AP Seminar

Course Overview
AP Seminar Assessment Overview
• Students are assessed with two performance tasks and one end-of-course exam.

• All three assessments are summative and will be used to calculate a final AP score (using the
1–5 scale) for AP Seminar.
• Performance Task 1: Team Project and Presentation — 20%

• Performance Task 2: Individual Research-Based Essay and Presentation — 35%

• End-of-Course Exam (2 Hours) — 45%

AP Seminar Seminar Performance Task 1: Team Project
and Presentation. (Teacher Responsibilities)
• Note: Teachers must carefully plan a calendar that provides time for the tasks to be completed and uploaded by April 30,
11:59 PM ET.

• Teachers are required to keep video files of the Team Multimedia Presentation and Defense for one academic year
because College Board may request to review the scoring for these components to identify samples for scoring training
and to ensure scoring quality.

• Note: Teachers must review final student submissions, score student presentations, and attest to authenticity in the AP
Digital Portfolio by May 10, 11:59 p.m. ET. Students will receive a zero for the IRR if the attestation is not completed by
the teacher.

• For Performance Task 1, by May 10, 11:59 PM ET, teachers must:

• Ensure each student has submitted their Individual Research Report (IRR) as final in the AP Digital Portfolio by April 30, 11:59 p.m. ET

• Submit scores for the Team Multimedia Presentation and Defense (TMP) in the AP Digital Portfolio

• Review final student submissions and attest to authenticity in the AP Digital Portfolio

• Students will receive a zero for the IRR if the attestation is not completed by the teacher.
 AP Seminar Performance Task 1: Team Project and
Presentation
• Overview for Performance Task 1

• Students work in teams of three to five to identify, investigate, and analyze an academic or real-
world problem or issue

• Each team designs and/or considers options and evaluates alternatives; develops a multimedia
presentation to present the argument for their proposed solution or resolution; and provides an
oral defense to questions posed by the teacher.
 AP Seminar Performance Task 1: Team Project and
Presentation

TASK GUIDELINES

• In this project, three to five students collaborate as a team to identify a problem or issue (e.g., local,
national, global, academic/theoretical/philosophical)

• Each team develops a team research question and conducts preliminary research

• They identify approaches, perspectives, or lenses and divide responsibilities among themselves for
individual research that will address the team’s research question.
 AP Seminar Performance Task 1: Team Project and
Presentation

The Individual Research Report

• Individually, students investigate their assigned approach, perspectives, or lens on the issue or topic of the team research question

• Each student presents his or her findings and analysis to the group in a well-written individual report that:

• identifies the area of investigation and its relationship to the overall problem or issue;

• summarizes, explains, analyzes, and evaluates the main ideas and reasoning in the chosen sources;

• identifies, compares, and interprets a range of perspectives about the problem or issue; and

• cites all sources used and includes a list of works cited or bibliography.

Students must avoid plagiarism by acknowledging, attributing, and/or citing sources throughout the paper and including a bibliography or works
cited (see the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information). Students should check their work for plagiarism
prior to final submission
 AP Seminar Performance Task 1: Team Project and
Presentation

The Individual Research Report

• I
AP Seminar Performance Task 1: Team Project and
Presentation
 AP Seminar Performance Task 1: Team Project and
Presentation (Teacher Info)

Team Multimedia Presentation

 AP Seminar Performance Task 1: Team Project and
Presentation

Team Multimedia Presentation-The Oral Defense

Following the presentation, teachers should ask one question of each individual student. The questions are designed to prompt student reflection on
their experiences with group collaboration

Each team member should be prepared to answer questions about any part of the presentation. It is important that teachers ask students questions
that allow them to provide specific evidence of their collaboration (for example, asking one student about another team member’s research).

Teachers may select questions from the following list or formulate more specific questions appropriate to a team’s presentation, as long as the
questions posed address this criterion. Teachers may also ask follow-up clarifying questions to allow students the opportunity to fully explain their
answers.
 AP Seminar Performance Task 1: Team Project and
Presentation

Team Multimedia Presentation-The Oral Defense Possible Questions

1. Student A, how did the group decide to include Student B’s perspective/lens/conclusions into the overall presentation?

2. Student A, give one specific way that your thinking changed as a result of learning about Student B’s findings.

3. Reflecting on your colleagues’ work, which one had the greatest impact on your overall understanding of the problem your group identified?

4. What is an example of a compelling argument from one of your peer’s individual reports that you decided to exclude from your team presentation
and why?

5. What is a way in which your team’s resolution makes you think differently about your own individual research?

6. Describe an argument from one of your peer’s individual reports that made you think differently about your team’s solution or conclusion?

7. If you had another team member, what other perspectives or limitations could they have researched that would have made a useful contribution to
the project?

