1. Streamlining Grading with the AP Rubric

2. Present the three rubrics (usually takes a couple class periods amongst other things we are doing)  Begin the course with presenting all three rubrics to show students that they are virtually the same  The idea is for them to understand that the expectations for an 8, 7, 6, 5 etc. is universal between the three types of essays  Since I start the course with argument, I show them released student samples from a released argument prompt, and I discuss with them the score each essay got and why; we look at the AP graders’ comments that come with the samples. I use the Smartboard to “annotate” the samples for the various strengths and weaknesses throughout each essay. As I do this, we are having a whole group discussion of each while I prompt students for responses about the essays.  Begin the course with presenting all three rubrics to show students that they are virtually the same  The idea is for them to understand that the expectations for an 8, 7, 6, 5 etc. is universal between the three types of essays  Since I start the course with argument, I show them released student samples from a released argument prompt, and I discuss with them the score each essay got and why; we look at the AP graders’ comments that come with the samples. I use the Smartboard to “annotate” the samples for the various strengths and weaknesses throughout each essay. As I do this, we are having a whole group discussion of each while I prompt students for responses about the essays.

3. Analyze the rubrics with student samples  Next, I have them get into groups to “score” samples from a different released prompt. We then compare their scores in whole group discussion and discuss the discrepancies across the groups. This helps them understand the AP grading process and how there is a fine line sometimes between a 5/6 or a 6/7.  We spend a lot of time discussing what distinguishes that “fine line”.  I offer candy as an incentive to the groups that can get 2 out of 3 essays scored accurately according to how the AP graders scored it  Next, I have them get into groups to “score” samples from a different released prompt. We then compare their scores in whole group discussion and discuss the discrepancies across the groups. This helps them understand the AP grading process and how there is a fine line sometimes between a 5/6 or a 6/7.  We spend a lot of time discussing what distinguishes that “fine line”.  I offer candy as an incentive to the groups that can get 2 out of 3 essays scored accurately according to how the AP graders scored it

4. Fun part! Create “menus” of rubrics  The same groups are now challenged with creating a 1-9 “menu” of the rubric using some type of topic that can be broken into “ranked” categories to match what each 1-9 essay looks like. Topics have ranged from types of condiments, college football teams, colleges, types of shoes, types of candy, types of zoo animals, types of dogs, types of movie genres, etc.  Each description of each item in that topic must “match” the expectations for each essay score. Here are some examples sample menussample menus  Each group then shares their menu with the class as we discuss their accuracy and also laugh at the descriptions!  The same groups are now challenged with creating a 1-9 “menu” of the rubric using some type of topic that can be broken into “ranked” categories to match what each 1-9 essay looks like. Topics have ranged from types of condiments, college football teams, colleges, types of shoes, types of candy, types of zoo animals, types of dogs, types of movie genres, etc.  Each description of each item in that topic must “match” the expectations for each essay score. Here are some examples sample menussample menus  Each group then shares their menu with the class as we discuss their accuracy and also laugh at the descriptions!

5. Fun part! Create “menus” of rubrics  I select the top two menus that I think are the most effective for mirroring the actual AP rubric and give each student a copy. This is what we use throughout the semester when discussing each type of essay and reflecting on timed writings, etc.  The new terminology for an “8” might now be the “Nike” paper or a “6” might be the “Sketchers” paper. This way we are all on the same page as to what the expectations are throughout the semester.  Students learn to associate these descriptions from the menus with their own writing. There is less of a need for writing extensive comments on their essays b/c they just “get it”. They know that their essay is not a “Nike”  I only make extensive comments on anything less than a 5. If students want more explanation of their score, I put it on them to make an appointment with me outside of class. This rarely happens; they usually always know why they got what they got b/c of everything we have done to get to know the rubrics.  I select the top two menus that I think are the most effective for mirroring the actual AP rubric and give each student a copy. This is what we use throughout the semester when discussing each type of essay and reflecting on timed writings, etc.  The new terminology for an “8” might now be the “Nike” paper or a “6” might be the “Sketchers” paper. This way we are all on the same page as to what the expectations are throughout the semester.  Students learn to associate these descriptions from the menus with their own writing. There is less of a need for writing extensive comments on their essays b/c they just “get it”. They know that their essay is not a “Nike”  I only make extensive comments on anything less than a 5. If students want more explanation of their score, I put it on them to make an appointment with me outside of class. This rarely happens; they usually always know why they got what they got b/c of everything we have done to get to know the rubrics.

6. Formative Assessment: students independently analyze and score released samples  As a formative assessment, I post a third set of released samples and the actual prompt that goes with them to my blog; students must print out, annotate, and score each essay sample according to what they have learned from the rubric lessons/menu activity. Their annotations are the justifications for why they gave each essay that score.  Their formative grade is based on how close they came to the actual score. As long as they are within 1 point either way, they get credit, but in their annotations, they have to justify the “fine line” i.e why it’s a 5 and not a 6.  When we begin learning the next type of essay (analysis for me), I offer them a bonus opportunity or a replacement grade to create their own menu for that type of essay.  As a formative assessment, I post a third set of released samples and the actual prompt that goes with them to my blog; students must print out, annotate, and score each essay sample according to what they have learned from the rubric lessons/menu activity. Their annotations are the justifications for why they gave each essay that score.  Their formative grade is based on how close they came to the actual score. As long as they are within 1 point either way, they get credit, but in their annotations, they have to justify the “fine line” i.e why it’s a 5 and not a 6.  When we begin learning the next type of essay (analysis for me), I offer them a bonus opportunity or a replacement grade to create their own menu for that type of essay.