AP Physics 1 and The Learning Progression Model
An Update on Using the LPM for Grading in an Advanced Placement Setting
Over the summer of 2023, as I prepared for the upcoming academic year, I crafted an assessment plan for my new AP Physics 1 course. My goal was to rectify recurring issues and improve the learning experience for my students. My approach was threefold: first, I utilized the Learning Progression Model. Simply stated, this means I created a grade translation chart that corresponded with targeted proficiency levels across eight key practices in physics education—such as Experimental Design, Data Analysis, and Argumentation—to name a few. Next, I thought that I would use a more traditional grading scheme for homework and multiple-choice questions. To no one’s surprise, my well-intended plan began to unravel within the first few weeks of the term. However, the revised strategy that emerged was a superior fit for the dynamics of my classroom.
If you are unfamiliar with how I use the grade translation chart, let me briefly explain. At the end of each unit I provide a progress report, which communicates if students are on target. The idea is that if students meet target levels that I have set, then they will (by the end of the year) successfully mastery the knowledge and skills needed to ace the AP exam.
This article will outline how I am currently using the Learning Progression Model in the AP Physics class. In the following sections, I will delve into the specifics of the adjustments I have so far implemented.
- Resolving Issues around Homework
- Assessing Progress on Multiple Choice Questions
- Creation of a New Learning Progression
I will try to provide a tangible glimpse into the outcomes of these changes. I think that this may be useful for any AP instructor who is looking to move towards ungrading but unsure if it is feasible in this context. The short answer is… yes! I invite you to join me as I relate what I have experienced so far. Your thoughts and perspectives on these methods are eagerly anticipated.
Problem #1: Homework and AP Physics 1
All advanced placement classes require that students do more independent work than other classes. There is simply not enough time to get through the mandated material otherwise. This includes taking notes on video guides. I have created some to introduce content and provide guided practice, while others are created by the College Board to flesh out topics from a uniquely AP perspective. This workload is substantial and consistent, occurring every day. When I checked the work that students were posting in their online portfolios, some were doing all of it, some were doing partial, some were doing none. When I asked students in the latter category, I got a wide range of responses:
- They were doing it, but not posting it.
- They picked and chose the work most important to them.
- Some students would fall behind and catch up in big chunks.
- Students completed the assignments but only because I was checking, not necessarily using them as a learning tool.
This is not different from other classes. I needed to think about the motivation and decision-making process involved. Did I want to teach them to be independent and do what was right for them or use the carrot-and-stick approach we so often revert to in schools?
Overall, I was finding the homework completion had little correlation to performance. I want students to be empowered to make choices. And I don’t want them to waste their time “proving” they did their homework: taking a photo, uploading it, and then linking it to their portfolio were three additional steps that, when repeated for multiple assignments, began to seem like a pointless exercise. For purely digital work, it was not an issue, but much of physics work is handwritten problem solving. And I encourage students to take handwritten notes… it helps their memories more.
In Units 1 – 3, I simply counted up the number of completed assignments and recorded them. This is so that I could have a conversation with individual students. In other words, if they submitted only 30 of 60 items, I ask them about that, especially if they are struggling on the tests. But if they have found a strategy that works for them, then do I care if they do every exercise I assign? The key is to have those conversations to find out, and show the students that their choices matter. And offer help in triage, which many of them have no idea how to manage. For example, Michael is taking 4 AP courses, running track, participating in the student government, and involved in the school play. He is lucky if he has 30 minutes a night to devote to my class. Sometimes, he does not do his physics homework because he doesn’t have enough time to finish it. We talked about setting a timer for whatever time he had, even 15 minutes, and doing as much as possible in that time. Something is better than nothing; good is better than perfect.
In the end, I decided not to count homework at all towards their unit grade. It went against everything I’ve been researching these past few years! Once I decided this, it was such a relief! I don’t have time to look at most of it in a timely manner anyway.
Problem #2: Assessment of Student Progress on Multiple Choice Questions
The AP exam places significant emphasis on selecting the correct answer on MCQs. These are generally well-designed questions, meant to uncover misconceptions. However, the nuances of reasoning are not overtly presented and cannot be directly assessed. I cannot use the MCQs to assess the eight Practices. My original plan was to provide sets of 40 MCQs for students to complete within a 90-minute timeframe. I would grade these and have them contribute to 10% of the unit grade.
Like my attempt at grading homework, this proved unfeasible within the first months of implementation. I didn’t want to count practice as an assessment. And I was not going to give a 90 minute MCQ test every unit (plus time for the free response section). So the question arose: how exactly do I assess progress on AP-style questions in a fair manner in line with my goals?
