Advanced Placement Exam Preparation
Study Groups and Classroom Reinforcement Ensures Success
Mar 9, 2009
For many students, taking the Advanced Placement examination in May represents an entire year of college-level studies. Consequently, the rewards are great if students obtain fours or fives on the exam. Although not every college or university will accept every AP top score (such as foreign language, for example), students making high marks can often apply the credits toward elective courses. Nonetheless, the importance of one day in May necessitates a plan of action that should begin with the spring semester.
Tips to Score Higher on the AP Exam
Although students at schools that follow traditional scheduling policies may have advantages in that the learned material continued unbroken for two semesters, students involved in block scheduling may find a greater need to follow reinforcement programs:
- Form small study groups that meet regularly
- Take sample AP pre-tests
- Ask teachers to moderate before or after school study sessions
- Purchase or create 3x5 multiple-choice question cards
- Practice the DBQ by looking at past AP prompts or on-line samples
Students that have not “pulled their weight” during the term, something noticeable to good AP instructors during the first 60 days of the class, may never be able to recover regardless of preparation activities. Such students might be counseled not to take the exam (which costs $86 per exam), unless school policy mandates that all students in an AP course must take the exam. From the standpoint of pedagogical integrity, such policies are very good and, known up front, frequently encourage a higher level of student commitment.
The Value of Student Study Groups
Study groups are never an end to themselves and can only be beneficial if all members of the group do their part. Perhaps the most important aspect of a successful study group is that it should meet regularly – at least once a week, and that everyone must attend. Ideally, study groups should meet twice a week within the four weeks preceding the AP exam in May.
Although study groups should be formed during the first month of instruction, it is never too late. The bulk of the material to be tested should be divided among group members (the best approach is to divide by chapters). Students can then create outlines and/or key-word study guides that can be copied and exchanged during the weeks preceding the exam. Each member of the group should use an AP guide workbook, such as those published by Kaplan or the Princeton Review. It is helpful if each student has a guide published by a different company in order to maximize sample test banks and DBQs.
The Role of the Instructor
AP approved syllabi should allow completion of the course at least two weeks prior to the May exam in order to provide daily, concentrated reinforcement. This can be augmented with before or after school tutorial sessions. Because of the tremendous demands and expectations placed on AP instructors, their teaching schedules should reflect lighter teaching loads and fewer “preps” than non-AP teachers.
All test assessments should mimic the AP exam: challenging multiple-choice questions (easily obtained from publishing companies or as ancillary learning materials attached to book bundling), mini-DBQ essays, and, if applicable, appropriate labs. High scoring students should be able to demonstrate a thorough knowledge of the objective facts as well as the ability to read and fully understand DBQ prompts and then apply their powers of observation to develop concise essays.
AP courses are one of several student options to obtain college credit while still in high school. As such, they play a vital role. It is incumbent upon students, their parents, and instructors to develop the “best laid plans” to ensure top scores.
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