Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. Some of my strongest students in my AP classes are terrible test takers. I’ve never considered a score to be a solid indicator of college readiness. I have 20 years of experience watching average test takers (but great students) move on to strong colleges and advanced degrees. I have a relative with two masters and a PhD (all from great colleges) and he bombed the SAT and the GRE.

My own child just scored a 2 on one of his exams. I’m not that upset, and neither is he. He’ll be prepared for college and that score isn’t going to keep him out.

Genuine Question: How can someone be a strong student and a "terrible test taker"? Part of being a strong student involves demonstrating mastery of the subject matter. If you bomb all the tests and quizzes, then how are they demonstrating mastery?

That's like saying, "I'm an incredible actor. I just have terrible stage fright and freeze up on stage." You can't be a great actor if you can't perform when the spotlight is on....

And if you're not good at taking tests due to emotional/mental needs, a strong student should be self-aware and ensure they have the appropriate accommodations to compensate for that?

I’m the teacher PP.

There are many, many ways to demonstrate content knowledge. Multiple choice questions and formatted essays aren’t the only way. I actually prefer choice and project-based assignments for that very reason. I can actually see what my students know, and not what they memorized. (… and I am a highly regarded teacher who takes assessment methods courses on my own time each summer.)

People take test prep sessions to learn the skills associated with taking a test… the strategy. I have also had mediocre students who are good at test strategy.

I don’t see a clear correlation between high test scores and high performance.

Maybe there's not a 1:1 correlation between high test scores and high performance, but there's no way they're totally uncorrelated.

And while it's nice that you favor project-based assignments, they come with their own tradeoffs and downsides.

What's your solution? Just get rid of the AP exams altogether because....you don't like them? Or you think they're unreliable barometers of student knowledge and success?

Project-based assessments are very subjective, which opens up all kinds of biases and inconsistencies so I don't see trading one for the other as really solving the problem.

You’re simply being hyperbolic. Did I suggest… or even remotely imply… that we should get rid of AP tests? No, I didn’t. They are one data point.

I’m not sure why it’s a threatening notion that there are educators (many of us) who don’t put all of our eggs in a high-stakes test basket.

I get more valuable data regarding my students’ progress from project based assessments. I’m able to get a better handle on an individual student’s strengths and setbacks this way. I spend a ton of time doing this. I suppose I can throw an old AP test their way, which would save me a ton of time. I wouldn’t be serving the students nearly as well, though.

I actually value learning, the joy of learning, and the retention of knowledge. I don’t value high-stakes multiple choice assessments as much. I don’t think of my students as scores.

I suspect you care a lot about scores. Have at it. They are a great way to get into colleges. Just know they aren’t the only way. I’ve taught over 3,200 students so far in my career. I’ve learned not to base a student’s success off a test score. Good thing, too, since many mediocre test takers went on to be tremendously successful.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, this is your fault. You are raising her in a high pressure and competitive environment and it’s not healthy. Why is she discussing AP exam scores with her friends? Why is she devastated over a damned 3? Is this really the way you want to raise her? I guarantee you a few years from now she’s going to be super bitter and blame you.

dp.. please. Kids pick up pressure from each other, not always the parents.

My kid is the exact same as OP's - 3 on APGov, A in the class. DC said they studied a lot. I never pressured DC to get more than a 3. In fact, I told DC that if they fail it, it's not the end of the world. DC took another AP and got a 2. DC cried over both scores because of how hard they studied but still got a bad score.

I comforted DC, and told them that it's possible that the way they studied wasn't really conducive to absorbing what they were reading. I won't go into how they studied, but I told DC that this wasn't the way to do it, but DC wouldn't listen to me.

Also, IMO, grade inflation is not helping. These kids think that because they got an A in the class that they know the material, but grade inflation means that their A may really be a B, and so on. IMO, it makes them over confident, and I think that this is what happened to my DC.

Now DC knows after learning the lesson the hard way - learn to study, and getting an A in the class means nothing. This part I blame the schools.

Not nice to tease like that.

OP here and I also question DD’s studying efficiency. I don’t think it’s teasing to point out that sometimes our methods need to be modified. I’m not sure DD could have studied harder and she should be very proud of her effort. But reading this thread, including what I wrote, helps me identify that her problem may be more test strategy than preparation.

