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Skills and Standards
Skills and Standards
AP Seminar and AP Research are based on essential standards from the Common Core State Standards and refines the skills of the QUEST Framework:
Question
Understand
Evaluate
Synthesize
Transform and Transmit
Research shows that students who possess the following specific academic skills and behaviors will find greater success than those who do not. Therefore AP Seminar and AP Research will teach, practice, and assess the following academic strategies that will transfer into both college and the workplace:
Annotate texts and take structured notes
Conducting internet research and citing sources
Memorization and using note cards
Tracking assignments and using calendars
Organizing work in a notebook
Goal setting
In addition, classwork is designed to teach and reinforce behaviors that are needed for life-long learning and critical thinking in a 21st century global society. Those behaviors are:
Metacognition,
Self-concept,
Self-monitoring,
Strategy,
Motivation,
Volition, and
Collaboration.
GRADING
GRADING
How are Grades Determined in AP Research?
Grades in all BHS English classes are based on measures of proficiency toward the essential standards. NOT ALL WORK IS ASSIGNED A GRADE OR RECORDED IN SKYWARD FAMILY ACCESS. Students will frequently complete tasks that are used as checks for understanding or quick formative assessment.
When work is being formally graded for inclusion on report cards, students will receive assignment descriptions identifying expectations and standards of assessment. Students will have frequent choice of how they demonstrate proficiency and growth.
Student proficiency of standards are scored on a 0 to 4 standards-based scale (left) based on the demonstrated level of proficiency.
In AP Capstone (Seminar and Research), Skills for Success grades will account for a large portion of the overall course grade. Just as the College Board would not allow a teacher to help you during the AP Exam in May, they also impose restrictions on the types of feedback that may be given to students during the in-class performance task. This requires teachers to rely heavily on completion scores versus standards during the performance task period.
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