Unit 7 Test (Topics 7.17.8)
Unit 7  Day 11
Writing an AP Calc Assessment

Include calculator and noncalculator items

Include multiple choice and free response items

Write questions that reflect learning targets and success criteria

Determine scoring rubric for FRQs before administering the assessment (see below)
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Questions to Include

Multiple representations (graphical, numerical, analytical, verbal) of function values and behavior

Context questions requiring students to interpret differential equations using correct units

Sketching slope fields or solutions curves on a given slope field

Tangent line applications for a given differential equation

Differential equations leading to exponential growth or decay solutions

Differential equations requiring separation of variables

Opportunities to solve for the constant of integration

Differential equations which produce two possible solutions of which one fulfills an initial condition

Calculator accessible questions in either the MC or FRQ sections
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Grading Tips
Remember, we recommend preparing a scoring rubric for all free response items before you begin grading assessments. Know what information is necessary for a complete and correct response and award points when a student presents that information. Grade for what they know, not what they don’t.
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Reflections
The Unit 7 Test was structured a little differently than our usual assessment. We chose to have students begin with the calculatorallowed free response section. Half the period was budgeted for this section which included one fulllength FRQ (exponential growth application), drawing a slope field from a given differential equation, and then another FRQ (sketching a solution curve on a slope field, writing a tangentline equation from the given differential equation, and then finally solving the differential equation using separation of variables with an initial condition). Students then put away their calculators for the noncalculator section consisting of twelve multiplechoice items.
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One of the more interesting MC questions involved error analysis: students were shown an incorrect solution to a separation of variables problem and asked to find the first mistake. This was, of course, a common mistake made by our students!