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WorksheetsStandard base assessment D184
Total questions: 85
Worksheet time: 43mins
1. Which evidence do teachers use to evaluate student knowledge and comprehension in a standards-based grading system?
Students earn letter grades related to a specific measurement topic.
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.
2. 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 numerical scores.
Students achieve higher percentage scores.
3. 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 yet to fully master the standard being assessed.
The student is better suited to a proficiency scale with a lower number of possible points.
The student has received 2.0 on all assessments so far.
The student received a subpar score on the final exam.
4. What distinguishes the assessments in a standards-based grading system from those of a traditional grading system?
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, the number of possible points varies by assessment; in standards-based systems, the proficiency scale remains the same, regardless of the assessment.
In traditional grading systems, students understand how to improve with simple feedback; in standards-based systems, complex feedback is required to understand assessment scores.
5. What distinguishes standards-based grading systems from standards-referenced grading systems?
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, 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, 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, teachers create learning outcomes based on given standards, while in standards-referenced grading systems, school administrators determine the learning standards.
6. What is one requirement of standards-based grading systems?
Administration of standardized assessments
Administration of norm-referenced assessments
Adherence to common standards
Adherence to unique, student-created standards
7. How are standards-based grading systems different from norm-referenced grading systems?
The delineation of student performance related to peers
The assignment of grade point averages to student records
The use of technology to administer adaptive assessments
The production of descriptive feedback
8. Which grading system focuses on converting demonstrated levels of mastery to total points earned on a proficiency scale?
Percentage-based grading system
Standards-based grading system
Points-based grading system
Letter-based grading system
9. 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
Infrequently assessing student learning using a checklist of skills
Measuring student learning related to the achievement of learning goals
10. Which advantage do standards-based grading systems have over traditional grading systems?
Extraneous content can be used in assessments.
Broadly interpreted content can be used in assessments.
Multiple standards are assessed at a time, rather than one individual standard.
One individual standard is assessed at a time, rather than multiple standards.
11. What is one advantage of using a numerical score of 2.0 rather than a letter grade of C or D to communicate a student's proficiency level to guardians?
Assigning a student a numerical proficiency level is a more positive method of indicating that the student is not yet proficient, compared to giving the student a C or D letter grade.
Assigning a student a numerical proficiency level of 2.0 is further from the bottom grade than a C or D and may motivate the student to improve.
Assigning a 2.0 numerical proficiency level indicates that the student can perform twice the number of tasks as the lowest level of proficiency.
Assigning a student a numerical proficiency level of 2.0 more clearly indicates the student's need for additional practice to achieve proficiency
12. What is a common criticism of standards-based grading?
Assessment results do not contain content outside of the stated standard.
Standards are too simple to sufficiently challenge students to demonstrate proficiency.
Interpretation of assessment results is difficult because proficiency scales are complex.
Feedback provided to students via proficiency scales lacks guidance for improvement.
13. What is the purpose of a focus statement for a standard?
To narrow in on overlooked peripheral content
To remind students to concentrate
To combine multiple standards into one standard for classroom assessments
To clarify the standard for classroom assessments
14. How do measurement topics guide the assessment development process?
They help identify content and skills to be tested.
They help evaluate student responses.
They help establish teaching strategies.
They help direct the development of focus statements.
15. Which element is included in measurement topics?
Course of study
Concepts
Focus statements
Academic standards
16. Which focus statement assesses declarative knowledge?
Analyzes and documents the steps in the process of the citric acid cycle
Illustrates a mitochondrion
Creates a presentation about proton gradients
Understands the synthesis of adenosine triphosphate
17. Which focus statement assesses declarative knowledge?
Utilizes paint colors to create a new color
Photographs a painting
Understands how certain colors are created
Explains the effects of mixing certain paint colors
18. Which focus statement assesses procedural knowledge?
Identifies the sacrifices of European troops in WWII
Comprehends the events leading up to WWII in Europe
Demonstrates troop movements at the Battle of the Bulge
Understands the outcome of WWII on world politics
19. A second-grade teacher is reviewing a math curriculum standard to identify measurement topics.
CCSS.MATH.CONTENT.2.OA.A.1: "Solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, unknowns in all positions" (Common Core State Standards Initiative, 2021).
