Desde agosto 2015:
Como pueden leer este mensaje, la directora del College Board, World Languages (Marcia Ardnt) me ha dado permiso de pasarles el PPT oficial del College Board sobre el curso AP:
“I heard from David Roe about the possibility of your distributing the PD PPT about AP Span Lit to your APSI participants. He is fine with you sharing it with them. He also suggested that they might wish to download, print and distribute the two page course and exam overview that is on the Span Lit course home page, as it is also a great resource for back to school nights or “AP nights”. It is locate at the link below.
David also mentioned something that I did not know–that there is a site on AP Central with information for teachers to use when they prepare for back to school nights or AP nights. In addition to information, there is a kind of generic PPT template that teachers can use. All of this is located at this site:
…y aquí está el PPT:
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Aquí podemos ver la distribución de las calificaciones del examen de “AP Spanish Literature and Culture” del primer año que los estudiantes presentaron su examen con el formato que se introdujo en mayo del 2013:
2013 Spanish Literature and Culture: 77.5% at 3 or higher, 22.5% below 3
AP STANDARD SETTING PANEL:
Aquí les pongo la información oficial que explica que hicimos (yo me incluyo) este junio en el “AP Standard Setting Panel” para determinar las calificaciones del examen nuevo. Fue enviada por la moderadora del “AP Teacher Community”, la Dra. Rita Goldberg:
Information from the College Board: 2013 AP® Spanish Literature Exam Results: How Score Distribution was Determined
A continuación copio un importante documento del College Board en el cual se explica cómo se decidieron las calificaciones del examen de este año. Recomiendo muy encarecidamente su lectura porque da muchísimo detalle sobre el proceso, que ha sido nuevo este año.
2013 AP® Spanish Literature Exam Results: How Score Distribution was Determined
In May of 2013, the AP® Spanish Literature and Culture Exam was administered for the first time, and in June, new standards were established—and cut scores were set—for AP scores of 5, 4, 3, 2, and 1. This process has resulted in a different score distribution than teachers saw on the AP Spanish Literature Exam in recent years. This document is designed to help all members of the AP Spanish Literature and Culture community understand the new standards and the standard setting methodology.
Historically, the AP Program has used College Comparability Studies to set AP standards. These studies relied on the administration of reduced versions of an AP Exam in 25–30 college classrooms. We then used the college students’ performance, in conjunction with their anticipated final course grades (supplied by their professors), to establish the standard against which AP student performance was held.
Because college course expectations shift over time, it has been our practice to rerun College Comparability Studies from time to time in order to capture these shifts and reset the standard. It is also necessary to conduct a new study whenever any change is made to the AP course and exam. As the 2013 exam was a new one, an updated standard was needed. However, over the past several years, we’ve come to recognize a number of flaws in the methodology of the College Comparability Study, among them low student motivation and lack of close alignment between individual college courses and the AP Exam. These flaws can jeopardize the validity of the standard upon which AP student scores are set each year.
Therefore, in consultation with external measurement experts and psychometricians, the College Board recently moved to the most widely accepted method of fixing cut scores on standardized tests: panel-based standard setting. Before this change was formally implemented, the process was piloted in several subjects over three years, and then successfully launched in 2012 for the operational French Language and Culture, German Language and Culture, Italian Language and Culture, and World History exams, and then again this year in Latin, Biology, and Spanish Literature and Culture. “Mini” versions of College Comparability Studies continue to be utilized during the standard setting process to inform standard setting panelists about college/university-level student performance, but are not used to establish standards or cut scores.
Standard Setting Process
The 2013 AP Spanish Literature and Culture Standard Setting panel consisted of nine college and university faculty and six AP teachers. The higher ed panelists were selected based on their expertise in the subject matter and experience teaching a parallel college course in literature in Spanish, without regard to connection to the AP Program or previous familiarity with the exam. They were also selected to reflect a diversity of institution types and geographic areas; particular focus was given to selecting from institutions that might receive AP scores from incoming students. The six AP Spanish Literature and Culture teachers who sat on the panel brought the voice of AP and of secondary education to the table. The panel comprised two Development Committee members, current and former AP Readers, former members of the College Board World Language Commission, and College Board AP Spanish Literature and Culture consultants.
All panelists had read the AP Spanish Literature and Culture Course and Exam Description prior to the meeting, and were then given an additional overview of the course at the meeting. Panelists then took the exam itself in a timed situation. By taking the exam, panelists experienced, and were able to appreciate, the exam’s richness and level of challenge. After taking the exam, there was an open discussion about the exam in general, and in particular, about what the panelists found to be challenging questions. Later, the panelists participated in activities that allowed them to fully understand and internalize the Achievement Level Descriptions (ALDs) from the Course and Exam Description that are used to describe student performance at each of the AP Spanish Literature and Culture score designations for Interpretive Communication, Presentational Communication, Cultures and Comparisons, and Language in Support of Literary Analysis. These ALDs have become the new standard for student performance on this exam, and were employed as a critical component of the standard setting process.
