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
In a standards-based grading system, what does a student's grade primarily represent?
Answer: Their level of mastery on specific learning standards
Standards-based grades reflect a student's demonstrated mastery of specific content standards, not averages or behavioral factors.
Which grading practice is MOST inconsistent with STAMP principles?
Answer: Averaging homework scores into the final grade
Averaging homework into the final grade mixes practice work with demonstrated mastery, obscuring what a student actually knows.
What is the purpose of using a 4-point proficiency scale instead of a traditional 100-point scale in STAMP?
Answer: To provide a more precise picture of mastery levels
A 4-point scale clearly communicates discrete levels of proficiency (e.g., Beginning, Developing, Proficient, Advanced) rather than arbitrary numeric differences.
In STAMP, how should 'zeros' for missing work typically be handled?
Answer: As an 'incomplete' separate from the proficiency grade
Missing work should be recorded as incomplete rather than zero, since a zero does not communicate the student's actual mastery level.
Which best describes 'grade poisoning' in the context of STAMP grading?
Answer: When non-academic factors such as behavior lower a student's academic grade
Grade poisoning occurs when non-academic factors like tardiness or behavior are mixed into academic grades, distorting what the grade communicates.
According to STAMP principles, when should extra credit be awarded?
Answer: Never, because extra credit inflates grades beyond demonstrated mastery
Extra credit that inflates grades beyond demonstrated mastery contradicts the core principle that grades should reflect evidence of proficiency.