Which measurement topic aligns with the given standard?
Dollars and cents
Telling time
Shapes and figures
Subtraction
20. A seventh-grade teacher is reviewing a math standard to identify measurement topics.
CCSS.MATH.CONTENT.7.RP.A.1: "Compute unit rates associated with ratios of fractions" (Common Core State Standards Initiative, 2021).
Which measurement topic aligns with the given standard?
Proportions
Probability
Volume
Scale
21. A sixth-grade teacher is reviewing a science standard to identify measurement topics.
CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support the analysis of science and technical texts (Common Core State Standards Initiative, 2021) .
Which measurement topic aligns with the given standard?
Key ideas
Text organization
Visualization
Speculation
22. A sixth-grade teacher is reviewing a science standard to identify measurement topics.
CCSS.ELA-LITERACY.RST.6-8.6: "Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text" (Common Core State Standards Initiative, 2021).
Which measurement topic aligns to the given standard?
Research
Intent
Conclusions
Evidence
23. A second-grade teacher is reviewing a language arts standard to identify measurement topics.
CCSS.ELA-LITERACY.W.2.1: "Write opinion pieces" (Common Core State Standards Initiative, 2021).
Which measurement topic aligns with the given standard?
Research
Persuading others
Supporting evidence
Perspectives and positions
24. A third-grade teacher is reviewing a math standard to identify measurement topics.
CCSS.MATH.CONTENT.3.G.A.1: "Understand that shapes in different categories may share attributes" (Common Core State Standards Initiative, 2021).
Which measurement topic aligns with the given standard?
Fractions
Time
Area
Money
1. What is the purpose of the different levels used in proficiency scales?
They allow students to self-assess since the levels describe exactly what students should be able to do.
hey ensure that all students will move to the highest level at some point.
They correspond directly with the traditional letter grades.
They help teachers specify exactly what students at each level should be able to do.
2. 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 be created in a generic form to measure all standards.
They can determine whether a student is proficient at a single level.
3. How does using a proficiency scale benefit teachers?
It ensures that students are proficient in all standards.
It saves teachers time when grading assessments compared to traditional methods.
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.
4. What is one benefit for teachers using proficiency scales?
Proficiency scales give teachers more time for instruction by allowing students to self-assess their learning.
Proficiency scales can provide a detailed account of student learning.
Proficiency scales allow teachers the flexibility to subjectively measure student progress.
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 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.
The student will apply basic grammar usage in sentences and define standard vocabulary taught in class.
6. 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?
The student will analyze multiple themes in the story.
The student will summarize passages and identify central ideas from the text.
The student will recognize and recall important details from the text.
With help, the student will understand the basic ideas from the text.
7. 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 describe and compare various text elements.
The student will analyze various text events and relate those events to previous events.
With help, the student will understand the facts presented in the text.
8. 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, with help, demonstrate a limited understanding of the basic structure of atoms.
The student will use their knowledge of atomic structure to explain complex chemical phenomena, such as bonding and reactivity.
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.
9. A high school theater arts teacher is developing a proficiency scale to measure procedural knowledge of a measurement topic, aesthetics in technical theater, based on the following standard:
NC Theater standard: B.AE.1: "Understand how to design technical theatre components, such as costumes, sets, props, makeup, lighting, and sound" (North Carolina Beginning Theater Arts Standards, 2023).
Which proficiency scale statement measures procedural knowledge at the developing proficiency level of 2.0 for the given measurement topic?
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, with assistance, define lighting, set, props, and other technical theater terms.
The student will adequately complete technical theater tasks with assistance.
10. A team of fifth-grade teachers are reviewing the following math standard and are creating a proficiency scale for the measurement topic of fractions:
CCSS.MATH.CONTENT.5.NF.A.2: "Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators (e.g., by using visual fraction models or equations to represent the problem)" (Common Core State Standards Initiative, 2021).
Which proficiency scale statement corresponds to target level 3.0 proficiency for the given measurement topic?
The student will solve addition and subtraction word problems involving fractions.
The student will explain the concept of adding and subtracting fractions to others.
The student will create and solve detailed word problems involving fractions.
