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Strategies for Improving Student Performance on AP Economics exams

Multiple Choice (2/3 of score) students earn 1 point for each correct answer and lose

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Strategies for Improving Student Performance on AP Economics exams

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    1. Strategies for Improving Student Performance on AP Economics exams Sally Meek Plano West Senior High sally.meek@pisd.edu

    2. Multiple Choice (2/3 of score) students earn 1 point for each correct answer and lose Ľ point for each incorrect answer

    3. 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          

    4. 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)

    5. Free Response Questions (1/3 of score) 3 questions, 1 long and 2 short (students answer all questions)

    6. 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

    7. 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 (outline format for answers is acceptable)

    8. Verbs/command word Identify, what is, what will…? Give answer or directional change (caution: OMO changes and budget or account balance changes are not up and down answers) Explain Why? Or give conceptual reason

    9. Define Need critical components of definition Calculate Usually means final answer but cover your bases and show work

    10. Using model, show… Must be correctly labeled, show directional change, be large enough to be readable

    11. A suggestion… Students MUST learn to deal with the unexpected (it’s a skill!)

    12. Macro: Question 1, 2009 What are students asked to do?

    13. Macro: Question 1, 2009 What are students asked to do? Part a: Using model, show…

    14. Macro: Question 1, 2009 What are students asked to do? Part a: Using model, show… Part b: Calculate.

    15. Macro: Question 1, 2009 What are students asked to do? Part a: Using model, show… Part b: Calculate. Part c: What OMO?

    16. 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…

    17. 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.

    18. 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.

    19. 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?

    20. 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

    21. Once again… Answer the question that was asked!

    22. 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

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