ap

1. PGC AP WORKSHOP
Saturday April 10, 2021
presented by Ed Weiss

2. Today’s Agenda
• Welcome
• A working vocabulary
• CED features
• The AP exam
• Bridge to AP Classroom
• Authentic materials
• French resources

3. A “One-Stop Shop” for Teachers
Inside the Course and Exam Description (CED)
• About AP
• Implementing Your Course
• About the AP Course
• Curriculum Framework Overview
• Course-Specific Information
• Exam Information
New Additions
• Course-at-a-Glance
• Unit Guides
• Instructional Approaches

4. AP Courses
https://apcentral.collegeboard.org

5. Course Skills
• Course skills describe what
students should be able to
do throughout the course.
• Course skills also form the
basis of tasks students are
asked to perform on the AP
Exam.
• Students will benefit from
multiple opportunities to
develop course skills in a
scaffolded manner.
CED
p. 13

6. Course Skills and
Learning Objectives
• Course skills describe what
students should be able to
do throughout the course.
• Learning objectives provide
further details of each course
skill.
• Students will benefit from
multiple opportunities to
develop course skills and
specific learning objectives in a
scaffolded manner.
CED
pp. 19 -
21

7. AP
Question
Bank
Unit
Guides
Personal
Progress
Checks
Progress
Dashboard
7
Unit Guides
Planning guides that outline
content and skills for
commonly-taught units within a
course
Personal Progress Checks
Formative AP questions that
provide students with feedback
on the areas where they need
to focus
AP Question Bank
A library of real AP Exam
questions that teachers can
access which can be used to
create customized practice and
tests
Progress Dashboard
Interactive reports that help
teachers understand student
progress on learning critical
concepts and skills
Resources and Supports
for AP

8. ACTFL Performance Descriptors
Novice Range
Advanced Range
Intermediate
Range
NOVICE
Language limited to
memorized material,
formulaic utterances, lists,
and enumerations
INTERMEDIATE
Can create with language,
ask and answer simple
questions on familiar
topics, and handle a simple
situation or transaction
ADVANCED
Can narrate and describe in present, past and
future time frame/aspect, and handle a
complication situation or transaction
P
E
R
F
O
R
M
A
N
C
E
E
X
P
E
C
T
A
T
I
O
N
S

9. 9
Performance Guidelines
AP® Course
Intermediate
Pre-
Advanced
Novice

10. 10
Course Themes
Global Challenges
/ Les défis
mondiaux
Science and
Technology / La
science et la
technologie
Contemporary
Life / La vie
contemporaine
Personal and
Public Identities /
La quête de soi
Families and
Communities /
La famille et la
communauté
Beauty and
Aesthetics /
L’esthétique

11. AP World
Language Courses
Incorporate a Thematic Approach
CED
p. 14

12. 12
► Recommended Contexts:
► Diversity Issues / La tolérance
► Economic Issues / L’économie
► Environmental Issues /
L’environnement
► Health Issues / La santé
► Human Rights / Les droits de
l’être humain
► Nutrition and Food Safety /
L’alimentation
► Peace and War / La paix et la
guerre
► What are possible solutions to
those challenges?
Themes, Recommended Contexts, and Overarching
Essential Questions
Theme: Global Challenges / Les défis mondiaux
► Overarching Essential
Questions:
► What environmental, political,
and social issues pose
challenges to societies .
throughout the world?
► What are the origins of those
issues?
► What are possible solutions to
those challenges?
7-8

13. 13
► Interpersonal Communication
► Active negotiation of meaning among individuals through conversation
(face-to-face or telephonic), or through reading and writing (e.g.,
exchange of personal letters, notes, or emails or participation in
written online discussions)
► Interpretive Communication
► No active negotiation of meaning with another individual, although
there is an active negotiation of meaning construction; includes the
cultural interpretation of text, movies, radio, television, and
speeches
► Presentational Communication
► Creation of spoken or written communication prepared for an
audience and rehearsed, revised, or edited before presentation; one-
way communication that requires interpretation by others without
negotiation of meaning
The Three Modes of Communication

