AP Program Update
Midwest Regional Forum
February 11, 2008
Marcia Wilbur
Executive Director, Curriculum & Content Development
AP Program
July
July 29,
29, 1956
3
Presentation Title, Date here
Today’s Agenda
 Introduction: Challenges in secondary school education
 What Does the Latest Research Indicate About AP?
AP and admissions
AP and credit/placement
 The AP community’s values, needs, and wants
AP teachers
College faculty
Students
 AP Course Audit renewal process
 AP Course & Exam Review
4
Presentation Title, Date here
U.S. Students Fall Behind in International Comparisons
and Raise Concerns for U.S. Competitiveness
In 2006, U.S. ranked 35
out of 57 countries in
mathematics
Programme for International Student
Assessment (PISA)
• U.S. source for internationally comparative
information on math and science literacy
of students in the upper grades
• Age 15
• Assesses math and scientific literacy in
terms of mastery of school curriculum, and
important knowledge and skills needed for
life
• In 2006, more than 400,000 students from
57 countries making up close to 90% of
the world economy took part in PISA 2006
5
Source: OECD, PISA
2006 database
Presentation
Title, Date here
U.S. Students Fall Behind in International Comparisons
and Raise Concerns for U.S. Competitiveness
In 2006, U.S. ranked 29
out of 57 countries in
science
Programme for International Student
Assessment (PISA)
• U.S. source for internationally comparative
information on math and science literacy
of students in the upper grades
• Age 15
• Assesses math and scientific literacy in
terms of mastery of school curriculum, and
important knowledge and skills needed for
life
• In 2006, more than 400,000 students from
57 countries making up close to 90% of
the world economy took part in PISA 2006
6
Source: OECD, PISA
2006 database
Presentation
Title, Date here
2006 PISA Results
“Teenagers in a majority of industrialized nations
taking part in a leading international exam (PISA)
showed greater scientific understanding than
students in the United States—and they far
surpassed their American peers in mathematics,
in results that seem likely to add to recent
consternation over U.S. students’ core academic
skills.”
- Education Week
(Published Online: December 4, 2007)
7
Presentation Title, Date here
AP Student Performance in Math
8
Source: Gonzalez, E., O’Connor, K., & Miles, J. (2000). How well do Advanced Placement students perform on the TIMSS
Advanced Mathematics and Physics Tests? Chestnut Hill, MA: The International Study Center, Lynch School of Education, Boston College.
Presentation Title, Date here
AP Student Performance in Physics
9
Source: Gonzalez, E., O’Connor, K., & Miles, J. (2000). How well do Advanced Placement students perform on the TIMSS
Advanced Mathematics and Physics Tests? Chestnut Hill, MA: The International Study Center, Lynch School of Education, Boston College.
Presentation Title, Date here
College Eligible, not College Ready
Approximately 70% of all students in public high
schools graduate, and only 32% of all students
leave high school qualified to attend four-year
colleges.
College readiness by ethnic group:
10
African American
20%
American Indian
14%
Asian American
38%
Hispanic
16%
White
37%
Source: Public High School Graduation and College Readiness Rates in the United States, 9/03, Funded: Bill & Melinda
Gates Foundation Jay P. Greene, Ph.D.; Greg Forster, Ph.D., Manhattan Institute for Policy Research.
Presentation Title, Date here
Colleges have High Participation of Students in Remedial Courses
Percentage of First- and Second-Year Students Who
Have Taken a Remedial Course Since High School
Graduation by Type of Institution, 2003-04
Students earning a bachelor's degree
within 8 years, 2004
70%
36%
All Institutions
58%
60%
Leading predictor of
whether a student
will dropout
50%
43%
2-Year Public
40%
30%
4-Year Public
29%
17%
20%
10%
24%
4-Year Private
0%
0%
10%
20%
30%
40%
50%
No Remedial Courses
Remedial Reading
Estimated cost to the taxpayers is $1 billion
Note: “Remedial course” is defined as a developmental course intended to improve basic skills in English, mathematics, reading, study skills, or writing.
11
Sources: NPSAS: 2004 Undergraduates; College Board: Trends in College Pricing, 2006; NCES 2004a.
