents procedural knowledge?
Comprehends prime factorization
Knows the Pythagorean theorem
Remembers the quadratic equation
Writes Roman numerals from 1 to 100
A 10th-grade world history teacher is reviewing the following standard: "List the principles of the Magna Carta, the English Bill of Rights, the American Declaration of Independence, the French Declaration of the Rights of Man and the Citizen, and the U.S. Bill of Rights." Which measurement topic aligns to the given standard?
Historical documents
Modern warfare
A high school theater arts teacher is reviewing the following standard: "Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance productions." Which measurement topic aligns to the given standard?
Nonverbal communication
Stage design
Stage blocking
Vocal expression
An eighth-grade social studies teacher is reviewing the following standard: "Determine the kinds of sources that will be helpful in answering compelling and supporting questions." Which measurement topic aligns to the given standard?
Debate
Thesis statements
Historical context
Research
A high school psychology teacher is reviewing the following standard: "Explain how biological and environmental factors interact to influence personality." Which measurement topic aligns to the given standard?
Behavior
Cognition
Genetics
A 10th-grade English language arts teacher is reviewing the following standard: "Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence." Which measurement topic aligns to the given standard?
Vocabulary
Persuasion
Transitions
Audience
A fourth-grade social studies teacher is reviewing the following standard: "Explain the impact of various events on life in Texas such as the Great Depression, the Dust Bowl, and World War II." Which measurement topic aligns to the given standard?
Politics
Geography
History
Government
A teacher wants to design a proficiency scale that will consider each student's varied level of understanding of the measurement topics. Which type of proficiency scale offers this benefit?
Demonstration-of-skills scale
Consistency-of-behavior scale
Half-point scale
Proficiency scales help teachers create assessments by:
providing clear criteria for measuring student progress
They provide a continuum of knowledge levels and skills related to a specified standard.
They provide a collection of learning targets with complexity beyond an academic standard
Proficiency scales address weaknesses in standardized performance assessments by:
providing detailed feedback on specific skills and knowledge
focusing only on overall test scores
ignoring individual learning progress
replacing all forms of assessment with standardized tests
Teachers can use proficiency scales to facilitate learning progress by:
tracking student progress and identifying areas for improvement.
Explain to students how the learning targets can be used to progress toward a standard measured on a scale
Isolate learning targets within a standard to ensure students understand the connection with activities measured on a scale
A high school mathematics teacher is reviewing the following standard: "Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value." Which proficiency scale statement measures target level 3.0 proficiency for procedural knowledge?
The student will develop a probability distribution for a random variable and then find the expected value.
The student can list possible outcomes for a random variable but cannot calculate probabilities.
The student can only define a random variable without developing a probability distribution.
The student can find the expected value only when given the probability distribution.
A third-grade teacher is developing a proficiency scale to assess students' procedural knowledge of sentence construction. The scale is 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).
CCSS.ELA-Literacy.L.3.1.i: "Produce simple, compound, and complex sentences" (Common Core Standards Initiative, 2021).
Which proficiency scale statement measures procedural knowledge at target level 3.0 proficiency for the given standards?
The student will create a compound sentence with proper nouns aligned with relevant pronouns in the second clause.
The student will format a complex sentence with proper nouns, active verbs, and direct or indirect objects.
The student will label the various parts of speech in a compound sentence, including the subject, predicate, and coordinating conjunction.
The student will use the possessive form of pronouns in a complex sentence.
A middle school music teacher wants to design a proficiency scale to determine which students possess the basic skills for playing instruments. Which proficiency scale statement measures procedural knowledge at developing level 2.0?
The student will play a musical scale with proper technique on a trumpet.
The student will read written notation while playing a melody on a saxophone.
The student will demonstrate proper fingering technique on a clarinet.
The student will demonstrate how to play a standard chord on a violin.
A music teacher is creating a proficiency scale for the measurement topic of song composition. Which proficiency scale statement measures procedural knowledge at advanced level 4.0?
The student will compose and sing a song, including two verses and a chorus.
Identifies basic elements of a song composition.
Describes the steps involved in composing a simple melody.
Recognizes different genres of music.
A team of teachers is reviewing standards to update proficiency scales. One standard is: "Integrate quantitative or technical information expressed using words in a text with a version expressed visually using a flowchart, diagram, model, graph, or table." Which proficiency scale statement aligns with developing level 2.0?
The student will describe technical information in a text and integrate it into a diagram.
The student, with help, will combine text with a visual image.
The student will depict technical information from a text in a table.
The student will create a detailed flowchart integrated with technical information.
A fifth-grade teacher is creating a proficiency scale to assess phonics and word analysis. Which proficiency scale statement measures developing level 2.0?
The student will identify syllabication patterns to successfully read out-of-context unfamiliar words.
The student, with help, will demonstrate letter-sound combinations.
The student will identify morphology to aid in accurate reading of unfamiliar in-context words.
