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AP (Advanced Placement) courses are college-level courses from College Board for high-school students. High AP scores strengthen an application and can be converted into college credit.
Real scores · Real teachers · Real results — teachers hold at least IELTS 8.0 or SAT 1500, and international programmes are taught by PhD and Master's holders.
AP (Advanced Placement) is run by the College Board — the organisation behind the SAT: about 40 subjects designed to match first-year university courses, taught at high school level, with exams held worldwide in a single May session and scored on a 1–5 scale. Students at Vietnamese schools can still register for the exams; taking AP classes at school is not required.
IELTS shows you can use English, the SAT shows general ability. AP shows you have already completed university-level courses in the very field you plan to study — what admissions committees call course rigor.
Many US universities grant credit or course exemptions for a score of 3, 4 or 5, depending on the university and subject — meaning lower tuition and going straight into higher-level classes. Check each university's policy with the College Board's AP Credit Policy tool.
Not a full curriculum like IB or A-Level: choose the right 2–9 subjects for your major, spread across Grades 10, 11 and 12.
An AP Calculus 5 in Ho Chi Minh City and in Boston is scored with the same rubric by the same panel — universities can compare students from education systems they are not familiar with.
| IELTS / TOEFL | SAT | AP | |
|---|---|---|---|
| What it measures | English · 4 skills | Reading – Writing and high school Math | University first-year knowledge in each subject |
| Role in the application | Language requirement — reach the level your university requires | Compares general ability across students | Shows depth in your major and course rigor, and can earn college credit |
| Score scale | IELTS 0–9 · TOEFL iBT 1–6 (from January 2026, alongside the 0–120 scale during the transition) | 400–1600 | 1–5 for each subject |
| Exam dates | Almost year-round | Several sittings a year | One sitting a year, in May |
| Best time to take it | Grades 10–11 | Grades 11–12 | Spread across Grades 10–12, a few subjects each year |
Clips from real 8020 classes and lessons — click to watch right here.
Each subject is scored on a 1–5 scale. The multiple-choice section is machine-scored, and the free-response section is scored by readers using the scoring guidelines; the two sections are weighted and converted to a 1–5 score. The conversion cut-offs change every year and the College Board does not publish them in advance.
Score meanings from the College Board's AP Score Scale Table (sources). Nhiều trường Mỹ cấp tín chỉ/miễn môn từ điểm 3 trở lên, nhưng mỗi trường tự quyết. Calculus BC (có subscore AB) và Music Theory có 'special score structure'.
score of 5 scored 3 or above · Source: College Board — 2026 AP Score Distributions. Click each subject in the Subjects section to see all 5 score levels.
The official tool to look up each university's credit and placement policy; each university sets its own minimum score.
AP Credit Policy Search ↗According to the College Board, AP is recognised by more than 500 universities in over 75 countries — including the UK, Canada and Australia — for admission, placement, credit or scholarships.
Look up universities outside the US that recognise AP ↗The College Board has discontinued the National / International AP Scholar awards.
Source ↗AP Seminar là điều kiện tiên quyết của AP Research (trang môn AP Research: phải hoàn thành AP Seminar); chỉ trường tham gia chương trình AP Capstone mới cấp được giải này.
Source ↗Tự động cấp, không cần đăng ký; không thay thế bằng tốt nghiệp THPT; Vietnam thuộc diện 'trường ngoài Mỹ'.
Source ↗One exam session per year in the first two weeks of May; morning session at 8:00 and afternoon session at 12:00 local time. Schedule, fees and rules follow College Board's official announcements.
The College Board authorises IIG Vietnam to administer AP exams in Hanoi, Ho Chi Minh City and Da Nang. Students whose school does not have an AP code register for exams through IIG.
Refunds: cancel before 11:59 pm on 6 Nov 2026 for a 100% refund; from then until 5 Mar 2027 for a 50% refund; no refund after that. Deadlines are not extended.
Bring your original passport or citizen ID card (copies not accepted). Students bring their own laptop/iPad meeting Bluebook requirements; world language exams require a laptop with a USB port for the IIG-provided headset.
Admission tickets and test locations are emailed before 26 Apr 2027.