I think PP meant the tease was not telling us how the kid was studying. In our house it was never cracking the spine on the study guide books, refusing to study in the study room or join any study groups, but to sit at the computer with one screen on the friend chat and the one on a click based study guide. Sometimes, teenagers just need to fail in order to learn the lesson. DC was lucky to get a 3 that way.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, this is your fault. You are raising her in a high pressure and competitive environment and it’s not healthy. Why is she discussing AP exam scores with her friends? Why is she devastated over a damned 3? Is this really the way you want to raise her? I guarantee you a few years from now she’s going to be super bitter and blame you.

dp.. please. Kids pick up pressure from each other, not always the parents.

My kid is the exact same as OP's - 3 on APGov, A in the class. DC said they studied a lot. I never pressured DC to get more than a 3. In fact, I told DC that if they fail it, it's not the end of the world. DC took another AP and got a 2. DC cried over both scores because of how hard they studied but still got a bad score.

I comforted DC, and told them that it's possible that the way they studied wasn't really conducive to absorbing what they were reading. I won't go into how they studied, but I told DC that this wasn't the way to do it, but DC wouldn't listen to me.

Also, IMO, grade inflation is not helping. These kids think that because they got an A in the class that they know the material, but grade inflation means that their A may really be a B, and so on. IMO, it makes them over confident, and I think that this is what happened to my DC.

Now DC knows after learning the lesson the hard way - learn to study, and getting an A in the class means nothing. This part I blame the schools.

Not nice to tease like that.

lol.. it basically involved sitting for hours but with a lot of "breaks" in between, and short stints of reviewing and reading. I told DC that at work, when I need to really focus on something, I need at least 2 hours of uninterrupted time to really delve into and absorb the details. The short stints of studying with frequent breaks is not conducive to really absorbing the material, but what can we expect from the generation of tiktok and instant gratification.

Fortunately, DC is only 15 so they have time to learn how to focus... hopefully. I don't know if DC will actually heed my advice, though. They have a short term memory about lessons learned.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. Some of my strongest students in my AP classes are terrible test takers. I’ve never considered a score to be a solid indicator of college readiness. I have 20 years of experience watching average test takers (but great students) move on to strong colleges and advanced degrees. I have a relative with two masters and a PhD (all from great colleges) and he bombed the SAT and the GRE.

My own child just scored a 2 on one of his exams. I’m not that upset, and neither is he. He’ll be prepared for college and that score isn’t going to keep him out.

Genuine Question: How can someone be a strong student and a "terrible test taker"? Part of being a strong student involves demonstrating mastery of the subject matter. If you bomb all the tests and quizzes, then how are they demonstrating mastery?

That's like saying, "I'm an incredible actor. I just have terrible stage fright and freeze up on stage." You can't be a great actor if you can't perform when the spotlight is on....

And if you're not good at taking tests due to emotional/mental needs, a strong student should be self-aware and ensure they have the appropriate accommodations to compensate for that?

I’m the teacher PP.

There are many, many ways to demonstrate content knowledge. Multiple choice questions and formatted essays aren’t the only way. I actually prefer choice and project-based assignments for that very reason. I can actually see what my students know, and not what they memorized. (… and I am a highly regarded teacher who takes assessment methods courses on my own time each summer.)

People take test prep sessions to learn the skills associated with taking a test… the strategy. I have also had mediocre students who are good at test strategy.

I don’t see a clear correlation between high test scores and high performance.

Maybe there's not a 1:1 correlation between high test scores and high performance, but there's no way they're totally uncorrelated.

And while it's nice that you favor project-based assignments, they come with their own tradeoffs and downsides.

What's your solution? Just get rid of the AP exams altogether because....you don't like them? Or you think they're unreliable barometers of student knowledge and success?

Project-based assessments are very subjective, which opens up all kinds of biases and inconsistencies so I don't see trading one for the other as really solving the problem.

So, why bother trying to get it right when we can get it reliably wrong?

I don't think a mindset that rigidly says "All tests are bad so we should get rid of them" does anyone any good, nor does it pass the common sense test.