The student will, with help, describe a fraction.
11. A middle school English Language Arts teaching team is reviewing the following standard and is creating a proficiency scale for the measurement topic of craft and structure:
CCSS.ELA-LITERACY.RL.4.6: "Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations" (Common Core State Standards Initiative, 2021).
Which proficiency scale statement corresponds to advanced level 4.0 proficiency for the given measurement topic?
The student will explain and find examples of different types of third-person narration, such as limited and omniscient.
The student will identify the main viewpoint of the storyteller.
The student will distinguish how first-person or third-person perspectives would change a story.
The student will articulate and defend their interpretation of how character perspective contributes to the meaning of a short story.
12. How are parallel assessments administered to measure student progress?
Parallel assessments are given to multiple students one time to measure against peer performance.
Parallel assessments are given with a variety of difficulty levels.
Parallel assessments are given to measure multiple standards in a course simultaneously.
Parallel assessments are given to measure student progress on one standard over time.
13. What is a unique aspect of parallel assessments that makes them reliable in measuring student learning?
Cognitive complexity
Validity
Unidimensionality
Structural variability
14. What is one characteristic of parallel assessments?
They remove some measurement error from observed scores.
They assess students informally.
They are more reliable than traditional assessments.
They can be administered once to measure student progress effectively.
15. What is one benefit of using parallel assessments in the classroom?
They are easier to grade than other forms of assessment.
They allow for peer grading to increase instructional time.
They help guide instruction to increase student progress.
They can be used in the place of summative assessments.
16. What is one benefit of parallel assessments?
They can replace the need for formative assessments.
When used with other forms of assessment, they can provide a more accurate picture of student learning.
When used with other forms of assessment, they can decrease the number of standards that must be taught.
When given multiple times, they increase the likelihood of students achieving advanced proficiency of the standards.
17. How is the point-scoring method used in assessing student learning?
It is used to arrive at a proficiency score by calculating the total points scored on all assessments during a testing period.
It is used to determine the percentage of available points a student earned on sections of a test, which is translated into a score on a proficiency scale.
It is used to average scores earned on a series of tests to determine either a passing grade or a failing grade.
It is used to assign each student a starting benchmark score and allows the score to increase or decrease based on progress.
18. What is one key feature of the response-code scoring method for assessments?
Each student answer is marked with labels, and the pattern of labels is then examined to determine the student's level of proficiency.
Each individual section of an assessment is marked with a letter grade of A–F and then averaged.
It allows students to peer-grade one another's assessments using a checklist.
It results in scores being weighted, with the highest score for the class receiving full credit and all other student scores in the class being averaged based on the high score.
19. A teacher is creating a blueprint for an assessment on a measurement topic, "cite textual evidence," based on the proficiency scale for the following corresponding standard:
CCSS: RI.6.1: "Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text" (California Department of Education, 2023).
Proficiency Level
Learning Target
4.0
The student will provide in-depth analysis and make detailed inferences beyond what is presented in the text.
3.0
The student will cite textual evidence to support analysis of grade-level appropriate text and support inferences derived from the text.
2.0
The student will recognize or recall specific terms (e.g., analysis, cite, explicit, inference, logical, support, text, textual evidence) and perform basic processes to summarize text and draw logical conclusions.
1.0
The student will understand what it means to summarize a grade-level-appropriate text and cite textual evidence.
A short response prompt, where conclusions from arguments in the text will be drawn
An essay prompt, where inferences will be drawn from evidence in the text
A comparison and analysis of two essays
A fill-in-the-blank chart, identifying arguments and providing definitions presented in the text
20. A teacher is writing items to assess a measurement topic, "determine central idea," based on the proficiency scale for the following corresponding standard:
CCSS.ELA-LITERACY.RI.6.2: "Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments" Common Core State Standards Initiative (2021).
Proficiency Level
Learning Target
4.0
The student will demonstrate in-depth inferences and applications to trace and evaluate the central idea in a grade-appropriate text, providing an objective and comprehensive summary of the text.
3.0
The student will cite textual evidence to support analysis of a grade-level-appropriate text’s central idea and provide an objective text summary.
