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