Well, then it's a good thing nobody has said that.

So what's your solution? Or what do you see as the problem with AP Exams?

You are responding to multiple posters. Why would there even need to be one single solution?

So we should do a decision tree with multiple mastery evaluation options for every kid? That sounds untenable.

Who is "we"? Are you a college admissions officer?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A 3 on an AP exam is passing and gets credit at many, many colleges. I wish your kid got a 5 as well, but wow. It isn't like they failed out of school. Questioning college readiness because they took a college test in HS and passed?

I need to log off.

My DD got a 3 and I was thrilled. It is her first exam. over 30% got a 1 or 2. Breathe.

Same. My kid got an A- in her AP classes and scored 3s. She’s fine and so are we. She does well in class and crappy on standardized tests. Outgoing kid who’s comfortable with herself. I feel lucky to have such a well-adjusted kid.

She’s plans to apply to an Ivy this fall and has a really good shot. And if she doesn’t get in, she knows she will land somewhere else where she’ll be fine.

Ha ha if you really think your A- /3s kid has a “really good shot” at an Ivy. She has almost zero shot. Do you live under a rock?

Almost everyone has almost zero shot.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A 3 on an AP exam is passing and gets credit at many, many colleges. I wish your kid got a 5 as well, but wow. It isn't like they failed out of school. Questioning college readiness because they took a college test in HS and passed?

I need to log off.

My DD got a 3 and I was thrilled. It is her first exam. over 30% got a 1 or 2. Breathe.

Same. My kid got an A- in her AP classes and scored 3s. She’s fine and so are we. She does well in class and crappy on standardized tests. Outgoing kid who’s comfortable with herself. I feel lucky to have such a well-adjusted kid.

She’s plans to apply to an Ivy this fall and has a really good shot. And if she doesn’t get in, she knows she will land somewhere else where she’ll be fine.

Ha ha if you really think your A- /3s kid has a “really good shot” at an Ivy. She has almost zero shot. Do you live under a rock?

I was thinking the same thing but didn’t know how to phrase it. Maybe she’s a nationally ranked athlete or won the Pulitzer or is a piano prodigy?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. Some of my strongest students in my AP classes are terrible test takers. I’ve never considered a score to be a solid indicator of college readiness. I have 20 years of experience watching average test takers (but great students) move on to strong colleges and advanced degrees. I have a relative with two masters and a PhD (all from great colleges) and he bombed the SAT and the GRE.

My own child just scored a 2 on one of his exams. I’m not that upset, and neither is he. He’ll be prepared for college and that score isn’t going to keep him out.

Genuine Question: How can someone be a strong student and a "terrible test taker"? Part of being a strong student involves demonstrating mastery of the subject matter. If you bomb all the tests and quizzes, then how are they demonstrating mastery?

That's like saying, "I'm an incredible actor. I just have terrible stage fright and freeze up on stage." You can't be a great actor if you can't perform when the spotlight is on....

And if you're not good at taking tests due to emotional/mental needs, a strong student should be self-aware and ensure they have the appropriate accommodations to compensate for that?

I’m the teacher PP.

There are many, many ways to demonstrate content knowledge. Multiple choice questions and formatted essays aren’t the only way. I actually prefer choice and project-based assignments for that very reason. I can actually see what my students know, and not what they memorized. (… and I am a highly regarded teacher who takes assessment methods courses on my own time each summer.)

People take test prep sessions to learn the skills associated with taking a test… the strategy. I have also had mediocre students who are good at test strategy.

I don’t see a clear correlation between high test scores and high performance.

Maybe there's not a 1:1 correlation between high test scores and high performance, but there's no way they're totally uncorrelated.

And while it's nice that you favor project-based assignments, they come with their own tradeoffs and downsides.

What's your solution? Just get rid of the AP exams altogether because....you don't like them? Or you think they're unreliable barometers of student knowledge and success?

Project-based assessments are very subjective, which opens up all kinds of biases and inconsistencies so I don't see trading one for the other as really solving the problem.

So, why bother trying to get it right when we can get it reliably wrong?