2.0
The student will recognize or recall specific details from the text, such as vocabulary, the central idea, and most main events, to summarize what a grade-appropriate text says explicitly.
1.0
The student will, with help, have a partial understanding of what it means to summarize a grade-level-appropriate text and to name a central theme, with prompting.
Which assessment task corresponds with the 4.0 level on the given proficiency scale?
A summary of a short story without inferences
A short response prompt asking for the definition of "central idea"
A summary of a short story with assistance from the teacher
An analysis of a short story for the central idea and main events
21. A teacher is creating a blueprint for an assessment on a measurement topic, the solar system, based on the proficiency scale for the following corresponding standard:
MS-ESS1-1: "Earth's Place in the Universe: Develop and use a model of the earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons" (Next Generation Science Standards, 2023).
Proficiency Level
Learning Target
4.0
The student will articulate the scientific principles behind the interrelationships within the earth-sun-moon system and describe complex cyclic patterns.
3.0
The student will understand and explain the relationships between lunar phases, eclipses of the sun and moon, and seasons.
2.0
The student will describe the basics of the earth-sun-moon system and their relative positions.
1.0
The student will, with help, identify the earth, sun, and moon.
Which assessment task could this teacher include in the assessment blueprint to assess level 2.0 proficiency?
Drawing a diagram of the positions of the earth, moon, and sun
A description of the moon in relation to the earth
A description of the differences in the appearance and location of the moon at different times
An analysis of the cycles of celestial bodies in the solar system and how they relate to one another
22. A teacher is creating a blueprint for an assessment on the measurement topic of waves based on the proficiency scale for the following corresponding standard:
4-PS4-1: "Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move" (Next Generation Science Standards, 2023).
Proficiency Level
Learning Target
4.0
The student will develop an advanced wave model to show wave amplitude, wavelength, and object movement and be able to articulate these processes.
3.0
The student will understand and explain waves in terms of wavelength, amplitude, and how they cause movement, and the student will create a model of a wave.
2.0
The student will describe the basics of how waves work.
1.0
The student will, with help, define a wave.
Which assessment task could this teacher include in the assessment blueprint to assess level 4.0 proficiency?
Answering multiple-choice items with terms and definitions
Creating a model of wavelength and amplitude
Creating a working model of a wave
Providing a short response explanation of how waves work
23. A theater teacher is creating a blueprint for an assessment on a measurement topic, reading and writing scripts, based on the proficiency scale for the following corresponding standard:
NC Theater Arts: B.AE.1: "Understand how to read and write scripts that communicate conflict, plot, and character" (Public Schools of North Carolina, 2023).
Proficiency Level
Learning Target
4.0
The student will demonstrate an in-depth understanding of and apply the elements of conflict, plot, and character in scripts to create original and innovative scripts that are both technically sound and artistically expressive.
3.0
The student will demonstrate a strong understanding of the elements of conflict, plot, and character in scripts and write a well-structured script that effectively communicates conflict, plot, and character using a variety of literary devices and techniques.
2.0
The student will demonstrate a basic understanding of the elements of conflict, plot, and character in scripts and write a script that includes a conflict, plot, and characters.
1.0
The student will demonstrate an understanding of the elements of conflict, plot, and character in scripts.
Which assessment task could this teacher include in the assessment blueprint to assess level 2.0 proficiency?
Writing a full-length script that uses the literary techniques of conflict, plot, and character
Completing multiple-choice items related to conflict, plot, and character development
Creating and presenting an original script that showcases the literary elements of conflict, character, and plot
Writing a short script that includes the conflict of two characters arguing
24. A middle school earth science teacher is writing items to assess the measurement topic of gravity based on the proficiency scale for the following corresponding standard:
MS-ESS1-2: "Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system" (Next Generation Science Standards, 2023).
Proficiency Level
Learning Target
4.0
The student will develop and present a model to compare the role of gravity among solar systems.
3.0
The student will develop a model to demonstrate gravity, explaining how gravity works within galaxies in our solar system.
2.0
The student will explain the concept of gravity within our solar system and galaxy, using an already developed model.
1.0
The student will define gravity.
Which assessment task corresponds with the 4.0 level on the given proficiency scale?