Presentation Title, Date here
Average Time to Degree Exceeds 5 Years for Both Public and
Private Institutions
Average years to complete a Bachelor’s degree by institution, 2000
7
6
6.2 years
5
5.3 years
4
3
2
Public 4-Year
12
Private 4-Year
Source: Wayne J. Camara, “College Persistence, Graduation, and Remediation,” College Board Presentation
Research Notes
RN-19,
Title,
DateMarch
here 2003.
Today’s Agenda
 Introduction: Challenges in secondary school education
 What Does the Latest Research Indicate About AP?
AP and admissions
AP and credit/placement
 The AP community’s values, needs, and wants
AP teachers
College faculty
Students
 AP Course Audit renewal process
 AP Course & Exam Review
13
Presentation Title, Date here
AP and College Admissions
In 2007, Crux Research interviewed
admissions officers at colleges and
universities nationwide, with a focus on
institutions (selective and highly selective)
whose applicants have higher-than-average
numbers of AP courses.
14
Presentation Title, Date here
Approximately 85% of Admissions Officers from selective institutions feel
that AP experience helps them make decisions
AP course experience favorably impacts admissions decisions
About 85% of
Admissions Officers from
Selective Institutions
Admissions (selective institutions)
Admissions (non-selective institutions)
58%
56%
“We look favorably on students
who have taken AP courses.
The presence of AP courses is a
sign that a student has chosen
to challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
27%
16%
16%
11%
11%
2%
Strongly Agree
15
Agree
Neutral
Disagree
2%
2%
Strongly Disagree
Admissions – Q340 Base: (n=125)
Presentation Title, Date here
Admissions Officers use AP to determine college preparedness,
student motivation, and placement
How does your institution use AP, if at all, to support admissions decisions?
To determine how prepared a student is for the rigor of
college academics
83%
As an indicator of a student’s motivation/willingness to
challenge him/herself
83%
To place students in appropriate courses
74%
To evaluate candidates from a range of high schools
58%
As a secondary criterion for admissions
37%
As a criterion for awarding scholarships
31%
To sort applicants into evaluation groupings
27%
To guard against grade inflation
To make loan decisions
16
All uses are employed at a higher rate at selective institutions
20%
“We consider the learning
environment for each applicant –
how many AP’s are offered and how
many has the student taken
advantage of and grades earned.”
AP Admissions Officer Online Bulletin
Board
2%
Admissions – Q301 Base: (n=125)
Presentation Title, Date here
98% of Admissions Officers anticipate increase or maintaining
their current uses of AP in the future
Think about the use of AP in admissions decisions at your institution.
Five years from now, do you expect that …?
Admissions
Higher among selective
institutions (47%)
58%
41%
2%
You will use AP more than you do
now
17
You will use AP less than you do
now
There will be no change in how you
use AP
Admissions – Q705 Base: (n=125)
Presentation Title, Date here
Students scoring 3+ on AP Exams are experiencing much higher college graduation
rates than comparable non-AP students
College Graduation Rate differences between AP and non-AP students
Student Demographic
18
AP Exam Grade of 3 or
higher
African-American
21% higher
Hispanic
27% higher
White
19% higher
Low-Income
32% higher
Not Low-Income
23% higher
Source: Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and College Graduation (National Center for Educational
Accountability, 2006)
Presentation Title, Date here
Hargrove, Godin, & Dodd Study
(in press)
• Followed 5 cohorts of students in Texas colleges from
1988-2002. SAT scores and Reduced Price Lunch status
were used as statistical control variables.
• Students who had taken one or more AP courses in a
Texas high school:
• had higher graduation rates
• earned a higher subject-area GPA in sequent courses
• completed more courses in the discipline
• Earned higher first-year and fourth-year college GPAs
(The increase was higher still for students who took both
the AP Course and the corresponding AP Exam.)
19
Presentation Title, Date here
Today’s Agenda
 Introduction: Challenges in secondary school education
 What Does the Latest Research Indicate About AP?
