2004 ap bio essay rubrics
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2004 AP Biology Free Response Scoring Guidelines
Robert E. Regulatory control mechanisms in organisms are necessary for survival. This question was one of the four free-response essay questions on the Advanced Placement AP Biology examination, which was taken by more than , high school students in about AP Biology classes worldwide. In addition to the four essay questions, whose conceptual breadth is demonstrated by this example, students complete a multiple-choice section with questions.
The course is expected to be comparable to a two-semester introductory biology course taught at the college or university level. Students who score high enough on the AP Biology exam often receive up to eight semester hours of academic credit at thousands of colleges and universities in the United States. A typical test is developed over the course of two years, undergoing many drafts and modifications. The chief reader for AP Biology serves on the Development Committee to determine whether the free-response questions can be answered and graded fairly and consistently.
The Development Committee also promulgates the fundamental themes of AP Biology in a variety of publications that teachers can use in their AP courses. Teachers are encouraged to use a college-level textbook to teach the AP Biology course. In addition, there are 12 AP Biology laboratory exercises with specific objectives that give students an opportunity to do experimental science. The laboratory exercises range from experiments with diffusion and osmosis to measurement of dissolved oxygen and aquatic primary productivity.
Teachers need not do the exercises as written, but they are encouraged to meet the specific objectives of the 12 labs. For example, before beginning the molecular biology laboratory, students should understand these laboratory objectives: After finishing the molecular biology laboratory, the students should also be able to meet these objectives: On each AP exam, there are laboratory- or experiment-based multiple-choice questions, and at least one free-response question is based on laboratory experiences.
Use plasmids as vectors to transform bacteria with a gene for antibiotic resistance in a controlled experiment. Demonstrate how restriction enzymes are used in genetic engineering; use electrophoresis to separate DNA fragments. The free-response questions for the exam were graded during a week in June on the campus of the University of Nebraska by college faculty and high school AP teachers.
The readers develop the standards or scoring rubrics and then follow them as they grade the exams. The free-response questions are worth 10 points each, with considerable opportunities for partial credit. Students are given credit for what is correct and are not penalized for wrong information. Grading standards for the exam are available for review on the College Board Web site www. To ensure that the grading process is consistent and fair for all students, the readers spend considerable effort developing and clarifying the standards to be used in scoring the exams.
The rubric development is an extraordinarily collegial process, in which readers are encouraged to express their opinions about what should be considered for the standards. College faculty with research expertise relevant to a particular question provide detailed perspectives about what should be part of the rubrics.
Both college and high school readers work toward development of rubrics that incorporate the breadth and depth of what students know. ETS has done a number of studies to determine how students who have taken AP courses and tests in high school have performed later in college. Since an AP Biology course is supposed to be equivalent to a one-year two-semester college-level biology course, a goal of the ETS analysis was to determine how AP students compare with non-AP students who took upper-level college courses in various majors.
One result of the study Morgan and Maneckshana was that most students who took the AP exam in a subject area continued to study and take courses in that subject area in college. Many students who took an AP exam completed their college degree in the disciplinary area of that exam.
Finally, there was a strong relationship between taking AP exams in high school and graduating from college in four years with a grade point average GPA above 3. In another ETS study Morgan and Ramist , AP students who received scores of 4 analogous to college-level B work or 5 analogous to a college-level grade of A , and who were exempted from their first one or two semesters of the introductory college biology course, typically performed at a higher level measured by GPA in their first upper-level course than did non-AP students who took the introductory sequence at their college.
These data indicate that students who typically score 4 or 5 on AP exams are well prepared for college-level academic work at the level above the traditional two-semester introductory biology sequence. We also have much anecdotal evidence from conversations over the years with college AP readers that students who receive an AP score of 3 analogous to a grade of C often perform at the A level when they take a two-semester college biology course.
As a biologist, why would you want to be an AP reader? The answer is simple: It will help make you a better teacher. The AP reading is an excellent way to form partnerships with some of the most committed high school and college science educators in the United States, Canada, and other countries.
It is a wonderful opportunity for professional development, during which college faculty can learn much about test and rubric development. The AP reading is a great place to exchange ideas about teaching and to find out what other teachers are doing in the classroom and laboratory. If you are having difficulty teaching a particular concept or idea, someone at the reading will have a suggestion about how to do it more effectively. More readers are needed every year, as more and more high school students enroll in AP courses.
It is vital to have the support of faculty from colleges and universities that award AP credit to their incoming students. AP readings are enjoyable and challenging events. Lectures, discussions, and social events accompany the hard work of reading hundreds of essays.
Morgan R Maneckshana B. Report no. Morgan R Ramist L. Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide.
Sign In or Create an Account. Sign In. Advanced Search. Search Menu. Article Navigation. Close mobile search navigation Article Navigation. Volume Article Contents References cited. Oxford Academic. Google Scholar. Dwayne Wise. Cite Cite Robert E. Select Format Select format. Permissions Icon Permissions. Flowering in plants Water balance in plants Water balance in terrestrial vertebrates Body temperature in terrestrial vertebrates This question was one of the four free-response essay questions on the Advanced Placement AP Biology examination, which was taken by more than , high school students in about AP Biology classes worldwide.
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Below are free-response questions from past AP Biology Exams. Included with the questions are scoring guidelines, sample student responses, Form B. Directions: Answer all questions. Answers must be in essay form. Outline form is not acceptable. Labeled diagrams may be used to supplement discussion, but in.
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Robert E.
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