My colleague at our sister school has achieved significant success with the AP Physics 1 course, exceeding national averages significantly over the past 5 years. His grading approach is traditional, focusing purely on a points-driven system with averaged grades. On each unit test, he uses AP scoring and a square root percentage to provide students with feedback. Since I don’t use points, this doesn’t work for me, but it got me thinking about the value of AP scoring.
If students’ goals are to earn a 5 on the AP exam, then my goal is to provide them with the test-taking skills they need to get there. And earning a top score on an AP exam is indeed a skill: one of strategy, time-management, practice, and knowledge. Could I create a learning progression that would provide that information?
Problem #3: Using the Learning Progressions to earn a grade in AP Physics
This approach was the only aspect that seemed to be progressing smoothly. Starting students at the Developing level was an appropriate move, and I was able to clearly identify what they needed from me on the 8 Practices. Tying grades to defined target levels for each unit has been a transformative method for assessing students across the board, and the AP Physics class has been no exception.
At the end of Unit 1 (October 8th), students on average met all targets except for LP3 Arguing a Claim. Students easily achieved Proficient on LP1 Experimental Design and LP2 Data Analysis during Unit 1. I had planned on getting all Practices to Proficient by the end of unit 2 (November 22nd), but they needed more practice and support on LP4 Using Feedback so I left that at the Developing level.
By the end of Unit 2, students on average met the LP1 target of Proficient but they were a little below this target on LP2 Data Analysis, LP3 Arguing a Claim, LP5 Creating Explanations and LP6 Problem Solving. They were significantly below on LP4 Using Feedback, LP7 Interpreting Graphs, and LP8 Creating Graphs. It was clear that they were not ready to progress to Advanced levels and needed significant practice in graphing especially. I made that a top priority during Unit 3, embedding graphs into most lessons and digging deeper into strategies for attacking those types of problems.
By the end of December, we had completed Unit 3. Students on average met targets on LP2, LP3, and LP4. They were way below target on LP8. They were slightly below on LP5, LP6, and LP7. This means that I can move to Advanced on only three Practices: Experimental Design, Arguing a Claim, and Problem Solving. I cannot rush this process; if students need more support, then they need more support. This is in keeping with my “metamorphosis” model. To move ahead before they are ready threatens morale and goes against everything I know about learning. When the foundations are strong, I can build upon them. To try to build on shaky ground is futile and counterproductive.
If it takes the next 3 months to get them to Advanced levels, so be it. Not ideal, but how can they do multi-concept, multi-step problems if they cannot do single concept, single step problems accurately?
We will see how the remaining units unfold. In the table below, the actual results are in black font; the upcoming unit’s plan is in gray. I’m sure I will have to change it, but it will depend on their performance.
So, back to the issue with the multiple choice questions. If you look at the table above, you’ll see a ninth learning progress called “AP Exam Test Taking Skills”. What is this? Here is the learning progression:
LP9 – AP Exam Practice: The goal is to increase your test-taking abilities specifically for the AP Physics 1 exam. This means that you complete the Personal Progress Checks* (MCQ) and (FRQ) for each unit accurately, according to their scoring requirements.
If you read the levels from left to right, you’ll see that it is a requirement to complete the practice sets assigned before the test, although the score on those does not matter. Then each level is associated with an AP score on the test. Yes, it means that I am scoring each test twice: once using my learning progressions LP5 – LP8, and again using AP scoring, points-based. It fits the needs of this course; the students need to know where they stand; it provides me with important information about what I need to do during the next unit. For example, on the Unit 3 test, students clearly struggled with the MCQs, and this affected their performance on this new LP. I am planning to incorporate 2-3 MCQs at the start of each lesson, so discuss strategies and provide more targeted practice. What I have found is that students have been doing pretty well on this LP, sometimes even when they don’t do as well on the other LPs. Not sure why?
I am finding this very valuable. I think the monthly report on the AP practice is encouraging and necessary. Of course, I won’t know how accurate it is until I get the College Board’s report in the summer.
Evidence of Student Performance
Tracking Overall Improvement over Time
The graph displayed below illustrates the progression of students across the eight Learning Progressions for the first three units of the course. The x-axis represents achievement levels ranging from 0 to 4, corresponding to a scale where 0 indicates ‘Not Enough Evidence’ and 4 aligns with ‘Expert’ level, which would be equivalent to 5. Individual scores from each student for every practice were averaged to determine class performance, aiding in tracking progress and informing future educational targets.
A closer inspection of the details reveals noticeable improvement in LP1 (Experimental Design), LP2 (Data Analysis), LP3 (Arguing a Scientific Claim), LP4 (Using Feedback), and LP7 (Graph Interpretation) from Units 1 to 3. Variability is observed in LP5 (Creating Explanations), LP6 (Problem Solving), and LP8 (Graph Creation) as students grapple with increasingly complex challenges and adapt to the pedagogical strategies employed. However, by the conclusion of Unit 3, advancements are evident nearly across the board.