14. 14
► Spoken Interpersonal Communication
► Written Interpersonal Communication
► Audio, Visual, and Audiovisual Interpretive
Communication
► Written and Print Interpretive Communication
► Spoken Presentational Communication
► Written Presentational Communication
Course Modes
19

15. 15
The Course
Skills
Skill Categories and Skills
Based on the Modes of
Communication
Eight Skill Categories and
underlying skills define what
students do:
• Comprehend Text
• Make Connections
• Interpret Text
• Make Meanings
• Speak to Others
• Write to Others
• Present Orally
• Present in Writing

16. Interpretive
Skills
Skill Categories 1-4 describe
Skills and Learning
Objectives for the
Interpretive Mode of
Communication
• Comprehend Text
• Make Connections
• Interpret Texts
• Make Meanings
CED
pp.19-21

17. Interpersonal
Skills
Skill Categories 5 and 6
define Skills and Learning
Objectives for the
Interpersonal Mode of
Communication
• Speak to Others
• Write to Others

18. Presentational
Skills
Skill Categories 7 and 8
define Skills and Learning
Objectives for
Presentational
Communication
• Present Orally
• Present in Writing

19. The exam does not have a separate culture section. There are
no cultural trivia questions.
The cultural focus is on:
• Tangible and intangible PRODUCTS
• Patterns of social interactions, PRACTICES
within a culture
• Values, attitudes, and assumptions that underlie
practices and products through PERSPECTIVES
Encourage Cultural Awareness
AP World
Language Courses

20. 20
Culture:
Products, Practices & Perspectives
Cultural Products Products that are tangible (e.g., tools, books,
music) and intangible (e.g., laws, conventions,
institutions)
Practices Patterns of social interactions
Perspectives Values, attitudes, and assumptions that
underlie both practices and products

21. A multiple-choice section worth 50% of the total score
Assesses:
 interpretive communication (print and audio texts)
A free/constructed response section worth 50% of the total
score
Assesses:
 interpersonal written communication
 presentational written communication
 interpersonal spoken communication
 presentational spoken communication
• Latin and Spanish Literature use a similar format, but assess
different skills
Format of AP
World
Language and
Culture Exams
Commonalities among
Chinese, French, German,
Italian, Japanese, and
Spanish Language and
Culture

22. AP World
Language Exams
AP Exam Format: French,
German, Italian, and Spanish
Language and Culture

23. Print Sources – 30 questions total
• Promotional Material
• Literary Text
• Article and Chart
• Letter
Combined Print and Audio Sources –17 questions total
• Audio Report and Article
• Conversation and Chart
Audio sources – 18 questions total
• Interview
• Instructions
• Presentation
• 65 multiple choice
questions divided among
9 sets
• Each set contains 1 or
more sources and
prescriptive types and
numbers of questions.
• Most sources are
authentic materials.
AP World
Language Exams
9 Multiple-Choice Task Models

24. • Email Reply: students read an incoming formal email and then
respond to it. They need to reply in the formal register, provide
an appropriate greeting and closing, respond to two questions,
and ask for more information about something mentioned in the
email.
Free-Response
Task 1

25. Free-Response
Task 1: Email
Reply

26. • Argumentative Essay: students write an argumentative essay
for a “writing contest”. In their essay, they need to develop an
argument in response to a prompt in which they clearly state
they own perspectives and support their views with evidence
from each of three provided sources; an article, a chart, table,
graph, or infographic, and an audio source.
Free-Response
Task 2

27. Free-Response Task 2:
Argumentative Essay

28. • Conversation: Students participate in a conversation with a
recorded interlocutor. They review an outline of conversation and
must respond appropriately as directed in five turns in this
conversations. They have 20 seconds for each of their five
responses.
Free-Response
Task 3