I don't think a mindset that rigidly says "All tests are bad so we should get rid of them" does anyone any good, nor does it pass the common sense test.

Well, then it's a good thing nobody has said that.

So what's your solution? Or what do you see as the problem with AP Exams?

You are responding to multiple posters. Why would there even need to be one single solution?

So we should do a decision tree with multiple mastery evaluation options for every kid? That sounds untenable.

That’s because it is. They can’t tailor college readiness or mastery of material to each individual student. So they use something like test scores as a benchmark. It’s not going to change any time soon.

Anonymous wrote:

Anonymous wrote:A 3 on an AP exam is passing and gets credit at many, many colleges. I wish your kid got a 5 as well, but wow. It isn't like they failed out of school. Questioning college readiness because they took a college test in HS and passed?

I need to log off.

My DD got a 3 and I was thrilled. It is her first exam. over 30% got a 1 or 2. Breathe.

Same. My kid got an A- in her AP classes and scored 3s. She’s fine and so are we. She does well in class and crappy on standardized tests. Outgoing kid who’s comfortable with herself. I feel lucky to have such a well-adjusted kid.

She’s plans to apply to an Ivy this fall and has a really good shot. And if she doesn’t get in, she knows she will land somewhere else where she’ll be fine.

Ha ha if you really think your A- /3s kid has a “really good shot” at an Ivy. She has almost zero shot. Do you live under a rock?

My kid got one 4 and the rest 3s and is kicking butt in college. It is one test on one day and does not define the student.

Anonymous wrote:A 3 on an AP exam is passing and gets credit at many, many colleges. I wish your kid got a 5 as well, but wow. It isn't like they failed out of school. Questioning college readiness because they took a college test in HS and passed?

I need to log off.

My DD got a 3 and I was thrilled. It is her first exam. over 30% got a 1 or 2. Breathe.

Same. My kid got an A- in her AP classes and scored 3s. She’s fine and so are we. She does well in class and crappy on standardized tests. Outgoing kid who’s comfortable with herself. I feel lucky to have such a well-adjusted kid.

She’s plans to apply to an Ivy this fall and has a really good shot. And if she doesn’t get in, she knows she will land somewhere else where she’ll be fine.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. Some of my strongest students in my AP classes are terrible test takers. I’ve never considered a score to be a solid indicator of college readiness. I have 20 years of experience watching average test takers (but great students) move on to strong colleges and advanced degrees. I have a relative with two masters and a PhD (all from great colleges) and he bombed the SAT and the GRE.

My own child just scored a 2 on one of his exams. I’m not that upset, and neither is he. He’ll be prepared for college and that score isn’t going to keep him out.

Genuine Question: How can someone be a strong student and a "terrible test taker"? Part of being a strong student involves demonstrating mastery of the subject matter. If you bomb all the tests and quizzes, then how are they demonstrating mastery?

That's like saying, "I'm an incredible actor. I just have terrible stage fright and freeze up on stage." You can't be a great actor if you can't perform when the spotlight is on....

And if you're not good at taking tests due to emotional/mental needs, a strong student should be self-aware and ensure they have the appropriate accommodations to compensate for that?

I’m the teacher PP.

There are many, many ways to demonstrate content knowledge. Multiple choice questions and formatted essays aren’t the only way. I actually prefer choice and project-based assignments for that very reason. I can actually see what my students know, and not what they memorized. (… and I am a highly regarded teacher who takes assessment methods courses on my own time each summer.)

People take test prep sessions to learn the skills associated with taking a test… the strategy. I have also had mediocre students who are good at test strategy.

I don’t see a clear correlation between high test scores and high performance.

Maybe there's not a 1:1 correlation between high test scores and high performance, but there's no way they're totally uncorrelated.

And while it's nice that you favor project-based assignments, they come with their own tradeoffs and downsides.

What's your solution? Just get rid of the AP exams altogether because....you don't like them? Or you think they're unreliable barometers of student knowledge and success?

Project-based assessments are very subjective, which opens up all kinds of biases and inconsistencies so I don't see trading one for the other as really solving the problem.

So, why bother trying to get it right when we can get it reliably wrong?

