Transcript Strategies for Improving Student Performance on AP
Strategies for Improving Student Performance on AP Economics exams
Sally Meek Plano West Senior High [email protected]
Multiple Choice
(2/3 of score) students earn 1 point for each correct answer and lose ¼ point for each incorrect answer
TIPS:
Answer the question that was asked Select best answer Skip questions that are completely unfamiliar Answer easy questions first Intent of question will probably be included in stem, therefore, try to formulate an answer before reading distractors
Improving performance on multiple choice questions – A Strategy
1. Students are asked to put away materials.
2. Randomly assign students to groups of three.
3. Using a 10-question quiz generated from a test bank; have students answer the quiz questions as a group. (Give only one copy of quiz per group, this forces students to work together. Students learn from each other as they hear how other students analyze the questions and answer choices) 4. Students will be asked to defend their answers and present their answers in front of the class.
5. Select groups randomly to present. Allow students to ask questions of the groups as they present. (If necessary, I can extend student responses, explain concepts and give the correct answer. By the time all student questions have been answered there is generally a consensus about the correct answer, and the consensus is usually correct)
Free Response Questions
(1/3 of score) 3 questions, 1 long and 2 short (students answer all questions)
What is a rubric?
A rubric is a chart composed of criteria for evaluation and levels of fulfillment of those criteria. A rubric allows for standardized evaluation according to specified criteria, making grading simpler and more transparent.
www.nagc.org/index.aspx
Tips:
Focus on verbs in questions Answer questions in the order asked
(no need to repeat question)
Models can provide or enhance an explanation
(need to be correctly labeled)
Answers need to be consistent
format for answers is acceptable) (outline
Verbs/command word
Identify, what is, what will…? Give answer or directional change
not up and down answers) (caution: OMO changes and budget or account balance changes are
Explain
Why? Or give conceptual reason
Define
Need critical components of definition
Calculate
Usually means final answer but cover your bases and show work
Using model, show…
Must be correctly labeled, show directional change, be large enough to be readable
A suggestion…
Students MUST learn to deal with the unexpected (it’s a skill!)
Macro: Question 1, 2009
What are students asked to do?
Macro: Question 1, 2009
What are students asked to do?
Part a: Using model, show…
Macro: Question 1, 2009
What are students asked to do?
Part a: Using model, show… Part b: Calculate.
Macro: Question 1, 2009
What are students asked to do?
Part a: Using model, show… Part b: Calculate. Part c: What OMO?
Macro: Question 1, 2009
What are students asked to do?
Part a: Using model, show… Part b: Calculate. Part c: What OMO?
Part d: Using model, show…
Macro: Question 1, 2009
What are students asked to do?
Part a: Using model, show… Part b: Calculate. Part c: What OMO?
Part d: Using model, show… Part e: How will…? Explain.
Macro: Question 1, 2009
What are students asked to do?
Part a: Using model, show… Part b: Calculate. Part c: What OMO?
Part d: Using model, show… Part e: How will…? Explain. Part f: What will happen to: i) and ii)? ◦
i) Explain.
Macro: Question 1, 2009
Part a: Using model, show… Part b: Calculate. Part c: What OMO?
Part d: Using model, show… Part e: How will…? Explain. Part f: What will happen to: i) and ii)?
i) Explain.
◦Guess how many points
for each part?
Great guesses!!
Part a: Using model, show
2 points
Part b: Calculate
1 point
Part c: What OMO?
1 point
Part d: Using model, show
2 points
Part e: How will? Explain
2 points
Part f:
What will happen to: i) and ii)?
i) Explain
3 points
Once again…
Answer the question that was asked!
Micro:2003(Form B) Question 2
(c) Now assume that Country X imposes a tariff that raises the price of grain from the free-trade case to Pt. Using the labeling of the graph, identify the change in each of the following.
(i) Domestic production (ii) Domestic consumption (iii) Consumer surplus (iv) Producer surplus