At this point, fully versed in the course, the exam, and the Achievement Level Descriptions (ALDs), the panelists began the process—using the Modified Angoff standard setting methodology—of making judgments about how students should perform, question-by-question. The ALDs were used by the standard setting panelists as they made their judgments for both multiple-choice and free-response questions about anticipated student performance at each of the five levels. The intent of this process is to establish the meaning of AP scores based on a set of objective criteria (the ALDs), and then set the cut scores based on those criteria, not on how students have traditionally performed.
The panelists’ judgments were independent, but between the two rounds of judgments, they participated in small-group and large-group discussions about individual questions and the overall exam in order to ensure a thorough understanding and a robust exchange of ideas and perceptions.
Exam Results Based on Standards Setting
Following three rounds of independent judgments, interspersed with discussion on areas of possible disconnects, the panel’s cut score recommendation resulted in the following score distribution for 2013:
Percentage of students within each score category
Meaning of AP Scores
The traditional description of AP scores has been that a 5 is “extremely well qualified; a 4 is “well qualified”; a 3 is “qualified”; a 2 is “possibly qualified”; and we make “no recommendation” about students earning a 1. In order to provide colleges and universities something more discipline-specific upon which they can establish more informed credit and placement policies, the College Board has begun to develop Achievement Level Descriptions (ALDs) in each discipline. These are developed by the Development Committee and then vetted with higher ed faculty.
The AP Spanish Literature and Culture Course and Exam Description includes the full set of ALDs describing student performance in Interpretive Communication, Interpersonal Presentation, Presentational Communication, Cultures, Comparisons, and Communities, and Language for Literary Analysis at each of the AP score designations. The descriptions correlate with student performance in college or university survey of literature in Spanish courses or in other literature courses at that level or slightly beyond that level.
To further inform colleges and universities about how AP scores might translate to letter grades in equivalent college and university courses, the ALDs were developed to correlate as follows:
5 = A+, A
4 = A-, B+, B
3 = B-, C+, C
2 = C-, D+, D
The College Board maintains a very high degree of confidence in the standard setting process as a valid means to establish the standards for all exams across the AP Program, whether the exams have been redesigned from the ground up, have undergone minor changes, or are simply due for a resetting of the standards. The statistically driven process allows for and accommodates some variation in judgments among the panelists, and provides time for robust discussions before final decisions are made.
Comparison with Prior Years’ Results
Valid comparisons of the 2013 score distributions with those from prior years are not possible to make, as the 2013 exam contains different task models and different standards for student performance. AP Spanish Literature exam score distributions in recent memory have been based on standards set through the use of a College Comparability Study, whereas the 2013 AP Spanish Literature and Culture Exam’s standard is based on a newly developed set of objective, published criteria that can serve as AP Spanish Literature and Culture students’ learning targets for years to come.
¡EXÁMENES DE PRÁCTICA!
Ahora tenemos acceso a unos exámenes de práctica:
- una versión corta se encuentra en el 2020 AP Spanish Literature and Culture Course and Exam Description”, comenzando en la página 184: https://apcentral.collegeboard.org/pdf/ap-spanish-literature-and-culture-course-and-exam-description.pdf
2. otro se puede acceder por medio de su cuenta segura por medio de la pagina del “AP Course Audit”. Solo se puede utilizar en clase con sus propios estudiantes y no publicar en linea ni mandar por medios sociales.
3. ademas de estos recursos, ustedes tienen acceso a su material privado por medio de su “AP Classroom”. Otra vez-solo se puede utilizar en clase con sus propios estudiantes…
Para empezar aquí les pongo el enlace de “Advances in AP”:
Para su conveniencia, aquí les incluyo unos enlaces importantes del College Board:
1. “AP Teacher Community“, donde no solo pueden conectarse con otros profesores sino pueden “subir” materiales que quieran compartir o “bajar” recursos que otros colegas han hecho:
Arriba de la página principal del “AP Teacher Community” están todos los demás sitios importantes del College Board, pero aquí les pongo unos cuantos para su conveniencia:
2. “AP Central” (hay tanta información buena!):
3. “AP Course Audit“, donde pueden cumplir su deber con su Plan de Estudio (“syllabus”), ver los “Pacing Guides” y tener acceso al “AP Spanish Literature and Culture Practice Exam” completo con todo los archivos auditivos y las respuestas completas:
4. “AP Online Reports“, donde pueden ver los resultados del los exámenes AP que toman sus estudiantes. También pueden analizar los datos/estadísticas de los “Instructional Planning Reports”:
5. “AP Credit Policy“, donde ustedes y sus estudiantes pueden ver el crédito que las universidades ofrecen por el examen AP (cada universidad es diferente así que revisen este sitio cada año):
NOTA: En las primeras semanas del año escolar, mis estudiantes investigan el “AP Credit Policy” de las universidades que ellos están considerando…Les doy la siguiente forma:
Después de sus investigaciones, pongo a uno de mis asistentes que organice y escriba toda la información en un documento. Este ejemplo es el que hicimos en agosto, 2012:
Entonces hago copias para los estudiantes para que ellos vayan pensando no solo en las universidades sino también cuales exámenes “AP” deben considerar…
6. AP COURSE AUDIT DEADLINES
Visiten el sitio del Course Audit para las fechas límites…
7. FREE AP PUBLICATIONS
Visiten este enlace para ordenar materiales gratis para sus estudiantes y padres de familia:
….más información en el futuro♥