STAMP Grading Practices and Policies

Question 1

In a standards-based grading system, what does a student's grade primarily represent?

Accepted Answer

Their level of mastery on specific learning standards

Answer

Standards-based grades reflect a student's demonstrated mastery of specific content standards, not averages or behavioral factors.

Question 2

Which grading practice is MOST inconsistent with STAMP principles?

Accepted Answer

Averaging homework scores into the final grade

Answer

Averaging homework into the final grade mixes practice work with demonstrated mastery, obscuring what a student actually knows.

Question 3

What is the purpose of using a 4-point proficiency scale instead of a traditional 100-point scale in STAMP?

Accepted Answer

To provide a more precise picture of mastery levels

Answer

A 4-point scale clearly communicates discrete levels of proficiency (e.g., Beginning, Developing, Proficient, Advanced) rather than arbitrary numeric differences.

Question 4

In STAMP, how should 'zeros' for missing work typically be handled?

Accepted Answer

As an 'incomplete' separate from the proficiency grade

Answer

Missing work should be recorded as incomplete rather than zero, since a zero does not communicate the student's actual mastery level.

Question 5

Which best describes 'grade poisoning' in the context of STAMP grading?

Accepted Answer

When non-academic factors such as behavior lower a student's academic grade

Answer

Grade poisoning occurs when non-academic factors like tardiness or behavior are mixed into academic grades, distorting what the grade communicates.

STAMP - Standards-Based Measurement of Proficiency Practice Test

STAMP - Standards-Based Measurement of Proficiency Practice Test

STAMP Grading Practices and Policies