Strategies for Improving
Student Performance on
AP Economics exams
Sally Meek
Plano West Senior High
sally.meek@pisd.edu
Multiple Choice
(2/3 of score)
students earn 1 point for each correct
answer and lose ¼ point for each
incorrect answer
TIPS:

Answer the question that was asked

Select best answer

Skip questions that are completely unfamiliar

Answer easy questions first

Intent of question will probably be included in stem,
therefore, try to formulate an answer before reading
distractors
Improving performance on multiple
choice questions – A Strategy

1. Students are asked to put away materials.

2. Randomly assign students to groups of three.
3. Using a 10-question quiz generated from a test bank; have students
answer the quiz questions as a group.
 (Give only one copy of quiz per group, this forces students to work
together. Students learn from each other as they hear how other
students analyze the questions and answer choices)

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4. Students will be asked to defend their answers and present their
answers in front of the class.

5. Select groups randomly to present. Allow students to ask questions of
the groups as they present. (If necessary, I can extend student
responses, explain concepts and give the correct answer. By the time all
student questions have been answered there is generally a consensus
about the correct answer, and the consensus is usually correct)
Free Response Questions
(1/3 of score)
3 questions, 1 long and 2 short
(students answer all questions)
What is a rubric?

A rubric is a chart composed of criteria for
evaluation and levels of fulfillment of
those criteria. A rubric allows for
standardized evaluation according to
specified criteria, making grading simpler
and more transparent.
www.nagc.org/index.aspx
Tips:

Focus on verbs in questions

Answer questions in the order asked
(no
need to repeat question)

Models can provide or enhance
an explanation (need to be correctly labeled)

Answers need to be consistent
format for answers is acceptable)
(outline
Verbs/command word

Identify, what is, what will…?
Give answer or directional change
(caution:
OMO changes and budget or account balance changes are
not up and down answers)

Explain
Why? Or give conceptual reason

Define
Need critical components of definition

Calculate
Usually means final answer but cover your
bases and show work

Using model, show…
Must be correctly labeled, show directional
change, be large enough to be readable
A suggestion…

Students MUST learn to deal with the
unexpected (it’s a skill!)
Macro: Question 1, 2009
What are students asked to do?
Macro: Question 1, 2009
What are students asked to do?

Part a: Using model, show…
Macro: Question 1, 2009
What are students asked to do?
Part a: Using model, show…
 Part b: Calculate.

Macro: Question 1, 2009
What are students asked to do?
Part a: Using model, show…
 Part b: Calculate.
 Part c: What OMO?

Macro: Question 1, 2009
What are students asked to do?
Part
 Part
 Part
 Part

a: Using model, show…
b: Calculate.
c: What OMO?
d: Using model, show…
Macro: Question 1, 2009
What are students asked to do?





Part
Part
Part
Part
Part
a: Using model, show…
b: Calculate.
c: What OMO?
d: Using model, show…
e: How will…? Explain.
Macro: Question 1, 2009
What are students asked to do?






Part a: Using model, show…
Part b: Calculate.
Part c: What OMO?
Part d: Using model, show…
Part e: How will…? Explain.
Part f: What will happen to: i) and ii)?
◦ i) Explain.
Macro: Question 1, 2009






Part
Part
Part
Part
Part
Part
a: Using model, show…
b: Calculate.
c: What OMO?
d: Using model, show…
e: How will…? Explain.
f: What will happen to: i) and ii)?
 i) Explain.
◦Guess how many points
for each part?
Great guesses!!







Part
Part
Part
Part
Part
Part
a: Using model, show 2 points
b: Calculate
1 point
c: What OMO?
1 point
d: Using model, show 2 points
e: How will? Explain
2 points
f: What will happen to:
i) and ii)?
 i) Explain
3 points
Once again…
 Answer
the question that was asked!
Micro:2003(Form B) Question 2

(c) Now assume that Country X imposes a
tariff that raises the price of grain from
the free-trade case to Pt. Using the
labeling of the graph, identify the change
in each of the following.
(i) Domestic production
 (ii) Domestic consumption
 (iii) Consumer surplus
 (iv) Producer surplus
