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AP Course and Exam Redesign
AP Higher Education Website
www.collegeboard.org/aphighered
ArtsArt HistoryMusic TheoryStudio Art: Drawing PortfolioStudio Art: 2-D Design PortfolioStudio Art: 3-D Design Portfolio
EnglishEnglish Language & CompositionEnglish Literature & Composition
History & Social ScienceComparative Government & PoliticsEuropean HistoryHuman GeographyMacroeconomicsMicroeconomicsPsychologyUS Government & PoliticsUS HistoryWorld History
Mathematics & Computer ScienceCalculus ABCalculus BCComputer Science AStatistics
Natural SciencesBiologyChemistryEnvironmental SciencePhysics BPhysics C: Electricity & MagnetismPhysics C: Mechanics
World LanguagesChinese Language & CultureFrench Language & CultureGerman Language & CultureItalian Language & CultureJapanese Language & CultureLatinSpanish Language & CultureSpanish Literature
Most popular AP exams in AZ
• Which exams are most frequently presented for credit?
English Language & Composition
English Literature & CompUS HistoryUnited States Government &PoliticsCalculus AB
• Begins with courses and exams in world language, history, and science subjects
• Represents a collaboration among college faculty, AP teachers, and learning and assessment specialists
• Is designed to meet colleges’ expectations of student outcomes for the comparable college course
Advances in APRedesigning High Stakes Assessments to Measure 21st Century Knowledge and Skill
What’s Changing in Each Subject?
Key Components of the Revised AP
Courses and Exams
• Curricula that strike a balance between breadth of content coverage and depth of understanding
• Greater emphasis on critical thinking, inquiry, reasoning, and communication
• Standards informed by: Recommendations of researchers and national
disciplinary organizations
Results of curriculum studies conducted at four-year institutions
Leading pedagogical and measurement practices
http://apcentral.collegeboard.com/
AP Course Launch Schedule
Fall 2011• French
Language & Culture
• German Language & Culture
Fall 2012• Biology• Latin• Spanish
Literature & Culture
Fall 2013• Chemistr
y• Spanish
Language and Culture
Fall 2014• Physics
1: Algebra-Based
• Physics 2: Algebra-Based
• United States History
Fall 2015Tentative• Art
History• Europea
n History• Calculus
(update)
World Language Curriculum Revisions: Goals• Align with 21st century practices focused on the three
modes of communication: Interpersonal
Interpretive
Presentational
• Provide a thematic approach; integrate language, literature and culture by requiring students to make connections to other disciplines and to compare aspects of multiple cultures.
• Articulate clear learning objectives that describe the college-level knowledge and skills that students need to succeed on AP Exams.
• Include performance level descriptors that provide the basis for interpreting student scores on AP Exams and allow teachers to adjust curriculum and instruction to meet students' needs.
New Courses and Exams Emphasize Real-World Application
AP World Language Before Redesign AP World Language After Redesign
Emphasized learning about the language (memorized)
Students learn to use the language
Focused on isolated language skills Instruction focuses on integrating skills in the modes of communication
The textbook was the curriculum Teachers use thematic units and authentic materials
Students learned cultural facts in isolation
Students explore relationships between cultural practices, products, and perspectives
Students respond to artificial situations from the textbook
Students are given personalized, real-world tasks
Assessment was about finding out what students know
Assessment is to find out what students can do with their language skills
Historical Thinking Skills
ChronologicalReasoning
Crafting Historical
Arguments from Historical Evidence
Comparison and Contextualization
Historical Interpretation and
Synthesis
Historical argumentation Appropriate use of relevant historical
evidence
Historical causation Patterns of continuity and change over time Periodization
Comparison Contextualization
Interpretation Synthesis
Redesigned history courses focus on four key historical thinking skills central to 21st century history studies.
Science Curriculum Revisions: Goals
• Promote deep conceptual understanding by reducing breadth of coverage, allowing students to develop scientific inquiry and reasoning skills.
• Designed around 7 Science Practices-extending thinking and investigation across concepts and domains
• Focus on emerging areas of research that capture essential concepts within the discipline and engage students.
• Develop exam questions that measure the integration and application of knowledge and skills, rather than memorization.