AP and admissions
AP and credit/placement
 The AP community’s values, needs, and wants
AP teachers
College faculty
Students
 AP Course Audit renewal process
 AP Course & Exam Review
20
Presentation Title, Date here
There is a need for high-quality teachers to replace retiring AP teachers, with a
need to build commitment, advocacy, and AP loyalty
Which three of the following have been most influential to you when
deciding whether to take an AP course?
AP Teachers
49%
Parents
41%
Guidance counselors
37%
Friends
34%
College admissions
offices
30%
Older brothers/sisters
14%
Non-AP Teachers
13%
AP Students
None of these
12%
ISSUE #3
21
Presentation Title, Date here
AP teachers want more AP teaching resources (e.g. mid-year assessments,
classroom materials, online score reports)
How important are each of the following potential changes the AP Program could
make for teachers?
% Extremely / Very Important
Provide me with more practice
exams
84%
Provide me with formative
assessments I could download
from the Web
81%
Provide more detailed score
reports
77%
Provide me with more
classroom materials
73%
Provide direct access to my
classroom's AP score roster
via the Web each summer
71%
Create sample instructional
units for use in the AP
classroom
Provide more detailed course
descriptions
22
70%
44%
AP Teachers
Presentation Title, Date here
New supports for AP teachers
• Free, new AP Released Exam delivered in secure
manner to all authorized AP teachers (spring
2008)
• Online score reports (target: summer 2009)
• Formative assessments (Web downloads)
• New content-focused professional development
• Reduction of breadth, increase of depth in AP
science
23
Presentation Title, Date here
While there remains healthy support for credit-by-examination business
among the credit policymakers: higher ed faculty
In general, would you say you favor or oppose allowing AP students
to receive credit or placement in your department?
Strongly
Oppose, 2%
Strongly
Favor, 42%
Oppose, 6%
76% Strongly
Favor or Favor
Neutral, 16%
Favor, 34%
There were no
differences based
on selectivity
24
Presentation Title, Date here
Dept. Chairs – Q240 Base: (n=125)
When drilling down to the Top 200 universities, AP credit policies
appear to be increasingly restrictive
What is the minimum score/most typical score required by your department
under its AP policy for advanced credit or placement?
Among Admissions Officers,
57% of selective and 78% of
Top Third institutions require
a 4 or higher
Admissions
47%
45%
Dept. Chairs in Sciences and
History tend to require
higher scores than those in
other subject areas
44%
40%
6%
1%
25
13%
0%
Under 3
Department Chairs
2%
3
4
5
3%
No AP Policy
Admissions – Q345 Base: (n=125)
Dept. Chairs – Q345 Base: (n=125)
Presentation Title, Date here
AP Teachers generally rate higher ed policies as more essential to
maintaining AP participation than other issues
To sustain your school’s current level of participation in AP, how important is it that…
% Extremely / Very Important
90%
Colleges Award Credit
College Award Placement into Higher Level Courses
77%
Colleges Stress Importance in Admissions
77%
76%
Address Teacher Concerns about Curriculum
Fed / State Funding for AP Teacher PD
74%
Improve Quality of AP Teachers
73%
68%
No AP Exam Price Increase
63%
Fed/State Funding for AP Exam Fees
62%
Better Student Prep for AP Rigor
51%
Later AP Test Dates
38%
AP Exams - Less Material, More Depth
17%
AP Exam Administration Via the Internet
26
0%
AP Teachers – Q345 Base: (n=3,417)
Presentation Title, Date here
College faculty are looking for guarantees of AP quality, consistency,
and rigor
% Very / Extremely Important
“For the gold standard to be in play,
faculty and administrators need to
have a greater sense of what AP
actually is all about.”
College Faculty Member Online Bulletin
Board.