Different questions will be asked besides what is listed above

 AP Seminar Performance Task 1: Team Project and
Presentation

Required Checkpoints in Performance Task 1

 AP Seminar Performance Task 1: Team Project and
Presentation
Performance Task 1 Checkpoint 2 does not exist 
 AP Seminar Performance Task 1: Team Project and
Presentation
P
AP Seminar Performance Task 2: Individual Research-Based
Essay and Presentation
Weight: 35% of the AP Seminar score

Recommended Completion Date: April 15

Note: Students must be given at least 30 school days (state testing, spring breaks, holidays, etc. would not count toward those days) to complete
their research, compose their essays, and develop their presentations. The actual presentations must take place outside the 30-day window. The task
is complex and rigorous, so students must be given sufficient time to complete it. Teachers would disadvantage students by giving them less time.
Giving more time could also disadvantage students by reducing the time available for completing the Team Project and Presentation. Teachers
should collect written work and presentation media from every student in the school’s AP Seminar course(s) before any student actually delivers
the oral presentation.

Teachers must carefully plan a calendar that provides time for the tasks to be completed and uploaded by April 30 at 11:59 PM ET.
AP Seminar Performance Task 2: Individual Research-Based
Essay and Presentation (Teacher Info)
Note: Teachers must review final student submissions, score student presentations, and attest to authenticity in the AP Digital Portfolio by May 10,
11:59 p.m. ET. Students will receive a zero for the IWA if the attestation is not completed by the teacher.

For Performance Task 2, by May 10, 11:59 PM ET, teachers must:

• Ensure each student has submitted their Individual Written Argument (IWA) as final in the AP Digital Portfolio by April 30, 11:59 p.m. ET.

• Submit scores for the Individual Multimedia Presentation (IMP) and Oral Defense (OD) in the AP Digital Portfolio

• Review final student submissions and attest to authenticity in the AP Digital Portfolio
AP Seminar Performance Task 2: Individual Research-Based
Essay and Presentation
TASK OVERVIEW:

• College Board’s AP Program will annually release cross-curricular stimulus material (texts) representing a range of perspectives focused on a
single theme.

• Students read and analyze these stimulus materials to identify thematic connections among them and possible areas for inquiry.

• Their inquiry must be based on a thematic connection between at least two of the stimulus materials.

• Students then compose a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and
present and defend their conclusions.

• The final paper must integrate at least one of the provided stimulus materials as part of the response.

CRITERIA FOR STIMULUS MATERIAL: In early January each year, College Board will release academic, cross-curricular stimulus material
(texts) focused on a theme representing a range of perspectives from each of the following domains: § Natural Sciences, Technology, Mathematics,
Environment § Social Sciences, Politics, Economics, Psychology § Arts (Visual Arts, Music, Dance, Theater) § Culture, Languages, Linguistics §
History § Literature, Philosophy, Critical Theory/Criticism The following will be represented in the texts: § Multimedia text (e.g., photographs,
artwork, video, music) § Quantitative data
AP Seminar Performance Task 2: Individual Research-Based
Essay and Presentation
CRITERIA FOR STIMULUS MATERIAL:

In early January each year, College Board will release academic, cross-curricular stimulus material (texts) focused on a theme representing a range
of perspectives from each of the following domains:

• Natural Sciences, Technology, Mathematics, Environment

• Social Sciences, Politics, Economics, Psychology

• Arts (Visual Arts, Music, Dance, Theater)

• Culture, Languages, Linguistics

• History

• Literature, Philosophy, Critical Theory/Criticism

The following will be represented in the texts:

• Multimedia text (e.g., photographs, artwork, video, music)

• Quantitative data
AP Seminar Performance Task 2: Individual Research-Based
Essay and Presentation

• Overall %

• 24.5%

• 7%

• 3.5%
AP Seminar Performance Task 2: Individual Research-Based
Essay
The Individual Written Argument:

• Students read and analyze the provided stimulus materials to identify thematic connections among them and possible areas for inquiry.

• Their inquiry must be based on a thematic connection between at least two of the stimulus materials

• Students then compose a research question prompted by their analysis of the stimulus materials; gather additional information through research;
analyze, evaluate, and select evidence; and develop a logical, well-reasoned argument of 2,000 words

• The final paper must integrate at least one of the stimulus materials as part of the response

• Students must avoid plagiarism by acknowledging, attributing, and/or citing sources throughout the paper and including a bibliography or works
cited (see the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information). Students should check their work for
plagiarism prior to final submission
AP Seminar Performance Task 2: Individual Research-Based
Essay
 AP Seminar Performance Task 2: Individual Multimedia
Presentation
The Individual Multimedia Presentation

• Each student develops a 6-8 minute presentation to convey their perspective and present their conclusions from their individual written
argument.

• Students should use and attribute, either orally or visually, evidence to support their claims and situate their perspective in a larger context,
rather than merely summarizing their research.