29. Free-Response
Task 3:
Conversation

30. • Cultural Comparison: Students are asked to compare a cultural
aspect of a target language community to that in their own or
another community. They have 4 minutes to read the prompt and
prepare their presentation and then have 2 minutes to present.
Free-Response
Task 4

31. Free-Response
Task 4: Cultural
Comparison

32. AP World Language and Culture
Scoring Guidelines
• Stable scoring guidelines exist for each Free Response Task and are used for French, German, Italian, and Spanish Language and Culture
• Scoring guidelines for each task are applied holistically using a 5-point scale:
• Strong performance (5)
• Good performance(4)
• Fair performance (3)
• Weak performance (2)
• Poor performance (1)
• Unacceptable performance (0)
• Students earn a score based on the preponderance of the evidence provided, so it is not necessary to have every bullet point present in a
sample.
• Students are rewarded for what they produce and do not lose points for individual errors.
• A strong essay (5) does not have to be perfect and may contain minor spelling and/or grammar errors.
CED
pp. 169-
175

33. • FRQ 2: Persuasive Essay is changing its name to
Argumentative Essay to align better with
expectations for this task. The task model directions
have been aligned to expectations in the scoring
guidelines.
 The expectations for this task have not changed, nor
have the types of sources that are provided. The
scoring guidelines have not changed except for the
name of the task.
• FRQ 4: Cultural Comparison will be reworded to get
students to focus more on the target culture. Students
will be asked to compare an aspect of culture in a
French-speaking community with which they are
familiar to the same cultural aspect in their own OR
another community.
 Students may still begin their presentations with either
the target language community or their own/other as
they have been able to do in the past.
33
2019-2020
AP World
Language and
Culture Exams-
Free-Response
Changes
Changes approved across
French, German, Italian, and
Spanish Language
• FRQ 2: Persuasive Essay
changing to Argumentative
Essay
• FRQ 4: Cultural
Comparison: new wording
to focus more on the target
culture

34. 34
AP®
French Language and
Culture Exam

35. Exam Format – Multiple Choice

36. Free Response Format

38. 38
Students work with a variety of authentic materials, both print and
audio, reflecting the linguistic and cultural diversity of the French-
speaking world.
► Literary and journalistic texts but also announcements,
advertisements, letters, maps, tables, etc.
► Scripted dialogues but also radio interviews, podcasts, public service
announcements, brief presentations, etc.
► Criteria for selection are comprehensibility (accent, pace, minimal
background noise/overlap) and relevance to a course theme and to a
topic that could interest students.
► Materials are reasonably chosen, but also reflect a range of cultural
perspectives and linguistic features.
The AP® Exam: Authentic Materials
10

39. 39
► Students are provided contexts for doing exam tasks
► Advance Organizers
► The audio sources for the multiple choice sections are
played twice
► The audio source for free response task #2 (the
persuasive essay) is played twice
► Typically all audio sources last from 1 minute 30
seconds—2 minutes 30 seconds; no longer than 3
minutes
► The audio prompts for free response task #3 (the
simulated conversation) are played once
The AP® Exam:
Contexts and Audio Sources

40. 40
► Mix of factual and interpretive questions
► Vocabulary in context
► Purpose of the text, point of view of speaker/writer
► Audience of the text
► Inferences and conclusions
► Questions of “cultural” or “interdisciplinary” nature
that ask students to show an understanding of
information contained in the text
The AP® Exam: Multiple-Choice Items

41. Print Sources – 30 questions total
• Promotional Material
• Literary Text
• Article and Chart
• Letter
Combined Print and Audio Sources –17 questions total
• Audio Report and Article
• Conversation and Chart
Audio sources – 18 questions total
• Interview
• Instructions
• Presentation
• 65 multiple choice
questions divided among
9 sets
• Each set contains 1 or
more sources and
prescriptive types and
numbers of questions.
• Most sources are
authentic materials.
AP World
Language Exams
9 Multiple-Choice Task Models

42. Multiple Choice Timing – part 1
• Print texts- 40 minutes
• Read 4 selections
• Answer sets of questions (approx.
30)
• Let’s do an example!

