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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I fully agree that there needs to be some coordination between AP teachers (for the same subject). My daughter's AP Lang teacher recently praised a student (note my kid) who wrote an exemplary passage: "This is exactly the sort of response I was looking for. I'll be posting this for others to use as an example going forward. Congrats, David. Keep it up--guys, this is C+/B- work. Well done". Like WTF? "Exactly what she was looking for" and it's not an A? This is a seasoned teacher with more than 15 years at this HS teaching in the English department. She knows how much pressure these Juniors are under to keep up their GPAs, and how much a B or a C in a core class could hurt them. I'm all for tough grading but this is extreme. [/quote]

AP Teacher from before.

That's weird. That is not at all what I do in my room.  I show them model examples of exactly what I expect, and if they can recreate that level of response in September they get A's. Some can. Many take 2-3 units before they finally get it.  The number of kids whose unit 1 tests get annotated with, "Nice information, but you didn't answer the question that was asked" is high at the beginning of the year.  By November they are all reading carefully and making sure their responses truly answer the prompt in full.[/quote]

So in skills based the students would end with A if master it, but won’t kids under rolling or quarter based not get than B at best for year bc so many Lowe grades first half?[/quote]

My course has 9 units. That means 9 tests, 12-15 quizzes, a zillion formative assignments done in class. Getting a D on the first quiz or test, retaking it a month later and getting an A or B, or even ignoring it and getting As going forward isn’t going to make their grade for the year a B. They’ll end up with an A if they figure it out.

It’s not “so many low grades the first half”. It’s the first unit or two when they literally are answering things wrong because they don’t read carefully or don’t understand how to fully answer yet because my examples and feedback haven’t sunk in. Once they do, they retake it or start performing better and they’re fine.

But remember even though I have 30% with Ds early on, I still have 60% with As and Bs after the first test. While one kid and their friends might be saying it’s so hard, their classmates are able to master it early. If truly no one had an A or B at the end of 1st quarter, my admin team would be all over that gradebook trying to figure out what that teacher was going wrong. The reality is probably 50% have As and Bs instead of the typical 90%.[/quote]

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