100%
90%
80%
75%
70%
72%
70%
60%
50%
40%
30%
20%
10%
0%
Prov idin g e v ide n c e that CB audit of hig h s c hool
us e s of the "AP" labe l to
the quality of AP
y our in s titution
c ours e s an d in s truc tion
is c on s is te n t ac ros s
hig h s c hools
27
Colle g e Faculty
Upg radin g the AP
c urric ulum e v e ry 5
y e ars to m atc h c olle g e
s y llabi
Presentation Title, Date here
Initiatives needed to increase higher education
satisfaction with AP
• Greater involvement of college faculty in the
exam development and scoring processes
• Recognition and appropriate remuneration for
expertise rendered
• Improved communications to academic
departments
• Implementation of standard-setting colloquia that
enable faculty from AP-receiving institutions to
help define standards and expectations for AP
student achievement
28
Presentation Title, Date here
Exam scores of 1 are proliferating, showing that many students are
not receiving the preparation they deserve for AP
Number of AP Exams by Scores 1, 2, and 3+
1,600,000
1,400,000
1,345,521
CAGR: 8%
1,200,000
977,760
1,000,000
800,000
CAGR: 10%
600,000
524,391
CAGR: 17%
396,126
400,000
358,246
212,993
200,000
0
Score of 1
Score of 2
2002
29
Scores of 3+
2006
Presentation Title, Date here
Students cite lack of preparation among the primary barriers to
AP Exam taking
Being in the AP course
is what really matters to
get into college, not my
exam score
I don’t feel I
will get a high
enough score
to obtain
college credit
There wasn’t
enough test
prep material
offered
Barriers
The AP Exam
fee is too
expensive
I am weak
in that
subject
area
AP Exam Taking
Drivers
ISSUE #4
30
Taking the exam
is just part of the
whole AP experience
My teacher expects
me to take the AP
Exam
To potentially save
money in college by
earning college credit
To show how well I
mastered the
college level course
Graphic is based upon a regression model.
Presentation Title, Date here
Initiatives necessary to foster student exam readiness
• Toolkit for conducting week-long AP Summer
Camps to review skills necessary for success in
an AP course
• Provision of free AP Course Study Guides
(downloaded from collegeboard.com) for students
and teachers to use throughout the academic
year and in reviewing for exam day
• Exam review materials
• Continued organizational investment in Pre-AP
programs and services such as SpringBoard
31
Presentation Title, Date here
Today’s Agenda
 Introduction: Challenges in secondary school education
 What Does the Latest Research Indicate About AP?
AP and admissions
AP and credit/placement
 The AP community’s values, needs, and wants
AP teachers
College faculty
Students
 Course Audit renewal process
 AP Course & Exam Review
32
Presentation Title, Date here
Why conduct an AP Course Audit?
33
Schools
Exams
Students
1996
11,712
843,423
537,428
2006
16,000
2.3 million
1.3 million
Percent
increase
37%
174%
150%
Presentation Title, Date here
Who participated?
The AP community
responded in overwhelming
numbers to the inaugural,
worldwide review of AP
courses.
Where 105,000 syllabi were
anticipated, 141,000 were
submitted --- and over
14,000 schools participated.
34
Participant Type
Count
Teachers
135,486
Principals
3,066
Administrators
9,744
District Officials
883
College Faculty
839
TOTAL
149,179
Presentation Title, Date here
Who evaluated the syllabi?
35
►
Nearly 850 college instructors have served as
Reviewers and Senior Reviewers
►
For all 37 AP subjects, each reviewer teaches
the parallel college course
►
Reviewers undergo training and qualifying
experiences before beginning ‘live’ evaluations
Presentation Title, Date here
The AP Course Ledger
• Searchable database of over
136,000 courses in more
than 14,000 secondary
schools worldwide
authorized to carry the “AP”
label
• Search database by high
school, high school code,
city, state, and subject
36
• Entire database is available
for download into admission
office systems
collegeboard.com/apcourseledger
Presentation Title, Date here
What are College Faculty Saying About
the Course Audit?
“My experience [conducting the audit] was very encouraging;
almost without exception, the syllabi reflected serious
preparation and a desire to facilitate learning. That is really
what is important.”
– James Riddlesperger, Senior Faculty Reviewer,
U.S. Government, Texas Christian University
“Some of these syllabi begin with broad themes, and then
combine some texts that one might not naturally put
together…these unique approaches make me think about
the ingenuity of AP teachers.”