43. 43
SAMPLE: Print Source
Introduction
Thème du cours: Les défis mondiaux
Dans cette sélection il s’agit d’un match de hockey. La
publicité originale a été publiée le 16 février 2010 au
Canada par Jour de la Terre Québec, situé à Montréal. Cet
organisme réalise des activités éducatives et culturelles
pour la protection de l’environnement.
The AP® Exam: Advance Organizers Print
Source
Tasks and source materials come with Advance Organizers and
time for previewing.
145/6

44. Multiple Choice Timing – part 2
• Print & Audio – first set
• 4 minutes to read print text
• 2 minutes to read intro / scan questions
• Listen to audio
• 1 minute to start answers
• Listen again – then 15 seconds x # of
questions

45. Print and Audio Questions
• 4 minutes to read the print source
• 2 minutes to read the introduction to the audio
• Audio is then played twice
162

46. Timing
• Print (chart) & Audio – second set
• 1 minute to look at chart
• 1 minute to read intro to audio / scan
questions
• Listen to audio
• 1 minute to start questions
• Listen again
• Answer questions – 15 seconds x # of
questions
p.168

47. Timing of Multiple-Choice Questions with
Audio
1. Preview time (generally, 1 min.) to read the advance
organizer and skim the questions
2. Audio – first playing
3. Students get 1 minute to start answering questions
4. Audio – second playing
5. Students get 15 sec. x number of questions to finish
answering questions

48. 48
SAMPLE: Audio Source
Introduction
Thème du cours : La quête de soi
Vous aurez d’abord 1 minute pour lire l’introduction et parcourir les
questions. Dans cette sélection il s’ agit des commentaires sur la
politique libanaise faits par l’ écrivain de renom Jean-Marie Gustave
Le Clézio. L’interview originale intitulée Le salon livre francophone de
Beyrouth a été publiée le 1 novembre 2009 en France par Diane
Galliot, journaliste pour Radio France Internationale. Jean-Marie
Gustave Le Clézio a gagné le prix Nobel de littérature en 2008. La
sélection dure à peu près deux minutes et demie.
The AP® Exam: Advance Organizers Audio
Source
173

49. 49
In spoken and written
responses, accuracy of
content, as well as linguistic
accuracy, will be important.
In most of the spoken and
written responses, students
are required to demonstrate
understanding of some type
of input.
The AP® Exam: Free-Response Questions

50. 50
You will write a reply to an email message. You have 15 minutes to read the
message and write your reply.
In your reply, you should:
•Include a greeting and a closing
•Respond to all the questions and requests in the message
•Ask for more details about something mentioned in the message
•Use formal form of address
Free-Response Question 1: Email Reply

51. 51
Directions (in English and French, printed side-by-side):
You will write a reply to an email message. You have 15 minutes to read
the message and write your reply.
Your reply should include a greeting and a closing, as well as respond to
all the questions and requests in the message. In your reply, you should
also ask for more details about something mentioned in the message.
Stimulus:
A formal email message (i.e., from a business, organization, university)
presented as an email message window contains a greeting and a
closing; contains a request for clarification, elaboration, or explanation by
the student; contains two questions that cannot be answered yes/no.
The AP® Exam: Free-Response Questions
Email Reply (Interpersonal Writing)

52. Free-Response Questions:
Interpersonal Mode
The Email
What do students need to be able
to do?
Interpersonal Communication
• Use appropriate formulas for starting and concluding the exchange
• React appropriately with key words and phrases (e.g., to show
agreement/disagreement, surprise, sympathy)
• Maintain exchanges in various social situations (e.g., by accepting or
refusing an invitation, apologizing, congratulating someone)
• State and support an opinion
• Reply to all questions and requests in the exchange