Turning our attention to the newly introduced Learning Progression on AP Testing, it’s evident that performance peaked during Unit 1 and experienced a slight decline in subsequent units. This trend is likely attributable to Unit 1’s exclusive focus on Kinematics, whereas Unit 2’s assessment integrated Kinematics with Newton’s Laws, and Unit 3 further compounded the complexity by encompassing questions from all three units. Despite the growing difficulty, it is noteworthy that students have achieved ‘Proficient’ status, equating to a score of ‘3’ on the AP Exam, which is the minimum score required for college credit. With over four months remaining, there is ample opportunity for improvement, setting a promising trajectory for success on the AP Exam.
Walk through One Student’s Trajectory
Scores at the ends of the first three units
The table presents a snapshot of one student’s journey through the learning progressions in an AP Physics 1 course, detailing his progression across three distinct units. Like the majority of students, this particular young man is diligent, earnest, and ambitious. In addition, he clearly has to work hard to manage the challenges presented in this course. Let’s walk through his performance as an example.
In the domain of Experimental Design (LP1), Data Analysis (LP2), and Arguing a Scientific Claim (LP3), the student demonstrates consistent Proficient performance throughout all units. This consistency suggests a strong grasp of the fundamental experimental practices and the ability to apply them across varying contexts and content.
The progression in Using Feedback (LP4) reflects an interesting arc. The student starts strong in Unit 1, shows a noticeable dip in Unit 2. Recovering to his original proficiency by Unit 3, he shows resilience and an ability to adapt and improve.
Creating Explanations (LP5) and Problem Solving (LP6) show variability. While explanations remain at a level 2, indicating a real challenge in responding to open-ended conceptual questions, his problem-solving skills take a fascinating turn. The student leaps from a level 3 in Unit 1 to an impressive level 4 in Unit 2, showcasing a strong ability to tackle complex problems effectively. However, in Unit 3, the score regresses slightly to a level 3, which often happens with the introduction of multi-step, multi-topic problems to solve.
Graph Interpretation (LP7) and Graph Creation (LP8) are areas that appear to be particularly challenging for this student, as well as many others. Starting at a level 1 in Unit 1, there is no improvement in interpretation and a fluctuation in creation skills by Unit 3. These skills are crucial in physics, representing a clear target for ongoing focus and support. Graph interpretation and creation can be very sophisticated, requiring a grasp of functions, physics laws, and experimental design, all rolled into one. This is the first time most students have been exposed at this level of complexity and it takes some time to gain full understanding.
Lastly, the student’s performance in AP Exam Scoring (LP9) is commendable, with scores reflecting a proficient understanding equivalent to a ‘3’ on the AP Exam across all units. This level of performance, especially early in the course, is promising and indicates a strong foundation for achieving success on the actual AP exam.
Analysis of the first three units' scores
This second table about the student’s performance adds depth to our understanding of their academic journey. Throughout Unit 1, the student has shown a commendable distribution across the achievement levels with no instances of being two levels below the target. They achieved ‘Advanced’ status in one of the learning progressions and were ‘Proficient’ in four. ‘Developing’ and ‘Beginner’ stages were noted in three and one of the learning progressions, respectively. Interestingly, there were no areas where the student was not assessed (#N/A), indicating a comprehensive engagement with all the course material.
The ‘End of Unit Results’ and the ‘Average Score for Unit’ provide an overall picture of the first unit’s performance with a B+ grade and an average score of 2.5. This suggests that while there were areas of strength, particularly in practices where the student is proficient, there was also room for growth in those practices where they are still developing.
Moving forward into subsequent units, the student maintains their ‘Proficient’ status in the same four areas and ‘Advanced’ in one. However, there is an emerging challenge where they fall one level below the target in two learning progressions and exceed the target in two others by the end of Unit 2, resulting in a slightly lower grade of C+ and an average score of 2.25.
By the end of Unit 3, the student shows a positive shift, with six learning progressions rated as ‘Proficient’ and an increase in average performance to 2.5. While his “grade” remains at a C+ grade, he is improving, and clearly, there is only one area that really needs focused attention (Graph Creation). This indicates a resilience and an ability to adapt to the increasing demands of the course.
What we have learned by examining the first three units' scores
The academic journey of this student, as depicted in the two tables, embodies the non-linear but ultimately upward trajectory of learning—a narrative that is likely typical among many students in rigorous academic settings such as an AP Physics 1 course.