Biology · Business with Personal Finance · Calculus AB · Calculus BC · Chemistry · Chinese · Computer Science A · Computer Science Principles · Cybersecurity · English Language · English Literature · Environmental Science · French · German · Human Geography · Japanese · Macroeconomics · Microeconomics · Physics 1 · Physics 2 · Physics C: Mechanics · Physics C: E&M · Precalculus · Psychology · Statistics · US History · World History: Modern
Subjects IIG does not offer (US Government, Comparative Government, European History, African American Studies, Art History, Music Theory, Latin, Spanish, Italian, Seminar, Research, Art and Design) must be taken through an international school with an AP code that accepts outside students — ask 8020 for guidance.
Source: IIG Vietnam's announcement for the 2026–2027 AP exams
| Date | Morning session · 8:00 | Afternoon session · 12:00 |
|---|---|---|
| Monday 3 May | Human Geography · Physics C: Mechanics | Biology · Italian Language and Culture |
| Tuesday 4 May | Business with Personal Finance · United States Government and Politics | European History · Microeconomics |
| Wednesday 5 May | Cybersecurity · English Literature and Composition | Physics 1: Algebra-Based · Physics C: Electricity and Magnetism |
| Thursday 6 May | French Language and Culture · Physics 2: Algebra-Based · World History: Modern | African American Studies · Chemistry |
| Friday 7 May | German Language and Culture · United States History | Macroeconomics · Networking (pilot schools) |
| Monday 10 May | Calculus AB · Calculus BC | Music Theory · Seminar |
| Tuesday 11 May | Japanese Language and Culture · Precalculus | Statistics |
| Wednesday 12 May | English Language and Composition | Art History · Computer Science A |
| Thursday 13 May | Spanish Language and Culture | Chinese Language and Culture · Environmental Science |
| Friday 14 May | Comparative Government and Politics · Computer Science Principles · Spanish Literature and Culture | Latin · Psychology |
| Monday 17 May · late testing | English Literature and Composition · European History · Networking (pilot schools) | Business with Personal Finance · French Language and Culture · Human Geography |
| Tuesday 18 May · late testing | Art History · Italian Language and Culture · Seminar · United States Government and Politics | Cybersecurity · Japanese Language and Culture · United States History · World History: Modern |
| Wednesday 19 May · late testing | African American Studies · Biology · Microeconomics · Music Theory · Physics 1: Algebra-Based | Spanish Language and Culture · Spanish Literature and Culture |
| Thursday 20 May · late testing | Chemistry · Computer Science A · Environmental Science · Latin · Physics C: Electricity and Magnetism · Precalculus | Calculus AB · Calculus BC · Comparative Government and Politics · German Language and Culture · Physics C: Mechanics |
| Friday 21 May · late testing | Chinese Language and Culture · English Language and Composition · Macroeconomics · Psychology · Statistics | Computer Science Principles · Physics 2: Algebra-Based |
Two main exam weeks: 3–7 May 2027 and 10–14 May 2027; late-testing week (alternate exams): 17–21 May 2027.
From 2027 College Board calls the two sessions Session 1 / Session 2 and sets times by time zone; in Vietnam (UTC+7) they remain 8:00 and 12:00.
Two subjects examined for the first time in 2027: AP Business with Personal Finance and AP Cybersecurity.
Submission/portfolio deadlines: AP Art and Design: 7 May 2027, 11:59 pm ET (submit the 3 portfolio components as final) · AP Computer Science Principles: 30 Apr 2027, 11:59 pm ET (Create performance task) · AP Seminar and AP Research: 30 Apr 2027, 11:59 pm ET (performance tasks) · AP World Languages and Cultures (NEW): 30 Apr 2027, 11:59 pm ET (Personalized Project Reference – PPR)
Score release: July 2027 (the AP Students calendar only says 'July 2027'; the exact date has not been announced).