• Emphasize inquiry-based labs, aligned with the recommendations in America’s Lab Report.
Developed in response to recommendations made by the National Research Council and the National Science Foundation
What’s Changing for Physics B in 2014?
Why Are We Redesigning Physics B?
Recommendations for AP science courses:
• Help students develop a deep understanding of concepts, principles, and science practices, rather than focus on exhaustive coverage.
• Engage students in inquiry by providing opportunities to experiment and analyze information critically.
AP Physics B recommendations:
• Replace current Physics B with a two-year sequence of study.
• Focus primarily on Newtonian mechanics (including rotational dynamics) in a one-year course.
Recommendations of a 2002 National Research Council/ National Science Foundation Report:
Current Course
Redesigned CoursesCurrent course includes a wide
breadth of topics to be covered in a single year.
New courses decrease breadth of content each year to allow time to promote conceptual reasoning and understanding.
• kinematics;
• Newton’s laws of motion;
• torque;
• gravitation and circular motion; work, energy, and power;
• linear momentum;
• oscillations,
• mechanical waves and sound;
• fluid statics and dynamics;
• thermodynamics with kinetic theory, PV diagrams;
• electrostatics;
• electrical circuits;
• magnetic fields;
• electromagnetism;
• physical and geometric optics;
• topics in modern physics
AP Physics 1:
• kinematics
• Newton’s laws of motion;
• torque;
• rotational motion and angular momentum;
• gravitation and circular motion;
• work, energy, and power;
• linear momentum;
• oscillations, mechanical waves and sound;
• introduction to electric circuits
AP Physics 2:
• fluid statics and dynamics;
• thermodynamics with kinetic theory, PV diagrams and probability;
• electrostatics;
• electrical circuits;
• magnetic fields;
• electromagnetism;
• physical and geometric optics;
• topics in modern physics
Current Exam Redesigned ExamEmphasis is often placed on
questions that require only mathematical routines used for solution.
Students will continue to solve problems mathematically but the use of proportional and symbolic reasoning and ability to translate between multiple representations will be emphasized.
70 Multiple-choice questions | 90 minutes
• Discrete items and items in sets
• 5 answer choices for each question
6-7 Free-response questions | 90 minutes
• 1 laboratory-related item
• Questions of varying length
Physics 1 and 2 Exams | 90 minutes50-55 multiple choice questions
• Discrete items and items in sets
• 4 answer choices for each question
• Multiple-correct items
Physics 1 | 90 minutes5 free-response questions
• 1 experimental design question
• 1 qualitative/quantitative translation
• 3 short-answer questions
Physics 2 | 90 minutes4 free-response questions:
• 1 experimental design question
• 1 qualitative/quantitative translation
• 2 short-answer questions
Recommending Course Credit-What do AP Exam Scores of 3+ mean?
Curriculum Framework Development
4-year colleges& universities
Academic organizations
Panels of subject-matter
experts
Committeeof college faculty
& AP teachers
50+ college department
chairs
50+AP teachers
Discover Develop ValidateCurriculum studies,
research, and recommendations are
collected
A curriculum framework is drafted
The curriculum framework is reviewed and verified
Exam Development
Standard setting
College comparability
Exam questions are reviewed against achievement expectations to set raw scores for the overall exam.
Portions of an AP Exam are administered to students in the related college course; student AP scores are correlated to their final course grades.
A panel of 15 college faculty & AP teachers
College faculty from the panel
and their students
Define Align
Committees of teachers & college faculty who teach
comparable college/AP courses
Achievement expectations are defined by the specific knowledge and skills required to earn each exam score.
Two studies are conducted to establish standards and inform cut scores for the relevant AP Exam.
22
Sample of colleges participating in comparability studies
23
• Defining performance: College faculty teaching the comparable course develop descriptions of the performance required to earn each score.
• Standard-settings: A panel of college faculty and AP teachers review course descriptions and determines the number of questions on the exam that students need to answer correctly to earn each score.
• Comparability studies: College faculty at a range of institutions — administer portions of an AP Exam to students in the comparable college course; student AP scores are correlated to their final course grades.