Much like the ebb and flow of the stock market, where there are inevitable peaks and valleys, the student’s performance across the learning progressions shows fluctuations that are characteristic of a real learning process. There are moments of breakthrough and proficiency, akin to market highs, where the student achieves or exceeds targets. These are interspersed with periods of consolidation or slight regression, mirroring market corrections, where the student appears to struggle with certain concepts, reflected by scores that fall below target levels.
The initial strong performance in Unit 1, with a B+ grade and an average score of 2.5, sets a positive opening balance. As the units progress, we see a dip in Unit 2, where the student encounters challenges, akin to a market reacting to external pressures. This is evidenced by a drop in grade to a C+ and a slight decrease in the average score. However, much like a resilient market that corrects itself, the student’s performance in Unit 3 shows signs of recovery and adaptation, with the average score returning to its initial value and the grade stabilizing at a C+.
This pattern of progress, setbacks, and recovery is emblematic of the learning process. It indicates that while the student is grappling with increasingly complex content, they are also developing the resilience and strategies necessary to overcome these challenges. The learning graph may not always show a straight line of improvement, but the overall trend is upward, reflecting a cumulative increase in knowledge and skills.
In this light, the student’s journey mirrors the typical experience in challenging academic pursuits: it is a dynamic process filled with moments of success and difficulty. Yet, over time, the trend is one of growth and achievement, with the student building upon each experience to reach new heights of understanding. As educators, acknowledging and supporting this non-linear path is crucial, as it reflects the authentic nature of learning and intellectual development.
Student Reflection about Learning Progression
At the end of each unit, I ask students to reflect on their performance and set goals. Sam’s reflections across the units highlight a student deeply engaged and reflective of his learning experience. He articulates his initial reaction to his Unit 1 performance, saying, “At first, I was surprised by my result on the unit test… However, I realized that this score translates to a 4 out of 5 on the AP scoring guide so I feel better about that.” This demonstrates his ability to recalibrate his understanding of success within the framework of the course’s grading system. Sam’s recognition of his consistent study habits as a strong suit is evident when he notes, “Being on top of my assignments and having a consistent study schedule” as one of his strengths. This self-awareness is a testament to his ability to self-manage—a crucial skill in any rigorous academic setting.
Sam struggles with adjusting to the LPM, and the grade translation. After receiving his Unit 2 results, he candidly shares, “I don’t think a C+ represents my work for this unit,” expressing concern that the grade may not fully capture his efforts and understanding. He actually made an appointment with me to discuss this in person. I explained why the lowest score limits the grade and reiterated that the grade is solely a progress report to identify what to work on in the next unit.
Upon reviewing his Unit 3 performance, Sam’s commitment to improvement is clear as he resolves to focus on areas where he didn’t meet his expectations, particularly in graph creation. He states, “I was surprised that I did not show improvement in graph creation, but I will work more on that skill.” In general, his reflections paint the picture of a student who is not only engaged in the process of learning but also in the process of self-improvement. His proactive stance on seeking clarity and assistance, as when he says, “Yes, I plan on meeting with you to review this test and ask more specific questions,” illustrates his dedication to mastering the content and his understanding that learning is an iterative and evolving journey. I couldn’t ask for more.
My Thoughts and Probable Next Steps in Educational Assessment in AP Physics 1
As we approach the end of the first semester, it’s apparent that, as usual, the path to effective assessment is not a straight line, but a complex trajectory filled with unexpected turns and enlightening discoveries. The original plan, though well-conceived, was quickly outpaced by the real-time needs and nuances of a living, breathing classroom. Through trial and error, a more flexible and student-centered approach emerged, one that valued personal engagement and conceptual understanding over rote completion of tasks.
I wish I had more statistics that would provide a quantitative testament to the strides made by the students. For now, I can only offer anecdotal evidence of qualitative leaps in their growth and understanding of physics. My plan is to have students complete a more comprehensive reflection and survey after completing Unit 4 (end of Semester 1). For myself meanwhile, the process has been a testament to the need for agility and responsiveness. This is crucial in educational practices, underscoring the fact that the art of teaching is ever-evolving.
I hope this article has provided you with insights into the complexities of AP assessment and has perhaps sparked new ideas for your own instructional methods. The journey continues, and as educators, we remain students ourselves—forever learning, adapting, and striving to provide the richest learning experiences possible. I look forward to your reflections and to the continuing dialogue on how we can best serve the educational community and, most importantly, our students.
Do you want more information about how I structure this AP Course? How I score lab reports, design assessments, etc? If so please let me know in the comments below!
I am teaching AP Physics 1 again in 24-25. I a super interested in how you have stuctured your class and grading policies. I despise grades and have been trying to adjust to this type of system for a while. I just need to make it visible for students and parents.
I am very interested in the structure of your AP Physics 1 course, labs, design assessments etc. I am hoping you can share whatever you feel comfortable. I would also be interested in collaborating etc