Using Personal Progress Checks in AP Classroom

Today I ventured into new territory with my AP Literature students: online practice testing. Until today I’ve resisted online assessments in favor of pencil and paper, mostly because I’ve found it too hard to monitor for cheating. However, with College Board rolling out their new AP Classroom feature, I decided to give it a shot by assigning a multiple choice progress check. Overall, although the website takes some exploring to fully understand, I found the process very rewarding in terms of the data it provided.

I used these resources in combination with the tools on AP Classroom for this lesson.

*Disclaimer: The College Board does not recommend using the assessments on AP classroom for any kind of grade. In fact, if teachers use these assessments for any kind of recorded formative or summative grade, they can risk their class’ status as an AP class. Instead of assessing skills for your gradebook, use these tools to prepare your students for the AP Exam.

Step 1 – Prepare Yourself

Before even beginning to introduce AP Classroom to your students, I suggest spending some time navigating the site yourself. In my attempt to fully understand it, I ended up creating a fake student’s name and registering myself in my class (big mistake, as I believe I also ended up registering for the AP Lit exam in May!). But between my blunder and your time exploring, you should be able to understand its features.

This is what my home page looks like when I log into AP Planner. You’ll see the link for AP Classroom on the bottom right.

To get to AP Classroom you’ll need to log into AP Planner first, which is a web page run by College Board. Use your College Board login info here, which you should have already from a course audit. If you are a first-year teacher or one who has not ever used College Board, you should be able to create your own login information. However I would suggest letting your AP Coordinator know that you did this just to be safe.

Another thing to talk to your AP Coordinator about is getting your AP Classroom code. Chances are, he or she has set up your course for you. If they have, simply get your code (it should be 6 random letters) and enter it to claim your class. If they haven’t, or you have no AP Coordinator, you can create your own class. Once you do, a code will be provided. You’ll need this later to enroll your students.

Once you’ve logged in, you’ll be shown a home page with important dates for AP teachers and coordinators. Scroll down a little and click AP Classroom (on the right). Fun fact, if you look to the top right you’ll see a button that says Student View. I did not know this when I created my phony student page, but it shows you what a sample AP Classroom looks like to students. Click around and explore the features of the site, but maybe avoid assigning a unit until you’re sure you are ready. I’ve heard of people having a hard time “unassigning” a unit.

If you’re unfamiliar with the site, you’ll want to learn about the different Personal Progress Checks, or PPCs, that you can assign students to track their progress. You can assign PPCs in multiple choice form (MCQs) or free response questions (FRQs). AP Classroom also has a growing list of questions in a Question Bank which can be targeted towards specific skills. However, some of those questions are still under construction. If you’re a newbie or still easing into this online testing thing, I’d keep your eye on those but don’t touch them for now. The PPCs are great to use as-is and shouldn’t need customization.

Step 2 – Prepare Your Students

On a day before you give your first Personal Progress Check, walk your students through registering with AP Classroom. When I did this, many of my students already had a login with College Board due to previous AP tests (the login link is the same as the teachers’). However, some did not, and more had forgotten their credentials. Give them at least 5 minutes to register with College Board, and make sure they save their credentials to their computer (and even write them down) so the process can be quick the next time. Once registered, all they need to use AP Classroom is your course code, available on your teacher page. Their login screen will look similar to the teacher’s screen. Again, ask them to scroll down and click on AP Classroom. When I did this, I had not yet assigned any PPCs to my students. However, they were still able to navigate the different tabs and see where units would show up once they were assigned. I made sure that each student not only logged in, but clicked on AP Classroom, found the tab that said Units to see the different PPCs that were currently locked. Altogether, this registration process took us about 10 minutes. I’d budget for longer time with a bigger group, as some other classes experienced wifi issues.

I want to emphasize again the importance of doing this step on a day before you intend to assign it. Many teachers lost a full day because they ran into technical difficulties, or a student fell behind because of login issues. I did this two days before I needed it to be cautious and it led to a pain-free PPC during our scheduled time.

Step 3 – Assign & Take the Personal Progress Check

To assign a PPC, click on the Progress Checks tab on the top.

Once your students are registered with AP Classroom, you can assign your first PPC. Simply log in to AP Classroom and click on the tab that says Progress Checks. Select your unit and question type and click Assign. A box will show up. Make sure you check each class that you want to take the PPC. You can also toggle Unlock the assessment now (or do it later if you want), as well as give a time limit, a due date, and whether or not you want students to see their results. I’m indifferent on time limits, but I strongly suggest you allow students to see their results. They won’t be able to see them until you mark the assignment complete, and the data they collect from their scores will be useful later.

You can assign the PPC to be completed outside of class or provide time in class. I gave students time during our block period and they all finished in 30 minutes. I highly recommend printing out the passages for our MCQ so students can annotate the text. Printed passages also make it easier to refer back to the text when discussing it later. You may not want to, but I chose to take the assessment with the students by reading the questions from the Preview button. We spend at least 30 minutes of every Thursday doing independent reading, so as they read I looked over the data.

Step 4 – Study the Data Yourself

Once my students were finished and off to independent reading, I marked the PPC as complete. This populated the student data so I could see it. First of all, you see an overview of your class’ performance (see below). You can also click on your individual students to see how each student fared.

The Progress Check Dashboard once a PPC is finished

I clicked on View Results to the right of the colored bar and I was able to see my students’ individual scores on each question. It only took a few minutes to sort my students into three groups based on their weakest standard. I then accessed the questions listed below each skill on the new AP Lit CED, selecting one central question for my student groups to review. These questions are paired with the essential skill on my AP Lit Task Cards, for sale in my TpT store. You can see how we used them in the pictures below.

Step 5 – Guide the Students Through Data Study and Goal-Setting

For the last 20 minutes of class, I passed out forms that I created to track data from the PPC. These forms go beyond the data tracking done on AP Classroom as they ask students to reflect on their data and create goals. These forms are available in my TpT store for free, just click here!

A student tracking her scores on our data tracking sheet. She later used this data to create goals for our next PPC.
This student group scored lower on Setting 2.A, so the red task card asked a standard-based question for them to re-approach their most troublesome text.

Students got into groups based on their data and reflected on weak spots in the assessment. I asked each group to reflect on the question included in their standard’s task card and apply it to one of the texts from the PPC. These group discussions helped students compare their interpretations of the text and the questions with their peers in order to look at them in a different light. Finally, students returned to their data sheets and created goals for their next PPC. The forms are being stored in my classroom for them to access anytime.

Overall, I was very pleased with the overall assessment process of AP Classroom. I’ve always struggled with multiple choice practice tests in my own classes because I wasn’t able to provide much for feedback or ideas to build off in our lessons. I like how the PPC brings each question back to a focused skill and that those skills are easy to track.

I plan on using these forms and the PPC data to gauge our progress at the semester break. If certain skills are testing lower than others I can adjust my lessons to strengthen these weaknesses for the second half of the year.