REPORT FROM DAY 7
We're done, yeah! I've updated the other rubrics below.
I'm including reports from the moderator of the APWH list serve:
Last night was "Meet the Question Leaders" where we get the chance to talk about the questions we did not score.
The DBQ
Problems
The CCOT
The C&C
AP Consultants were recently advised of an update made to next year's Course Descriptions. This notice was sent to consultants in advance so that teachers participating in professional development activities over the summer would be aware of a change to next year's exams. All teachers will be notified of this information in August.
This is the information that was shared:
Beginning with the May 2011 AP Exam administration, total scores on the multiple-choice section will be based on the number of questions answered correctly. Points will no longer be deducted for incorrect answers and, as always, no points will be awarded for unanswered questions. AP Course Descriptions that reflect this change are available now from AP Central so that teachers have the correct information during the summer. Updates to the website and a formal announcement about this change will take place in August.
This is for ALL the AP subjects.
REPORT FROM DAY 3
Have gotten used to the altitude and have read more essays than I care to remember.
Rubric for the comparative:
Rubric for the CCOT
Big problems are the thesis and analysis. Addressing all parts is a low bar (both had emperors).
Rubric for the DBQ
I'm including reports from the moderator of the APWH list serve:
Day 1.
The Leadership team has been here for a few days working on the rubrics and the sample packets and to day we start reading. There will be a general meeting and then a meeting of the readers for each questions and then meetings for each table. A table is usually 7-8 Readers with a Table Leader. Each table is a mix of new and old Readers from both secondary schools and colleges and universities.
The tables will look at the rubrics, read and score samples and begin to get "on standard." This process may take the better part of a day with the goal being a simple one. Every students essays should get the score it deserves regardless of who reads it and when.
For those of you interested, we have abut 160,000 student booklets this year and about 850 Readers. A goodly bit of progress from 2002 when 89 of us read 22,000 booklets.
Day 2 starts. Day 1 was spent going over the rubrics, reading and scoring sample essays, working out the fine points, and just settling in. The C&C ( methods of political control in Han China, Mauryan/Gupta India and Imperial Rome) is going to go well. The rubric is clear and the students are writing very well at the middle and high essays. Still have problems with students not responding to the question. A fair number of them are telling us about the FALL of the empires, which is not part of the question. And a fair number are confused about the timeline. We are hearing about the Muslims in India and the Mongols in China, both of which are out of the time frame. We are also getting a number of students discussing the Roman republic and not Imperial Rome.
The major problem continues. I saw two folders today of 25 booklets each with not one student getting for a THESIS!!!! To me, this continues to be the prime assignment when your are teaching them to write.
Day 3
First the DBQ-
1) THESIS! THESIS! THESIS! (A problem that we continue to encounter on the C&C.)
2) The missing document and the POV is not plausibly linked to the prompt.
3) The documents are described but not analyzed.
4) The students are using all the documents!
5) They are doing POV!
The CCOT.
1) The thesis structure has improved but still continues to present problems.
2) They must mention the dates.
3) They are showing change but NOT continuity.
4) It is reading very well. The teachers are doing a good job.
5) Many feel this is the best CCOT since 2002.
2009 READING - reportfromtheapwhreadingincolorado