How do we determine exam scores and grade correlates?
Knowledge and skills required to earn scores of 1-5 on an AP Exam are derived from standard settings and college comparability studies.
24
No recommend-action
Possibly Qualified
Qualified Well Qualified
Extremely Well
Qualified
Equivalent to grades of B-, C+, and C in the corresponding college course
Equivalent to grades of A-, B+, and B in the corresponding college course
Equivalent to grades of A and A+ in the corresponding college course
• The College Board and the American Council on Education (ACE) recommend granting credit/placement for scores of 3 and higher, which correlate to letter grades of C or better.
• Most colleges recognize transfer credit with grades of C or better.
What do AP scores mean?AP scores are correlated to grades in the corresponding introductory college course.
1 2 3 4 5
AP RESEARCHhttp://aphighered.collegeboard.org/research-reports
AP Fosters Persistence and College Success
AP Students Succeed in Subsequent Courses
AP students exempting from introductory course perform as well, or better than, non-AP students in the sequent course, and earned higher overall GPAs.
AP Students Persist and Complete Degrees
Students with AP Exam scores of 3 and higher were more likely to graduate from college, and to graduate within 4 or 5 years, than non-AP students.
AP Contributes to Students’ Disciplinary Focus
AP students generally took more courses in the discipline and were more likely to major in a closely related discipline.
AP Students Tend to Major in Disciplines Related to the AP Exam
Social Sciences
Mathematics, Statistics, Engineering, & Physical Sciences
Humanities & Liberal Arts
Foreign Languages, Literatures, and Linguistics
Computer and Information Science
Biological & Biomedical Sciences
0.0% 5.0% 10.0%15.0%20.0%25.0%30.0%35.0%
Total GroupAP Students
The correlation between AP Exam and major is particularly strong for STEM subjects.
Adapted from Mattern, Shaw, & Ewing, 2011
• Students who earn 3+ on AP Exams tend to earn higher GPAs in subsequent college courses.
Morgan & Klaric: Findings
0
0.5
1
1.5
2
2.5
3
3.5
4
Intro Course (Non-AP) AP - 3 AP - 4 AP - 5
29
• 147,000 first-year students at 110 four-year institutions • Cross-classified, multilevel modeling approach adjusted for gender,
racial/ethnicity, highest parental education level, SAT scores, and high school GPA
• AP Exam takers scoring a 3+ in the corresponding subject area earned higher GPAs in subsequent courses within that discipline than non-AP Exam takers in seven of the nine subject areas studied.
• Students’ first-year college subject area (SGPAs) examined in nine subject areas: mathematics, computer science, engineering, natural science, social science, history, English, world language, art and music.
• Across all exams, in terms of same-subject-area GPA, AP Exam takers scoring: a 3 outperformed non-AP Exam takers by about 0.11; a 4 outperformed non-AP Exam takers by about 0.16 ; and a 5 outperformed non-AP Exam takers by about 0.25.
Patterson, Packman, & Kobrin: Findings
30
• College Board Admitted Class Evaluation Service can provide data analysis to help inform policy. Request a free placement validity study at
www.collegeboard.org/aces. Upload data, indicate credit / placement policies Receive report, summarizing key group differences Consider performing a more tailored analysis with matching
Contact InformationACES Team(609) [email protected]
Using evidence to inform college credit and placement policy
Institutions who establish evidenced based AP credit policies, examine content and curriculum alignment, AP student placement validity to inform AP policy review.
Introducing AP Capstone™
Launching Fall 2014
Introducing - AP Capstone™
Developed with higher education support and a successful pilot supported by 100+ colleges in the U.S.
