Authors:

Bella Cherin

Date Created:

Not specified

Course Title:

Professor:

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About Paper:

This study aims to report on the alignment of the College Board's reported content breakdown for Advanced Placement (AP) chemistry and the actual content breakdown that students encounte r on the exam. Released AP practice exams for the years 2017-2019 were coded based on subtopi cs and percentage of topic breakdown by exam was calculated for multiple choice questions (MC Qs) and free response questions (FRQs). Topic representation averages were calculated across the years 2014-2019 to determine the topics more likely to be present in the MCQ section versu s the FRQ section. Common student misconceptions were identified by analyzing exam score distribution and percent correct by topic. Average MCQ scores were calculated based on percent correct by topic. A literature review examined teacher pedagogical content knowledge (PCK) to determine the practicality of recommendations made by this report. It was found that the reported ranges for content distribution set by the College Board were close to actual content di stribution in released exams. We noted topics more highly represented in the multiple choice versus free response sections of the exam to provide guidance to teachers about how to best a ddress these topics with their students. It was found that many students struggle with topic eigh t as students score constantly lower on questions involving acids and bases. Based on content distribution, student misconceptions, and the findings in the literature review recommendations are made to AP chemistry teachers on how to distribute the curriculum in their classrooms.

Source:

University of Florida / Bella Cherin, Gayle Evans / 2024

Topics:

No topics listed

Co-authors:

Bella Cherin