• The presentation and the media used to enhance the presentation should consider audience, context, and purpose

• The exact size and composition of the audience for the presentation can be determined by teachers locally; usually this is an audience of
students’ peers

• Students should design their presentations to be appropriate for an educated, non-expert audience

• Note: Teachers should collect presentation media from all students in the school’s AP Seminar course(s) before any individual student
actually delivers the oral presentation. Teachers should also arrange to video record the presentations/oral defenses and store the
recordings for one academic year

• Finally, students defend their research process, use of evidence, and conclusion through oral responses to two questions asked by the teacher
 AP Seminar Performance Task 2: Individual Multimedia
Presentation
The Oral Defense:

• Following the presentation, teachers should ask two questions of the student

• This component is designed to assess the student’s response to and understanding of the two criteria below, and a question must be asked to
address each of them

• Teachers may select questions from the list or formulate more specific questions appropriate to a student’s presentation, as long as the questions
posed address the two criteria below

• Teachers may also ask follow-up clarifying questions to allow students the opportunity to fully explain their answers.
 AP Seminar Performance Task 2: Individual Multimedia
Presentation Oral Defense Questions
Reflection on the Research Process

1. How did some preliminary information you gathered inform your research?

2. What evidence did you gather that you didn’t include?

3. Why did you choose not to include it?

4. How did your research question evolve as you moved through the research process?

5. Did your research go in a different direction than you originally expected?

6. What information did you need that you weren’t able to find or locate?

7. How did you approach and synthesize the differing perspectives in order to reach a conclusion?

Extending Argumentation through effective questioning and inquiry

8. What additional questions emerged from your research? Why are these questions important?

9. What are the implications of your findings to your community?

10. How is your conclusion in conversation with the body of literature or other research sources you examined?

11. How did you use the conclusions or questions of others to advance your own research?
AP Seminar Performance Task 2: Individual Research-Based
Essay and Presentation (Teacher Info)
Role of the Teacher in Performance Tasks

• Performance Tasks in the AP Capstone courses are summative assessments and contribute to the AP score

• Submissions must be entirely the student’s own work

• Teachers (and other staff) must adhere to the following rules when students are working on these tasks

• Teachers of the AP Capstone courses manage the assessment components and all related processes

• Teachers should be transparent with students about the role of the teacher, other staff, and/or expert advisers in these courses and what
individuals providing guidance to students should and should not do
AP Seminar Performance Task 2: Individual Research-Based
Essay and Presentation (Teacher Info)
 AP Seminar Performance Task 2 Checkpoints
• To ensure students aren’t using generative AI to bypass work, students must complete interim “checkpoints” with their teacher to demonstrate
genuine engagement with the performance tasks

• Teachers can schedule the checkpoints as they deem appropriate, but where possible they should occur during the relevant phase of the task.

• Teachers must attest to the successful completion of the checkpoints in the Digital Portfolio by May 10 11.59 p.m. ET

• Teacher attestations are required for a student to receive a score for that task.
 AP Seminar Performance Task 2 Checkpoints

Evaluation of Checkpoint #1

Successful completion of this checkpoint means a student is able to discuss this phase of research in a manner that extends beyond mere repetition
of the information in their source log

Specifically, they offer additional details or reflections on their sources, or rationales for decisions made during the research process

Students that do not answer questions with any detail or provide information beyond what is already in the source log should be given the
opportunity to repeat the process (with new source log and conversation)

If there is suspicion that the student has relied on generative AI without reading or understanding the original sources, that should be discussed
with the student before they re-do the process.
 AP Seminar Performance Task 2 Checkpoints

Evaluation of Checkpoint #2

Successful completion of this checkpoint means a student is able to talk about their argument outline in a way that explains some of their decisions
on structure and/or content

Specifically, they offer additional details or rationales for decisions

Students that do not answer questions with any detail or provide information beyond what is already provided in the outline should be given the
opportunity to repeat the process (with a new outline and conversation)

If there is suspicion that the student has relied on generative AI to create their outline, that should be discussed with the student before they re-do
the process.
AP Seminar Performance Task 2 Checkpoints
 AP Seminar End of Course Exam
• Weight: 45% of the AP Seminar score (College Board scored)

• Date: May (in the AP Exam administration window)

• TASK OVERVIEW:

• The exam consists of four items (three short-answer and one essay question)

• The three short-answer questions assess analysis of an argument in a single source or document

• The essay question assesses students’ skills in synthesizing and creating an evidence-based argument

• DESCRIPTION OF END-OF-COURSE EXAM

• Five sources will be included with each end-of-course exam

• Sources on the end-of-course exam will represent a range of disciplines and perspectives

• The four prompts listed on the next slide will remain the same on the end-of course exam from year to year
AP Seminar End of Course Exam
 AP Seminar and Research Pass Rates
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