Providing a short response explanation of gravity
Creating and demonstrating gravity models for solar systems
Creating and explaining a gravity model for Earth's solar system
Matching the word "gravity" with its definition
25. An eighth-grade teacher is creating an assessment blueprint for the measurement topic of mapping based on the proficiency scale for the following corresponding standard:
HG.1.1.HS: "Understand how to read and interpret maps" (South Carolina Social Studies Standards, 2019).
Proficiency Level
Learning Target
4.0
The student will construct a map for the understanding and problem-solving of an issue related to human systems.
3.0
The student will interpret a map of human systems and/or characteristics in order to explain a concept.
2.0
The student will identify human systems (e.g., migration flows, population centers) on a map.
1.0
The student will differentiate between land and sea on a map.
Which assessment task corresponds with the 1.0 level on the given proficiency scale?
Providing an analysis of human migration using a map
Identifying an area of land on a map
Identifying areas of high human population density on a map
Creating a map for problem-solving explanations
1. What is true of the method of mounting evidence?
It uses mathematics to estimate true summative scores that occur at any point in time.
It estimates summative scores over time based on observed patterns.
It determines summative scores by averaging all observed scores.
It establishes summative scores by plotting a line that increases or decreases in equal increments.
2. What is true of the method of mathematical models?
It applies to all measurement topics collectively to determine a student's summative score.
It distinguishes the difference between a student's true score and observed score.
It uses technology to estimate a student's true summative score that occurs at any point in time.
It assumes that a student's initial learning performance flattens over time.
3. What is true about determining the best-fit model?
It is determined with the assumption that a student's learning occurs in steady and equal increments to produce true scores.
It is determined by comparing error rates between the true scores predicted and the actual scores observed.
It is determined by estimating the student's current summative score based on observed scores.
It is determined with the assumption that learning remains the same from one assessment to the next with equal average scores.
4. A teacher is reviewing a student's assessment scores for one measurement topic:
Date
Score
November 1
2.0
November 6
2.5
November 11
3.0
November 16
3.0
November 25
3.5
November 30
4.0
December 7
3.5
December 12
3.5
Which score represents the student's summative score using the method of mounting evidence?
2.5
3.0
3.5
4.0
5. A teacher is reviewing a student's assessment scores for four measurement topics:
Measurement Topic
Assessment Scores
Structure of Matter
1
2.5
3
2.5
2.5
Properties of Energy
2
2.5
3
3
3
Principles of Heredity
1.5
2
2.5
3
2.5
Function of Organisms
2.5
3.5
3
4
3.5
Which measurement topic would have a summative score of 3.0, based on the method of mounting evidence?
Principles of heredity
Structure of matter
Properties of energy
Function of organisms
6. How is the Marzano Growth Calculator used to identify a student's true summative score?
It examines true summative scores based on the method of mounting evidence.
It identifies true summative scores based primarily on the average.
It calculates true summative scores using three mathematical models to determine the best-fit model.
It calculates differences between true and observed summative scores to determine the best-fit model.
7. A teacher reviewed a student's first five assessment scores for a measurement topic and is using the Marzano Growth Calculator to calculate the most accurate true summative score for the student.
Observed Scores
1. 2.0
2. 2.5
3. 3.0
4. 3.0
5. 3.5
Mathematical Model
True Summative Score
Error Score
Average
2.80
2.20
Linear function
3.50
0.50
Power function
3.42
0.39
What is the most accurate estimate of this student's true summative score based on the teacher's calculations?
3.50
2.80
3.00
3.42
8. A teacher reviewed a student's first five assessment scores for a measurement topic and is using the Marzano calculator to calculate the most accurate true summative score for the student.
Observed Scores
1. 3.5
2. 3.5
3. 3.0
4. 4.0
5. 4.0
Mathematical Model
True Summative Score
Error Score
Average
3.60
1.60
Linear function
3.90
1.20
Power function
3.76
1.34
What is the most accurate estimate of this student's true summative score based on the teacher's calculations?
3.90
4.00
3.60
3.76
9. A teacher reviewed a student's assessment scores for a measurement topic and is using the Marzano Growth Calculator to calculate the most accurate true summative score for the student.