– Bruce Plourde, Senior Faculty Reviewer,
English Literature, Temple University
37
Presentation Title, Date here
67% of AP teachers --- and 81% of new AP teachers --- think the audit
provided a valuable opportunity to reflect on their course
The audit provided a valuable and useful opportunity to reflect on my course
50%
46%
45%
40%
35%
62% of AP teachers in private
schools thought that the
audit provided a valuable
opportunity to reflect on
their course
67% agree/strongly agree
30%
25%
21%
20%
17%
15%
11%
81% of first-year AP teachers felt the
audit provided a valuable
opportunity to reflect on their
course
10%
5%
5%
0%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Total Responses = 26,023
38
Presentation Title, Date here
Almost half of AP Teachers felt that they improved their course as a result of
the Audit
% strongly agree/agree
Developing and refining my syllabus required
more of my time than I expected
32%
13%
I improved my AP course as a result of the audit
I now have a better understanding of w hat
colleges' core curricular expectations are
3%
The audit gave me leverage to obtain or preserve
optimal amounts of instructional time and/or lab
time
3%
4%
The audit gave me leverage to obtain higher
quality text books
15%
11%
3%
I received additional pay or a stipend from my
school or district for my w ork in preparing for the
AP Course Audit
3%
0%
66%
49%
33%
27%
18%
14%
10%
14%
9%
14%
5%
The audit gave me leverage to obtain funds to
attend AP Summer Institutes or other AP-related
professional development
39
36%
6%
The audit alerted me to changes in the AP course
or exam that I hadn't yet incorporated into my
course
The audit resources I used on AP Central and the
Course Audit w eb site w ere not helpful to me
34%
10%
13%
11%
8%
10%
20%
Strongly Agree
30%
Agree
40%
50%
60%
70%
Presentation Title, Date here
Nearly one in five AP teachers felt that the Audit alerted them to changes in
the AP course or exam that they hadn’t yet incorporated into their course
The audit alerted me to changes in the AP course or exam that I
hadn't yet incorporated into my course
41%
45%
*21% of AP English teachers felt the
40%
Audit alerted them to changes in
the AP course or exam that they
had not yet incorporated into their
course
35%
**14% of AP math teachers felt the Audit
alerted them to changes in the AP
course or exam that they had not yet
incorporated into their course
30%
25%
***24% of AP teachers in schools
with greater than 50% f/r lunch
felt the audit alerted them to
changes
21%
20%
20%
15%
15%
18% strongly
agree/agree
10%
5%
3%
0%
Strongly agree
Total responses = 25,982
40
Agree
Neutral
Disagree
Strongly disagree
Presentation Title, Date here
AP Course Audit Impact
41
•
67,000 teachers report having improved their course as a
result of the audit
•
18,200 teachers used the audit to acquire more current
textbooks
•
22,100 teachers indicated that they had not been aware of
major changes to the AP curriculum until they did the audit
•
18,000 teachers used the audit to acquire greater lab time or
instructional time
•
45,500 felt that the audit was just a hoop they had to jump
through
Presentation Title, Date here
Next Steps: Important dates
42
►
Jan 31: deadline for submission of NEW
courses for 2007-08
►
Feb 1 – Mar 3: Website closed for upgrades
►
Mar 4: Website reopens
Presentation Title, Date here
Next Steps: Renewing Authorizations
►
►
43
Beginning March 4, principals and AP
Coordinators can renew authorizations for
courses that:
►
will be taught by the same teacher
►
will be taught from the authorized syllabus
Renewal process can be completed online at
https://apcourseaudit.epiconline.org
Presentation Title, Date here
Next Steps: New courses for 2008-09
44
►
On March 4, the Website will begin accepting
submissions for 2008-09
►
Course Audit forms will be submitted electronically –
no faxing
►
All syllabi will be assigned an ID number
►
Teachers can share this number among themselves to alert
us to submissions of identical syllabi
►
2007-08 syllabi will also be assigned an ID number.
Presentation Title, Date here
AP Course Audit Contact Information
45
►
[email protected]
►
1-877-APHELP-0
►
Tom Matts <<[email protected]>>
Presentation Title, Date here
Today’s Agenda
 Introduction: Challenges in secondary school education
 What Does the Latest Research Indicate About AP?