and Canada
Emphasizes Critical Skills Complements the in-depth subject-matter study in AP
Considering multiple perspectives Careful evaluation of information Writing evidence-based
arguments
Identifying and Solving Problems Oral communication and
defending an argument Collaboration & teamwork
is an innovative program that allows students to engage in rigorous college-level study of the critical
skills necessary for success in college. The Program of study includes a two-course sequence: AP Seminar and
AP Research
AP Capstone Promotes the Skills Identified by Leading Educational Organizations
The American Association of Colleges and Universities (AAC&U)College Learning for the New Global Century, Essential Learning Outcomes
College Board - Advanced Placement ProgramSkills and Practices identified in AP Courses
The Partnership for 21st Century Skills (P21), A Framework for 21st Century Learning
Common Core State Standards Initiative, Literacy in History/Social Studies, Science, and Technical Subjects 6-1
Council of Writing Program Administrators, Framework for Success in Postsecondary Writing
Building on the hallmarks of the AP Course & Exam Redesign, AP Capstone emphasizes critical thinking, inquiry, reasoning and
communication
A flexible two-course sequence that teaches students rigorous college-level curricula while promoting the critical inquiry
skills needed for success in college and beyond.
AP Capstone Program Model
Students who earn scores of 3 or higher on the AP Seminar and AP Research Exams and on four additional AP Exams of their choosing will receive the AP Capstone Diploma™.
Students who earn scores of 3 or higher on the AP Seminar and AP Research Exams only will receive the AP Seminar and Research Certificate™
AP Capstone Diploma™
AP Research & Seminar Certificate™
Investigate real-world topics from multiple perspectives
Carefully analyze information, write evidence-based arguments and effectively communicate them
Work independently and with a team to research a topic, develop a written report and deliver a presentation
AP Seminar
Students learn to:
1. Team Project & Presentation• 25%
2. Individual Essay & Presentation• 35%
3. Written Exam• 40%
Exams Scored:
Teachers & Students typically select 2-4 topics for the course.
Example TopicsDemocracyEducationRevolutionFreedomProtest
TechnologySustainability
Design, plan, and conduct a year-long mentored, research-based investigation
Apply research methods and practices to address a real-world topic selected by the student
Write a college-level research paper, present and orally defend the findings and research methodology
AP Research
Students Learn to:1. Research Process
• 15%
2. Academic Thesis Paper (~5,000 words)• 70%
3. Public Presentation and Oral Defense• 15%
Exams Scored:
AP Seminar is a prerequisite to AP Research.
• Distinction – Stand out in the college admission process and have the opportunity to earn valuable college credit or placement
• Critical Skills – Students acquire rigorous college-level analysis, writing, and research skills that that are increasingly valued by colleges.
• Choice – Students choose individual research topics and study topics of relevance and interest.
AP Capstone: The Benefits for Students
What Colleges are saying about AP Capstone
“[Through this program] you get students turned on to higher education in a way they are not currently and they enter university with a different kind of attitude.”
Susan Roth, Vice Provost for Interdisciplinary Studies, Duke University, AP Capstone Curriculum Advisory Committee
“AP Seminar and AP Research are terrific classes that prepare students to think in non-formulaic ways.”
Stuart Schmill, Dean of Admissions, Massachusetts Institute of Technology
“At the University of Washington, we would be very interested in enrolling students who have distinguished themselves through the AP Capstone program.”
Phillip Ballinger, Associate Vice Provost for Enrollment and Undergraduate Admissions, University of Washington
Additional Information about AP Capstone
39
AP Capstone online: www.collegeboard.org/apcapstone
Email questions to:[email protected]
The AP Capstone Brochure
• Registrars
• Admissions/Recruiters
• Directors of Honors Colleges
• Directors of Undergraduate
Research
• Faculty/credit policy review
• Academic Advisors
• AP Capstone Pilot scores and transcripts arrive with student applications
• AP Seminar and AP Research (1-5) scores are posted to the AP Score transcript along with other AP Exam scores
• Starting Academic year 2014/15-AP Capstone students will present official AP Capstone Seminar and Research courses & Exam scores in College Application process
• Institutions need to review curriculum for credit/placement recommendations
• 14 states/systems with articulated credit policy are currently reviewing for credit recommendations
Practical Considerations……
40
Resources available…..
• AP Seminar Curriculum Description
• AP Seminar 2 pager
• AP Research CD coming soon
• AP Research 2 pager
AP Capstone™: Statement of Support
www.collegeboard.org/aphighered
QUESTIONS?
• Pam Kerouac• Higher Ed Policy• pkerouac@collegeboard.
org
• Bard Keeler• AP Capstone Schools• [email protected]