Rethinking Advanced Placement

“Rethinking Advanced Placement" by Christopher Drew
New York Times January 7, 2011
http://www.nytimes.com/2011/01/09/education/edlife/09ap-t.html?_r=1

Topic: The College Board is changing the format and curriculum for AP tests

Summary: The College Board, owner of the AP exams, is revamping the format for AP tests in the future. Since 1956, when AP testing began, the advances in science, technology, and number of major historical events have added an enormous amount of information to the required curriculum for AP classes. Current tests can draw from any information covered in the class- making it nearly impossible for teachers not to teach to the test. Average scores have been dropping due to the amount of material that must be memorized by students in preparation for the tests. This article focuses primarily on the AP Biology, as it is the first test that will be revamped. The new test will increase open ended answer questions, cut the number of multiple choice questions in half, and add questions that require math calculations. The hope is that the new test and subsequent new curriculum will teach students to think like scientists and build problem solving skills and critical thinking as opposed to simply requiring the memorization of vast amounts of information that may or may not be covered on the test.

Intended audience: General Public

Key Points:

• The AP exam and courses have become overwhelming, forcing teachers to “teach to the test” and requiring students to memorize large amounts of information
• Average test scores are dropping
• Many colleges are no longer giving to credit for scores of 3 or higher, because the students do not demonstrate the type of critical thinking and problem solving required to succeed in higher level courses
• The new tests (starting with biology) will feature fewer multiple choice questions and additional free-response questions
• The change may be difficult for many schools/teachers to make. Lab improvements may be costly

Relevance: This article covers many topics we have already looked at in class; teaching to the test, memorization, freedom to design curriculum, budget concerns, and outside pressures and requirements guiding the way curriculum is set up.