AP and admissions
AP and credit/placement
 The AP community’s values, needs, and wants
AP teachers
College faculty
Students
 Course Audit renewal process
 AP Course & Exam Review
46
Presentation Title, Date here
AP Course & Exam Review
Where can improvements be made?
A National Research Council Report (2002) identified several
opportunities to improve math and science education in the US.
These recommendations are equally applicable to all AP course
subjects.
• Courses should emphasize deep understanding rather than
comprehensive coverage.
• Programs should reflect current understanding of learning in the
discipline.
• Programs should reflect current research directions within the
disciplines.
• Courses should emphasize inquiry and reasoning
47
Presentation Title, Date here
The National Research Council
Learning and Understanding: Improving Advanced Study of
Mathematics and Science in U.S. High Schools
2002
AP Science Course & Exam Review
Phase I Bio Recommendations
• Establish a conceptual framework that will
increase depth and reduce breadth
• Emphasize inquiry-based
teaching and learning and
integrate reasoning
• Define prior knowledge
• Increase Access
• Assume a leadership role in
professional development
• Develop formative assessments
48
Presentation Title, Date here
Calls for rethinking
what is taught, how
it is taught and how
learning is assessed
49
Presentation Title, Date here
How People Learn
• Students come into the classroom with preconceptions
about how the world works. If their initial understanding is
not engaged, they may fail to grasp new concepts and
information that are taught or they may learn them for
purposes of a test not revert to their preconceptions
outside the classroom
• To develop competence in an area of inquiry, students
must: a) have a deep foundation of factual knowledge, b)
understand facts and ideas in the context of a conceptual
framework , and c) organize knowledge in ways that
facilitate retrieval and application
• A “metacognitive” approach to instruction can help
students learn to take control of their own learning by
defining learning goals and monitoring their progress in
achieving them
50
Presentation Title, Date here
Some design principles:
1. Effective STEM curricula
are coherent, focus on
important ideas within
the discipline, and are
sequenced to optimize
learning
2. Teaching for understanding
begins with careful
consideration of students’ thinking
3. Assessment is aligned with
instruction and desired learning
outcomes
51
Presentation Title, Date here
Learning and Understanding
• This study examined AP, IB and alternative
approaches (special schools, e.g.)
• Recommends that programs incorporate
the principles emerging from learning
research as they move forward
52
Presentation Title, Date here
Assessment needs to
move beyond a focus
on component skills
and discrete bits of
knowledge to
encompass the more
complex aspects of
student achievement
53
Presentation Title, Date here
AP Course & Exam Review
Goals
The AP Review Project will produce a more inclusive and more
engaging program of study for each discipline. To achieve this
we identify:
• The essential concepts that are to be studied in depth
• The essential reasoning and inquiry skills that are to be supported by
instruction and measured on the exams
• Teaching practices that are most successful at developing
understanding
• The minimum resources required to support these practices
• Cutting-edge areas of research that can best capture essential
concepts within the discipline and reveal the unity of scientific ways of
knowing.
54
Presentation Title, Date here
AP Course & Exam Review
Process
The process of AP Science, History, & World Languages Course &
Exam Review has been informed by:
• College Curriculum Study
• National & select state standards
• Established learning science approaches to curriculum and assessment
design
• Learning and Understanding (National Research Council, 2002)
• Understanding by Design (Wiggins and McTighe, 2005)
• Evidence-centered Design (Steinberg, Mislevy, & Almond, 2003)
55
Presentation Title, Date here
AP Science Course & Exam Review
How will we get there?
2006
2007
2008
2009
2010
2011
2012*
PROCESS DESIGN
ESTABLISH
FOUNDATION
COURSE / EXAM
MODEL
CURRICULUM DESIGN
ASSESSMENT DESIGN
INVOLVE AP &
PROFESSIONAL COMMUNITY
PROFESSIONAL
DEVELOPMENT
OPERATIONS
56
Presentation Title, Date here
AP Course & Exam Review
PROCESS DESIGN:
How will we get there?
Review process is based on learning
methodology, potential risks, and discipline
expertise.