The student will describe phonics and decoding techniques.
An English language arts teacher is designing a proficiency scale to assess declarative knowledge of literary concepts. Which proficiency scale statement corresponds to developing level 2.0?
The student will explain how an author's voice impacts a story.
The student will predict what would happen if the protagonist and antagonist switched roles.
The student will determine the central theme of a story.
What characteristic of parallel assessments refers to measuring the same trait on all forms of the test?
Unidimensionality
Internal consistency
Vertical scalability
Fairness
What is a characteristic of parallel assessments?
They assess multiple standards.
They are administered to different groups of students in order to compare scores.
They are administered concurrently to determine reliability.
They assess the full scope of a standard or learning objective.
What is the purpose of parallel assessments?
To determine a student's report card grade
To determine student placement in advanced classes
To determine whether a student should pass or fail a course
To determine a student's depth of knowledge of a measurement topic
What is the purpose of parallel assessments?
To compare two students who have the same proficiency level
To assess students using items with varying levels of difficulty
To measure multiple learning standards simultaneously
To track student progress on singular learning objectives
Which example illustrates response-code scoring?
High partial accuracy (HP)
Section B score: 5/40 = 13%
Overall score obtained: 35/40
Advanced proficiency level
Which statement accurately describes response-code scoring for a traditional test?
A student's score is based on all homework and test grades averaged cumulatively.
The highest grade earned in a class is given a score of 100, then all other grades are calculated based on that adjustment.
The teacher determines the percentage of available points a student earned on each section of a test and then translates that into a score on a proficiency scale.
Each answer on a student's test is given a label, and the pattern of labels is used to determine the student's level of proficiency.
A teacher is developing an assessment blueprint with a four-point proficiency scale. How should the teacher allocate the number of items for each 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
A high school science teacher is designing an assessment blueprint for ecosystems. The item type that could assess advanced level 4.0 proficiency is:
Performance-based task
A short essay that asks students to elaborate on the potential impact climate change might have on a specific ecosystem
True/False question
Matching exercise
A high school English teacher is designing an assessment blueprint for the given measurement topic, standard, and proficiency scale.
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).
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 assessments that match each student's proficiency level. What should be included?
A scoring rubric
Descriptions of relevant task models
A screener
Questions equated to comparable difficulty
Which components of an assessment blueprint ensure proper coverage?
Number and types of test items
Measurement topics and standards alignment
Item difficulty and rubric descriptors
Percentage of items and difficulty level for each topic
An ELA teacher is designing an assessment blueprint for analyzing claims, evidence, and reasoning. Which item type could 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 mounting evidence method for summative scores?
The most recent assessment score
The oldest assessment score
The average score of all assessments
The most frequent score on all assessments
What indicates the concept of best fit when analyzing assessment scores?
The lowest percentage of error between actual and predicted scores
The highest percentage of error between actual and predicted scores
The least difference between actual and predicted scores
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
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.
The true score is the student’s error score plus their observed score.
What is important to consider about the accuracy of true scores?
True scores are not accurate measurements because every assessment contains some error.
True scores are not accurate, so efforts would be better spent making error-free assessments.
True scores are accurate because every assessment inherently contains some error that must be accepted.
True scores are accurate, but efforts should be made to reduce errors.
A student has scores: 0.5, 1.5, 2.0, 2.0, 2.5, 2.5, 3.0. The estimated true summative score is 3.1. Which model was used?
Average
Median
Linear
Decaying
A student has scores: 2.0, 2.0, 2.5, 3.0, 4.0. What is the summative score using the average model?
2.7
2.9
3.0
3.3
A third-grade teacher is writing assessment items for the following standard: "Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures." Which item corresponds to target level 3.0?
Apply key details to classify scientific topics and examine relationships.
Generate guidelines to complete a scientific procedure, including cause-and-effect.
Recognize and list key steps in a process.
Summarize the reasons for completing each step in a process.
A fifth-grade math teacher is writing assessment items for decimals. Which item corresponds to developing level 2.0?
Apply appropriate strategies for dividing decimals.
Select the appropriate operations and perform the calculations.
Review exercises and determine which operations to use.
Generate a concrete model in which to perform operations.
Which item corresponds to level 2.0?
Match physical features with Earth systems.
Analyze one Earth system and its characteristics.
Arrange physical features into categories as living or nonliving.
Create a multimedia slideshow of an Earth system with notes on impact.
A digital media teacher is considering an assessment item: "Generate a research project comparing themes of school choice across three media." What is problematic about this item?
It assesses content unrelated to the standard.
It contains biased content.
It is not constructed properly.
It does not assess the correct proficiency level.
A student has scores: 1.5, 2.5, 2.5, 3.0, 3.0, 3.0, 3.5, 3.5. Which conclusion can be drawn?
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.
A student has scores: 1.0, 1.0, 1.5, 1.5, 1.5, 2.0, 2.0, 2.0. Which conclusion can be drawn?
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.