Observed Scores
1. 3.5
2. 4.0
3. 3.5
4. 3.0
5. 3.5
Mathematical Model
True Summative Score
Error Score
Average
3.50
1.00
Linear function
3.30
1.20
Power function
3.35
1.25
What is the most accurate estimate of this student's true summative score based on the teacher's calculations?
3.30
3.35
3.38
3.50
10. A teacher reviewed a student's assessment scores for a measurement topic and is using the Marzano Growth Calculator to calculate the most accurate true summative score for the student.
Observed Scores
1. 2.0
2. 2.5
3. 2.5
4. 3.0
5. 4.0
Mathematical Model
True Summative Score
Error Score
Average
2.80
0.56
Linear function
3.70
0.22
Power function
3.47
0.24
What is the most accurate estimate of this student's true summative score based on the teacher's calculations?
2.80
3.70
3.47
3.32
11. Which equation represents the relationship between a student's observed score and true score on an assessment?
true score = observed score + error score
observed score = true score + error score
error score = true score + observed score
true score = error score – observed score
Why did the teacher determine 3.03 to be the true summative score for the student on this measurement topic?
It is the predicted score using the average model.
It is the predicted score using the linear model.
It reflects the lowest estimate of the summative scores provided by the calculator.
It reflects the best-fit score identified by the calculator.
13. A teacher recorded a student's scores from five assessments for one measurement topic and calculated true summative scores using the Marzano Growth Calculator. Based on the calculations, the teacher determined the true summative score to be 4.00.
Assessment
1
2
3
4
5
Total Difference
Average Difference
Observed Score
3.00
3.00
3.50
4.00
4.00
Average
Predicted
3.50
3.50
3.50
3.50
3.50
-
-
Difference from Observed
0.50
0.50
0.00
0.50
0.50
2.00
0.40
Linear
Predicted
2.90
3.20
3.50
3.80
4.00
-
-
Difference from Observed
0.10
0.20
0.00
0.20
0.00
0.5
0.10
Power Law
Predicted
2.85
3.29
3.57
3.79
3.97
-
-
Difference from Observed
0.15
0.29
0.07
0.21
0.03
0.75
0.15
Why did the teacher determine 4.00 to be the true summative score for the student on this measurement topic?
It contains the least error.
It contains the greatest error.
It is the mean true summative score.
It is the median true summative score.
14. An eighth-grade English language arts teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale:
Measurement Topic: Writing and Composition
Standard 3.
GLE.2. Writing and Composition:
"Write well-developed and logically organized informative/explanatory texts, conveying relevant content through precise language, domain-specific vocabulary, and formal style" (Colorado Department of Education, 2020).
Proficiency Level
Learning Target
4.0
The student will research a topic, produce a well-developed and organized informative or explanatory text, and incorporate domain-specific vocabulary.
3.0
The student will craft a well-developed and organized informative or explanatory text on a topic using precise language.
2.0
The student will select and use precise language in an informative or explanatory text on a topic.
1.0
The student will recognize how to organize content for an informative or explanatory text for a topic.
Which assessment task corresponds to a level 2.0 on the proficiency scale?
Draft a plan to write an informative or explanatory text on a chosen topic
Explore and critique a complex topic for an informative or explanatory text and include relevant terminology
Create a topic-related word cloud to include in an informative or explanatory text
Select and write an informative or explanatory text on a topic and use appropriate terminology
Which assessment task corresponds to a level 2.0 on the proficiency scale?
Draft a plan to write an informative or explanatory text on a chosen topic
Explore and critique a complex topic for an informative or explanatory text and include relevant terminology
Create a topic-related word cloud to include in an informative or explanatory text
Select and write an informative or explanatory text on a topic and use appropriate terminology
15. A high school science teacher has completed the assessment blueprint and is now considering including the following assessment item for the advanced 4.0 proficiency level:
Measurement Topic: Anatomy and Physiology
Standard: HS-AP 1–6: "Identify anatomical terms (including anatomical orientation, regions, planes) on a diagram, model, or through dissection" (Indiana Department of Education, 2023).
Item for Consideration: Create a chart with anatomical terms and definitions.
What is problematic about including this item?