53. The Email Task – 15 minutes total
•It’s your turn to respond to
•the 2019 Email question
53

55. 55
You will write an argumentative essay to submit to a French writing contest. The essay topic
is based on three accompanying sources, which present different viewpoints on the topic and
include both print and audio material. First, you will have 6 minutes to read the essay topic
and the printed material. Afterward, you will hear the audio material twice; you should take
notes while you listen. Then you will have 40 minutes to prepare and write your essay.
In your argumentative essay, you should:
•Present the sources’ different viewpoints on the topic
•Clearly indicate your own viewpoint and defend it thoroughly
•Use information from all of the sources to support your essay
•Identify sources appropriately
•Organize your essay into clear paragraphs
Free-Response Question 2:
Argumentative Essay

56. 56
Directions (in English and French, printed side-by-side):
You will write an argumentative essay to submit to a French-
language writing contest. The essay topic is based on three
accompanying sources, which present different viewpoints on the
topic and include both print and audio materials. First, you will have 6
minutes to read the essay topic and the printed material. Afterward,
you will hear the audio material twice; you should take notes while
you listen. Then you will have 40 minutes to prepare and write your
essay.
In your argumentative essay, present the sources’ different
viewpoints on the topic and also clearly indicate your own viewpoint
and thoroughly defend it. Use information from all of the sources to
support your essay. As you refer to the sources, identify them
appropriately. Also, organize your essay into clear paragraphs.
The AP® Exam: Free-Response Questions
Argumentative Essay
(Presentational Writing)

57. 57
Stimuli:
(1) A print source (journalistic article or literary text) that presents a
clear opinion on the topic; opinion is different from that of the
audio source (authentic source, may be excerpted)
(2) A map with text, a chart, or a table that presents information on
the topic — this source doesn’t have to present an opinion
(authentic source)
(3) An audio source (interview, report, or announcement) that
presents a clear opinion on the topic which is different from the
opinion in the print source (authentic source, may be excerpted)
The AP® Exam: Free-Response Questions
Argumentative Essay (Presentational Writing)

58. Free-Response Questions:
Presentational Mode
Presentational Communication
• Organize their comments and observations:
• Presentational Writing: organization in clear paragraphs (introduction,
body of essay with examples, conclusion)
• Presentational Speaking: introduction, observations with examples,
conclusion
• Choose appropriate examples and cite/describe/explain them in their
own words
• Use transition words and phrases to facilitate the reader’s/listener’s
understanding
• Use a variety of communication functions: summarize, describe,
explain, narrate, compare, persuade

59. Presentational Writing
• The task is constructed so that the print source and the audio
source present clearly distinct viewpoints.
• Time management: Students have the printed material in front of
them the whole time.
• Print sources: For the first 6 minutes, scan the article and chart, and
underline examples to use in the essay.
• Audio sources: Take notes! The audio is played twice, but students
must take notes in order to be able to pull an example or two to use in
the essay.
• Possible plan for writing time:
40 min. = 5 min. to outline, 35 min. to write

60. 60
You will participate in a conversation.
• You will have 1 minute to read a preview of the conversation, including an outline of each
turn in the conversation.
• Afterward, the conversation will begin, following the outline.
• Each time it is your turn to speak, you will have 20 seconds to record your response.
• Participate in the conversation as fully and appropriately as possible.
Free-Response Question 3:
Conversation

61. 61
Directions (in English followed by French):
You will participate in a conversation. First, you will have 1 minute to read a
preview of the conversation, including an outline of each turn in the
conversation. Then the conversation will begin, following the outline. Each
time it is your turn to speak, you will have 20 seconds to record your
response.
You should participate in the conversation as fully and appropriately as
possible.
Stimulus:
Outline of a conversation in French that contains a description of each of five
utterances from the interlocutor (the recording) and each of five utterances
from the student; descriptions in the outline focus on communicative
functions (e.g., tell your friend what happened, make a suggestion, offer a
solution, excuse yourself and say goodbye).
The AP® Exam: Free-Response Questions
Conversation (Interpersonal Speaking)

