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

The average of all assignments completed

Answer

Effort and participation combined with scores

Answer

Attendance and behavior records

Question 2

Which grading practice is MOST inconsistent with STAMP principles?

Accepted Answer

Averaging homework scores into the final grade

Answer

Allowing retakes on assessments

Answer

Separating academic skills from work habits

Answer

Using a 4-point proficiency scale

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

To make grading easier for teachers

Answer

To align with college admissions requirements

Answer

To eliminate the need for rubrics

Question 4

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

Accepted Answer

As an 'incomplete' separate from the proficiency grade

Answer

As a 0 averaged into the grade

Answer

As automatic failures for the course

Answer

As extra credit opportunities

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

When students retake tests to raise their grade

Answer

When teachers round up borderline scores

Answer

When homework replaces test grades

Question 6

According to STAMP principles, when should extra credit be awarded?

Accepted Answer

Never, because extra credit inflates grades beyond demonstrated mastery

Answer

Only for independent research projects

Answer

For every assignment completed on time

Answer

When students need to raise their grade at the end of the term