Unrelated content
Quality of construction
Degree of item difficulty
Biased content
16. A high school mathematics teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale:
Measurement Topic: Geometric Theorems
Standard 4, Geometry. GLE: HS.G-SRT.B.
"Similarity, Right Triangles, and Trigonometry: Prove theorems involving similarity" (Colorado Department of Education, 2020).
Proficiency Level
Learning Target
4.0
The student will analyze the relation of similarity to theorems using trigonometry.
3.0
The student will explain how theorems involve similarity.
2.0
The student will classify geometry terms by their functions.
1.0
The student will describe geometry terms.
Which item corresponds to target level 3.0 on the proficiency scale?
Write a few paragraphs discussing theorem relationships among similarity, right triangles, and trigonometry
Create a table of geometry terms classified by their functions within theorems related to trigonometry
Construct a diagram with right triangles and notations that demonstrates the connection between theorems and trigonometry
Develop a vocabulary list of geometry terms relevant to theorems, similarity, and trigonometry
17. A middle school computer science teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale.
Measurement Topic: Programs and Algorithms
Standard: 6–8.PA.1.
"Design and iteratively develop programs that combine the following: sequencing, looping (including nested loops), conditionals (including compound conditionals), expressions, variables, functions, and parameters" (Indiana Department of Education, 2023).
Proficiency Level
Learning Target
4.0
The student will test and analyze programs and provide feedback.
3.0
The student will design and iteratively develop programs that combine multiple programming components.
2.0
The student will design programs involving one programming component (e.g., sequencing, looping, conditionals, expressions, variables, functions, parameters).
1.0
The student will define key programming terms and components.
Which assessment item corresponds to advanced level 4.0 on the proficiency scale?
Evaluate the components of an applicable program in a slideshow presentation
Describe and design the multiple components of an applicable program
Identify the components of an applicable program in a diagram
Compare the components of an applicable program in a chart, and design a single-component program
18. A sixth-grade social studies teacher has completed the assessment blueprint and is now writing assessment items for the given measurement topic, standard, and proficiency scale.
Measurement Topic: Civics
Standard 4. Civics. GLE 1:
"Analyze the relationships of different nations in the Western Hemisphere" (Colorado Department of Education, 2020).
Proficiency Level
Learning Target
4.0
The student will compare and contrast relationships among several different Western Hemisphere nations.
3.0
The student will analyze relationships between two Western Hemisphere nations.
2.0
The student will identify relationship factors between two Western Hemisphere nations.
1.0
The student will recall different Western Hemisphere nations.
Which assessment item corresponds to target level 3.0 on the proficiency scale?
Discuss the relationship between Canada and the United States in an essay
Create a Venn diagram representing relationship factors between Canada and the United States
List the countries in the Western Hemisphere
Evaluate the similarities and differences between Canada, Mexico, and the United States in a presentation
19. A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:
1. 1.0
2. 1.5
3. 1.5
4. 2.0
5. 2.5
6. 3.0
7. 2.5
8. 2.5
Which conclusion can be drawn about this student's mastery of the content?
The student has exceeded proficiency.
The student is demonstrating developing stages of proficiency.
The student is demonstrating the need for support to achieve proficiency.
The student has achieved proficiency.
20. A teacher is reviewing the student proficiency scores on the first three assessments for a measurement topic.
Student
Subgroups
Assessment 1
Assessment 2
Assessment 3
Student 1
A
2.0
2.5
3.0
Student 2
B
2.5
3.0
3.5
Student 3
B, C
3.0
3.5
4.0
Student 4
A, D
3.5
3.5
4.0
Student 5
A, B
2.5
2.5
3.0
Student 6
B, D
2.0
2.0
2.5
Student 7
A, C
2.5
3.0
3.5
Student 8
D
3.5
3.5
3.5
Student 9 A, C3.03.03.5Student 10 B2.04.02.5
Which conclusion about student performance is supported by the dataset?
None of the students in Subgroup A are demonstrating growth.
All of the students in Subgroup C are demonstrating growth with each assessment.
The data for Student 2 includes an outlier.
The data for Student 10 includes an outlier.
21. A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:
1. 2.0
2. 2.0
3. 3.0
4. 3.5
5. 4.0
6. 4.0
7. 4.0
8. 4.0
Which conclusion can be drawn about this student's mastery of the content?