• The AP Science Review is supported in its initial phases by a grant from the
National Science Foundation. Principal Investigators on that grant provide
expertise in learning science, science education, and assessment design.
• Discipline-specific expertise is provided by AP Review Commissions whose
membership includes secondary and post-secondary educators and
practicing scientists and historians.
• The role of the AP staff is to develop resources to support and facilitate the
work of these teams.
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Presentation Title, Date here
AP Course & Exam Review
PROCESS DESIGN:
How will we get there?
Review process is based on learning
methodology, potential risks, and discipline
expertise.
Commissions were assembled to provide subject matter
expertise and direction for the review
• Professional organizations, (e.g. the National Science
Foundation, ACTFL, etc.) and College Board members identified
by consensus the Commission members
• Each Commission is comprised of leaders in Higher and
Secondary Education with subject-specific expertise
• The Commission provides input and guidance on:
• Essential course content and skills
• Instructional practices
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Presentation Title, Date here
AP Course & Exam Review
ESTABLISH FOUNDATION:
Establish Foundation
Disciplinary experts identify the essential reasoning
and concepts.
Each Commission was charged to focus the
AP course review on the following goals:
• Draw upon current research on learning, instruction, and assessment
• Reduce the breadth of content coverage
• Increase depth of understanding of essential concepts
• Develop capacity to use inquiry and critical thinking skills
• Organize curriculum, instruction, and assessment using unifying themes
• Create learning programs accessible to students from a broad range of
backgrounds
• Prepare students for success in subsequent college-level courses
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Presentation Title, Date here
AP Course & Exam Review
ESTABLISH FOUNDATION:
Establish Foundation
Disciplinary experts identify the essential reasoning
and concepts.
The AP courses and exams will produce Integrated Learning
by embedding the “Essential Content” within:
• “Unifying Concepts” that deepen learning by increasing coherence
• “Inquiry and Reasoning” skills that deepen learning by involving students in
knowledge construction
Integrated Learning
Unifying
Concepts
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Essential Content
Inquiry
and Reasoning
Presentation Title, Date here
AP Course & Exam Review
Course / Exam Model
COURSE / EXAM MODEL
Compile the framework for the
course/ exam in the form of claims
and evidence.
CURRICULUM
DESIGN
ASSESSMENT
DESIGN
The new AP courses and exams will be based on well-defined
learning objectives and descriptions of student work that achieves
these objectives.
Assessment Design
• The assessment model will support deep learning by emphasizing reasoning
and inquiry
• Each of the scores within the 5-4-3-2-1 scoring model will be tied to clear and
specific standards for student achievement
Curriculum Design
• Course descriptions will clearly define the scope of the learning objectives.
• Embedded formative assessments will support progress toward success on
the AP Exam.
• Curricular resources will be provided to support AP students and teachers.
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Presentation Title, Date here
AP Course & Exam Review
INVOLVE PROFESSIONAL AND AP COMUNITY:
Involve AP & Professional Communities
Review approach with and solicit feedback from
Instructors (secondary and post-secondary).
Guiding principles of the Review process are to:
• Rely upon the expertise of the leading educators and scholars from both
higher and secondary education.
• Solicit feedback and input from those most involved with the courses and
exams.
After the 2008 release of the draft Course / Exam model:
• Review and comment by professional communities
• Solicit input from a representative sample of AP teachers
• Involve and consult with higher education communities
• Present the model at professional conferences
• Provide AP Course & Exam Review updates on AP Central
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Presentation Title, Date here
AP Course & Exam Review
What does this mean for AP teachers?
There are still many details to be finalized for the AP Course and
Exam Review. At this point, the following impacts are known:
• The amount of change differs by exam. Subject-specific details will be
provided as available.
• Through the AP Course Audit network and AP Central, the College Board will
continue to provide purposeful, direct and regular updates on any significant
course changes
• The criteria used in the Course Audit will reflect the new Curriculum
Framework.
• The AP Course & Exam review effort provides a renewed opportunity to
involve higher education faculty with the goal of ensuring ever-increasing
credit policies across institutions
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Presentation Title, Date here
Your Questions
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Presentation Title, Date here
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