Standards Alignment 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 Standards Alignment flashcards as text
How does Webb's Depth of Knowledge (DOK) framework support standards alignment in STAMP?
Answer: It helps teachers match the complexity of their assessments to the complexity intended by the standard
Webb's DOK describes levels of cognitive demand that help teachers identify whether their assessment tasks require the depth of thinking the standard intends.
In STAMP, a 'curriculum map' serves which primary purpose related to standards alignment?
Answer: It shows which standards are taught, assessed, and in what sequence across the school year
A curriculum map ensures all standards receive intentional coverage and assessment at the appropriate time during the school year.
What problem arises when teachers assess standards that are not specifically taught during the unit?
Answer: Students are held accountable for learning they were not given the opportunity to acquire
Assessing unlearned standards violates the principle of opportunity to learn, undermining the validity and fairness of the proficiency score.
Which practice BEST supports vertical alignment of standards in a STAMP school?
Answer: Teachers across grade levels collaboratively review standards to ensure each year builds on the previous one
Collaborative review across grade levels ensures that standards spiral appropriately, with each year building on and extending prior learning.
How does horizontal alignment support STAMP's goal of fairness across classrooms?
Answer: All teachers at the same grade level use the same standards, assessments, and proficiency criteria
Horizontal alignment ensures that a 'Proficient' score means the same thing in every classroom at the same grade level, making grades fair and comparable.
Why is it important in STAMP to clearly distinguish between the 'standard' and the 'activity' used to teach it?
Answer: Activities are the vehicle for learning the standard; the standard is what is actually assessed and graded
Confusing an activity with the standard can lead to grading the activity (e.g., the poster) rather than the underlying skill (e.g., the ability to analyze information).