The student is demonstrating the need for support to achieve proficiency.
The student has exceeded proficiency.
The student has achieved proficiency.
The student is demonstrating developing stages of proficiency.
22. A teacher is reviewing student proficiency scores on the first three assessments for a measurement topic:
Student
Subgroups
Assessment 1
Assessment 2
Assessment 3
Student 1
A
2.0
3.0
3.5
Student 2
B, C
2.5
3.5
3.5
Student 3
B
2.0
2.5
3.0
Student 4
C, D
2.5
3.0
3.5
Student 5
D
3.0
3.5
4.0
Student 6
A, B
2.5
3.0
3.5
Student 7
A, C
2.0
3.0
3.5
Student 8
C
3.0
3.0
3.5
Student 9
A, D
2.0
2.5
3.0
Student 10
D
1.5
2.5
3.5
Which conclusion about student performance is supported by the dataset?
The data for Student 6 includes an outlier.
None of the students in Subgroup A have demonstrated growth.
The data for Student 10 includes an outlier.
All of the students in Subgroup D have demonstrated growth.
23. A student achieved the following assessment scores for a measurement topic, based on a four-point proficiency scale:
1. 1.0
2. 1.5
3. 2.0
4. 3.0
5. 3.5
6. 4.0
7. 3.0
8. 3.0
Which conclusion can be drawn about this student's mastery of the content?
The student has exceeded proficiency.
The student is demonstrating the need for support to achieve proficiency.
The student is demonstrating developing stages of proficiency.
The student has demonstrated proficiency.
Which description accurately defines standards-based grading?
A system of grading that tracks student progress toward and achievement of learning targets that are derived from educational standards; grades reflect student mastery of the learning targets and are measured on proficiency scales.
A system of grading that is standardized across a school, in which all rubrics and letter grade thresholds are identical; grades are calibrated among the different subjects and grade levels so there is consistency.
An approach to grading that uses a single academic standard—the quintessential standard—as a baseline for competency in each school term or year; grades are based solely on student performance of the identified standard.
A system of grading that allows students to identify the learning targets that most interest them; grades are derived from students' self-assessment of their growth toward the selected learning target.
A parent expressed to his child's teacher that he is having a hard time understanding the child's overall knowledge and growth in each subject area since they transitioned to standards-based grading.
Which teacher response would help the parent understand standards-based grading report cards?
Review the report card and standards with the parent, explaining how the standards are assessed and clarifying the grading scale that is used
Sympathize with the parent and share the challenges they are having with standards-based grading so the parent knows it is a difficult system for everyone
Explain to the parent that if their child has the highest number on the grading scale, it is the same as having an A
Provide the parent with a percentage and letter grade equivalent for each subject area every nine weeks
In standards-based assessment, what contains the important information from an unpacked standard and is important enough to assess multiple times to determine student mastery?
Measurement topic
Learning objective
Learning objective
Focus statement
Identify the type of knowledge in each focus statement. Know the definition of main event.
Declarative Knowledge
Procedural Knowledge
Explain cultural influence in nonfiction texts.
Declarative Knowledge
Procedural Knowledge
Understand elements of a short story.
Declarative Knowledge
Procedural Knowledge
Use elements of a short story in original works.
Declarative Knowledge
Procedural Knowledge
Can be diagnostic, informal, used as a progress check, exit tickets, or classroom assessments, and are given at regular intervals in order to inform instruction and monitor student progress toward mastery
Formative/ Parallel Assessments
Interim Assessment
Summative Assessment
Teacher-created assessments aligned to an objective and measured using a proficiency scale
Formative/ Parallel Assessments
Interim Assessment
Summative Assessment
Provides an overall result of students' mastery of content at a culminating end of instruction
Formative/ Parallel Assessments
Interim Assessment
Summative Assessment
Used as a regular measurement of mastery, usually every quarter or trimester and informs improvement strategies for teaching and programs at the school level
Formative/ Parallel Assessments
Interim Assessment
Summative Assessment
May provide informal daily or weekly feedback to support student learning
Formative/ Parallel Assessments
Interim Assessment
Summative Assessment