I don't think a mindset that rigidly says "All tests are bad so we should get rid of them" does anyone any good, nor does it pass the common sense test.

Well, then it's a good thing nobody has said that.

So what's your solution? Or what do you see as the problem with AP Exams?

You are responding to multiple posters. Why would there even need to be one single solution?

So we should do a decision tree with multiple mastery evaluation options for every kid? That sounds untenable.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. Some of my strongest students in my AP classes are terrible test takers. I’ve never considered a score to be a solid indicator of college readiness. I have 20 years of experience watching average test takers (but great students) move on to strong colleges and advanced degrees. I have a relative with two masters and a PhD (all from great colleges) and he bombed the SAT and the GRE.

My own child just scored a 2 on one of his exams. I’m not that upset, and neither is he. He’ll be prepared for college and that score isn’t going to keep him out.

Genuine Question: How can someone be a strong student and a "terrible test taker"? Part of being a strong student involves demonstrating mastery of the subject matter. If you bomb all the tests and quizzes, then how are they demonstrating mastery?

That's like saying, "I'm an incredible actor. I just have terrible stage fright and freeze up on stage." You can't be a great actor if you can't perform when the spotlight is on....

And if you're not good at taking tests due to emotional/mental needs, a strong student should be self-aware and ensure they have the appropriate accommodations to compensate for that?

I’m the teacher PP.

There are many, many ways to demonstrate content knowledge. Multiple choice questions and formatted essays aren’t the only way. I actually prefer choice and project-based assignments for that very reason. I can actually see what my students know, and not what they memorized. (… and I am a highly regarded teacher who takes assessment methods courses on my own time each summer.)

People take test prep sessions to learn the skills associated with taking a test… the strategy. I have also had mediocre students who are good at test strategy.

I don’t see a clear correlation between high test scores and high performance.

Maybe there's not a 1:1 correlation between high test scores and high performance, but there's no way they're totally uncorrelated.

And while it's nice that you favor project-based assignments, they come with their own tradeoffs and downsides.

What's your solution? Just get rid of the AP exams altogether because....you don't like them? Or you think they're unreliable barometers of student knowledge and success?

Project-based assessments are very subjective, which opens up all kinds of biases and inconsistencies so I don't see trading one for the other as really solving the problem.

So, why bother trying to get it right when we can get it reliably wrong?

I don't think a mindset that rigidly says "All tests are bad so we should get rid of them" does anyone any good, nor does it pass the common sense test.

Well, then it's a good thing nobody has said that.

So what's your solution? Or what do you see as the problem with AP Exams?

You are responding to multiple posters. Why would there even need to be one single solution?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. Some of my strongest students in my AP classes are terrible test takers. I’ve never considered a score to be a solid indicator of college readiness. I have 20 years of experience watching average test takers (but great students) move on to strong colleges and advanced degrees. I have a relative with two masters and a PhD (all from great colleges) and he bombed the SAT and the GRE.

My own child just scored a 2 on one of his exams. I’m not that upset, and neither is he. He’ll be prepared for college and that score isn’t going to keep him out.

Genuine Question: How can someone be a strong student and a "terrible test taker"? Part of being a strong student involves demonstrating mastery of the subject matter. If you bomb all the tests and quizzes, then how are they demonstrating mastery?

That's like saying, "I'm an incredible actor. I just have terrible stage fright and freeze up on stage." You can't be a great actor if you can't perform when the spotlight is on....

And if you're not good at taking tests due to emotional/mental needs, a strong student should be self-aware and ensure they have the appropriate accommodations to compensate for that?

I’m the teacher PP.

There are many, many ways to demonstrate content knowledge. Multiple choice questions and formatted essays aren’t the only way. I actually prefer choice and project-based assignments for that very reason. I can actually see what my students know, and not what they memorized. (… and I am a highly regarded teacher who takes assessment methods courses on my own time each summer.)

People take test prep sessions to learn the skills associated with taking a test… the strategy. I have also had mediocre students who are good at test strategy.

I don’t see a clear correlation between high test scores and high performance.

Maybe there's not a 1:1 correlation between high test scores and high performance, but there's no way they're totally uncorrelated.

And while it's nice that you favor project-based assignments, they come with their own tradeoffs and downsides.