62. 62
You will make a presentation on a specific topic to your class. You will have 4 minutes to read
the presentation topic and prepare your presentation. Then you will have 2 minutes to record
your presentation.
In your presentation,
•Compare a French speaking community with which you are familiar to your own or
another community.
•Demonstrate your understanding of cultural features of this French speaking community.
•Organize your presentation clearly.
Free-Response Question 4:
Cultural Comparison
Comment est-ce que l’aménagement de la ville
(ses marchés, parcs et rues,
par exemple) affecte la vie des gens d’une
communauté francophone que
vous connaissez ? Comparez la façon dont
l’aménagement de la ville affecte

63. Comment est-ce que l’aménagement de la ville (ses marchés, parcs et rues,
par exemple) affecte la vie des gens d’une communauté francophone que
vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte
les gens de cette communauté francophone à la façon dont il affecte les gens
de votre communauté ou sinon d’une autre communauté.
Dans votre exposé, vous pouvez faire référence à ce que vous avez
étudié, vécu, observé, etc..

64. 64
Directions (in English followed by French):
You will make an oral presentation to your class on a specific topic. You
will have 4 minutes to read the topic and prepare your presentation.
Then you will have 2 minutes to record your presentation.
In your presentation, compare your own community to an area of the
French-speaking world with which you are familiar. You should
demonstrate your understanding of cultural features of the French-
speaking world. You should also organize your presentation clearly.
Stimulus:
There is no stimulus, only a prompt. The goals of this task are for the
students to speak first about themselves and their communities (using
description or explanation) and then speak of an area of the French-
speaking world about which they have learned something or have some
personal experience (using comparison). Students are encouraged to
cite examples from materials they’ve read, viewed, and listened to;
personal experiences; and observations.
The AP® Exam: Free-Response Questions
Cultural Comparison
(Presentational Speaking)

65. AP
Question
Bank
Unit
Guides
Personal
Progress
Checks
Progress
Dashboard
65
Unit Guides
Planning guides that outline
content and skills for
commonly-taught units within a
course
Personal Progress Checks
Formative AP questions that
provide students with feedback
on the areas where they need
to focus
AP Question Bank
A library of real AP Exam
questions that teachers can
access which can be used to
create customized practice and
tests
Progress Dashboard
Interactive reports that help
teachers understand student
progress on learning critical
concepts and skills
Resources and Supports
for AP

66. 1. Comprehend Text: Comprehend written, audio,
audiovisual and visual texts
2. Make Connections: Make interdisciplinary and cultural
connections and comparisons
3. Interpret Text: Interpret the content or written or audio
text
4. Make Meanings: Make meanings from words and
expressions-determine meanings of vocabulary in context
5. Speak to Others: Communicate interpersonally by
speaking with others
6. Write to Others: Communicate interpersonally by writing
to others
7. Present Orally: Communicate through spoken
presentations
8. Present in Writing: Communicate through written
presentations
Eight Skill Categories across the
Modes of Communication are
defined with underlying learning
objectives that are assessed on
the exam
AP World
Language Courses
Interpretive Mode
Interpersonal Mode
Presentational Mode

67. Course Skills
• Course skills describe what
students should be able to
do throughout the course.
• Course skills also form the
basis of tasks students are
asked to perform on the AP
Exam.
• Students will benefit from
multiple opportunities to
develop course skills in a
scaffolded manner.
CED
p. 13

68. Course Skills and
Learning Objectives
• Course skills describe what
students should be able to
do throughout the course.
• Learning objectives provide
further details of each course
skill.
• Students will benefit from
multiple opportunities to
develop course skills and
specific learning objectives in a
scaffolded manner.
CED
pp. 19 -
21

70. AP Central
Educators can continue to access
information about AP through our
public website.

71. AP Classroom
Online platform where teachers and
students can access all the
instructional resources.

72. Topic Questions
Check for understanding as
you teach each topic and skill.

73. AP Classroom:
Unit 1
Scroll down the AP Classroom
homepage to see AP units and skills
• These follow the skills highlighted for each
task model
• Unit Guide links provide easy access to
instructional strategies and details
• Skills are color coded just like in the CED to
help you spiral across units
CED
p. 30
ONLINE

