Grading Practices and Policies Flashcards
6 cards from real STAMP practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Grading Practices and Policies flashcards as text
How does STAMP recommend handling late work from students?
Answer: Accept it with academic consequences separate from the grade
STAMP separates academic proficiency from behavioral compliance; late penalties belong in a separate work-habits record, not the academic grade.
What does a score of '3' typically indicate on a STAMP 4-point proficiency scale?
Answer: The student has met the standard at the expected proficiency level
A score of 3 on the standard 4-point STAMP scale means the student has demonstrated the expected, grade-level proficiency for that standard.
In STAMP, which of the following BEST represents a grade that communicates meaningful information?
Answer: A grade that accurately reflects a student's current mastery of the standard
A meaningful STAMP grade communicates the student's current proficiency on the standard, not punishments or rewards for behaviors.
Why does STAMP discourage using the mean (average) to calculate final grades?
Answer: Early low scores can misrepresent current mastery
Early low scores from when a student was still learning can pull down the average even when the student has since achieved mastery.
Which type of assessment evidence is MOST appropriate to include in a STAMP-based final grade?
Answer: Summative assessments demonstrating mastery of standards
Final grades in STAMP should be based on summative evidence of what students know and can do relative to the standards.
In STAMP-aligned grading, behavioral expectations such as effort and timeliness should be reported:
Answer: Separately from academic proficiency grades
STAMP requires that behavioral and academic data be separated so each communicates clear, actionable information to students and families.