What's your solution? Just get rid of the AP exams altogether because....you don't like them? Or you think they're unreliable barometers of student knowledge and success?

Project-based assessments are very subjective, which opens up all kinds of biases and inconsistencies so I don't see trading one for the other as really solving the problem.

So, why bother trying to get it right when we can get it reliably wrong?

I don't think a mindset that rigidly says "All tests are bad so we should get rid of them" does anyone any good, nor does it pass the common sense test.

Well, then it's a good thing nobody has said that.

So what's your solution? Or what do you see as the problem with AP Exams?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, this is your fault. You are raising her in a high pressure and competitive environment and it’s not healthy. Why is she discussing AP exam scores with her friends? Why is she devastated over a damned 3? Is this really the way you want to raise her? I guarantee you a few years from now she’s going to be super bitter and blame you.

dp.. please. Kids pick up pressure from each other, not always the parents.

My kid is the exact same as OP's - 3 on APGov, A in the class. DC said they studied a lot. I never pressured DC to get more than a 3. In fact, I told DC that if they fail it, it's not the end of the world. DC took another AP and got a 2. DC cried over both scores because of how hard they studied but still got a bad score.

I comforted DC, and told them that it's possible that the way they studied wasn't really conducive to absorbing what they were reading. I won't go into how they studied, but I told DC that this wasn't the way to do it, but DC wouldn't listen to me.

Also, IMO, grade inflation is not helping. These kids think that because they got an A in the class that they know the material, but grade inflation means that their A may really be a B, and so on. IMO, it makes them over confident, and I think that this is what happened to my DC.

Now DC knows after learning the lesson the hard way - learn to study, and getting an A in the class means nothing. This part I blame the schools.

Not nice to tease like that.

OP here and I also question DD’s studying efficiency. I don’t think it’s teasing to point out that sometimes our methods need to be modified. I’m not sure DD could have studied harder and she should be very proud of her effort. But reading this thread, including what I wrote, helps me identify that her problem may be more test strategy than preparation.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teacher here. Some of my strongest students in my AP classes are terrible test takers. I’ve never considered a score to be a solid indicator of college readiness. I have 20 years of experience watching average test takers (but great students) move on to strong colleges and advanced degrees. I have a relative with two masters and a PhD (all from great colleges) and he bombed the SAT and the GRE.

My own child just scored a 2 on one of his exams. I’m not that upset, and neither is he. He’ll be prepared for college and that score isn’t going to keep him out.

Genuine Question: How can someone be a strong student and a "terrible test taker"? Part of being a strong student involves demonstrating mastery of the subject matter. If you bomb all the tests and quizzes, then how are they demonstrating mastery?

That's like saying, "I'm an incredible actor. I just have terrible stage fright and freeze up on stage." You can't be a great actor if you can't perform when the spotlight is on....

And if you're not good at taking tests due to emotional/mental needs, a strong student should be self-aware and ensure they have the appropriate accommodations to compensate for that?

I’m the teacher PP.

There are many, many ways to demonstrate content knowledge. Multiple choice questions and formatted essays aren’t the only way. I actually prefer choice and project-based assignments for that very reason. I can actually see what my students know, and not what they memorized. (… and I am a highly regarded teacher who takes assessment methods courses on my own time each summer.)

People take test prep sessions to learn the skills associated with taking a test… the strategy. I have also had mediocre students who are good at test strategy.

I don’t see a clear correlation between high test scores and high performance.

Maybe there's not a 1:1 correlation between high test scores and high performance, but there's no way they're totally uncorrelated.

And while it's nice that you favor project-based assignments, they come with their own tradeoffs and downsides.

What's your solution? Just get rid of the AP exams altogether because....you don't like them? Or you think they're unreliable barometers of student knowledge and success?

Project-based assessments are very subjective, which opens up all kinds of biases and inconsistencies so I don't see trading one for the other as really solving the problem.

So, why bother trying to get it right when we can get it reliably wrong?

I don't think a mindset that rigidly says "All tests are bad so we should get rid of them" does anyone any good, nor does it pass the common sense test.

Well, then it's a good thing nobody has said that.