74. Topic Questions: AP French Language and
Culture
Unit 1, Promotional Materials
Skill 1.A La Descente Saint-Denis
En vue de l’événement la Descente Saint-Denis, la toute première course de boîtes à savon hivernale qui
fait partie de la programmation officielle des Célébrations du 375e anniversaire de Montréal, le public est
invité à former une équipe de quatre personnes afin de participer à cette première historique dans la
région à l’occasion des Hivernales.
La Descente Saint-Denis proposera 280 mètres de pure adrénaline avec des défis captivants. Dès le départ,
les équipes devront déneiger leur bolide afin d’entamer la descente.
Ensuite, ils traverseront la zone thématique du parc des Laurentides, avant de s’attaquer à une bataille de
boules de neige ! Une fois leur souffle repris, la section de l’érablière les attendra de pied ferme où
raquettes d’hiver et eau d’érable seront au rendez-vous avant de laisser place à la dernière étape du
parcours qui sera présentée sous le thème de l’été et des Caraïbes !
Après avoir dévalé le parcours, une équipe à la fois, en plus ou moins deux minutes, les équipes franchiront
la ligne d’arrivée, sans confirmer leur place sur le podium puisqu’il s’agit d’une course chronométrée et
jugée, selon la créativité et l’originalité ainsi que la participation et l’animation.
Les gagnants de chacune des catégories se partageront près de 3000 $ en bourses.
Pour les inscriptions, visitez le www.descentestdenis.com
Used by permission

75. Topic Questions: AP French Language and
Culture
Unit 1, Promotional Materials
Skill 1.A
Sur la base de quels critères les vainqueurs de la course seront-ils déterminés ?
La rapidité et la créativité.
L’originalité et la courtoisie.
L’animation et l’agilité.
L'innovation et la force
Answer A
Correct. The announcement states that winners of the race will be determined based on the timed
race combined with aspects of creativity and originality.

77. Personal Progress Checks Overview
Personal Progress Check
information provided on second
page of each Unit Guide.
Specifications include:
• Approximate number of multiple-
questions (MCQ)
• Number of free-response
(FRQ)
• Type of free-response questions,
including whether the FRQ
partial version of what students
encounter on the AP Exam.
CED
p. 26

78. Personal Progress Checks: AP Classroom
When ready, teachers can unlock
Personal Progress Checks to assess
the content and skills in each unit.
Designed to fit in 45-minute periods or
homework assignments, with sections
that can be assigned separately:
• Multiple Choice Questions (MCQ)
online test taking
• Free Response Questions (FRQ)
for online (spoken) or paper test
(written)

79. Personal Progress Checks: Implementation
Personal Progress Checks (PPCs) should be assigned at the completion of each unit.
• PPCs should be assigned within the window of time allotted for the completion of the unit.
• Completion of PPCs should include the scoring of student responses and the entering of student scores in
AP Classroom.
Data review should occur immediately after PPC administration. Teachers are encouraged to:
• Enable student access and encourage review of rationales;
• Review class misunderstandings to provide individual or class remediation;
• Use data as input to future instructional decisions.
In summary:
• Personal Progress Checks are assigned as a full set, by MCQ and FRQ, though multiple parts of each section may exist.
• Personal Progress Check MCQ sections are assigned online only, but FRQ sections can be assigned online or
printed.

80. Progress Dashboard
Interactive reports highlight
student progress as they learn
critical concepts and skills.
80

81. Progress Dashboard
Preview
View progress for every student and
class across AP units and skills.
1

82. AP Question Bank
Teachers access this library of real
AP questions to create customized tests
for students to take on paper or online.
82

83. AP Question Bank: Assessment Builder
Boosts student practice with
every available AP question in
one place.
• Previously used questions are
indicated in orange
• Assessment Builder helps teachers
create and customize assignments
for students

84. Let’s go to AP Classroom!