| Date | Morning session · 8:00 | Afternoon session · 12:00 |
|---|---|---|
| Monday 4 May | Biology · Latin | European History · Microeconomics |
| Tuesday 5 May | Chemistry · Human Geography | United States Government and Politics |
| Wednesday 6 May | English Literature and Composition | Comparative Government and Politics · Physics 1: Algebra-Based |
| Thursday 7 May | Physics 2: Algebra-Based · World History: Modern | African American Studies · Statistics |
| Friday 8 May | Italian Language and Culture · United States History | Chinese Language and Culture · Macroeconomics |
| Monday 11 May | Calculus AB · Calculus BC | Music Theory · Seminar |
| Tuesday 12 May | French Language and Culture · Precalculus | Japanese Language and Culture · Psychology |
| Wednesday 13 May | English Language and Composition · German Language and Culture | Physics C: Mechanics · Spanish Literature and Culture |
| Thursday 14 May | Art History · Spanish Language and Culture | Computer Science Principles · Physics C: Electricity and Magnetism |
| Friday 15 May | Environmental Science | Computer Science A |
| Monday 18 May · late testing | Comparative Government and Politics · European History · World History: Modern | English Literature and Composition · Human Geography · Latin |
| Tuesday 19 May · late testing | Japanese Language and Culture · United States Government and Politics | African American Studies · United States History |
| Wednesday 20 May · late testing | Microeconomics · Seminar · Statistics | Biology · Chemistry · French Language and Culture · Macroeconomics |
| Thursday 21 May · late testing | Chinese Language and Culture · Computer Science Principles · English Language and Composition · Music Theory · Precalculus | Art History · Calculus AB · Calculus BC · Italian Language and Culture · Physics C: Mechanics · Physics 2: Algebra-Based |
| Friday 22 May · late testing | Environmental Science · Physics 1: Algebra-Based · Spanish Language and Culture · Spanish Literature and Culture | Computer Science A · German Language and Culture · Physics C: Electricity and Magnetism · Psychology |
Two main exam weeks: 4–8 May 2026 and 11–15 May 2026; late-testing week (alternate exams): 18–22 May 2026.
Submission/portfolio deadlines: AP Art and Design: 8 May 2026, 8:00 pm ET · AP Computer Science Principles: 30 Apr 2026, 11:59 pm ET (Create performance task) · AP Seminar and AP Research: 30 Apr 2026, 11:59 pm ET (performance tasks)
Score release: Monday 6 July 2026.
| Date | Morning session · 8:00 | Afternoon session · 12:00 |
|---|---|---|
| Monday 5 May | Biology · Latin | European History · Microeconomics |
| Tuesday 6 May | Chemistry · Human Geography | United States Government and Politics |
| Wednesday 7 May | English Literature and Composition | Comparative Government and Politics · Computer Science A |
| Thursday 8 May | African American Studies · Statistics | Japanese Language and Culture · World History: Modern |
| Friday 9 May | Italian Language and Culture · United States History | Chinese Language and Culture · Macroeconomics |
| Monday 12 May | Calculus AB · Calculus BC | Music Theory · Seminar |
| Tuesday 13 May | French Language and Culture · Precalculus | Environmental Science · Physics 2: Algebra-Based |
| Wednesday 14 May | English Language and Composition · German Language and Culture | Physics C: Mechanics |
| Thursday 15 May | Art History · Spanish Language and Culture | Computer Science Principles · Physics C: Electricity and Magnetism |
| Friday 16 May | Physics 1: Algebra-Based · Spanish Literature and Culture | Psychology |
| Monday 19 May · late testing | Comparative Government and Politics · European History · World History: Modern | English Literature and Composition · Human Geography · Latin |
| Tuesday 20 May · late testing | Japanese Language and Culture · United States Government and Politics | African American Studies · United States History |
| Wednesday 21 May · late testing | Computer Science A · Microeconomics · Statistics | Biology · Chemistry · French Language and Culture · Macroeconomics |
| Thursday 22 May · late testing | Chinese Language and Culture · English Language and Composition · Music Theory · Physics C: Electricity and Magnetism · Precalculus | Art History · Calculus AB · Calculus BC · Spanish Literature and Culture · Physics C: Mechanics |
| Friday 23 May · late testing | Environmental Science · Italian Language and Culture · Physics 1: Algebra-Based · Seminar · Spanish Language and Culture | Computer Science Principles · German Language and Culture · Physics 2: Algebra-Based · Psychology |
Two main exam weeks: 5–9 May 2025 and 12–16 May 2025; late-testing week (alternate exams): 19–23 May 2025.
Submission/portfolio deadlines: AP Art and Design: 9 May 2025, 8:00 pm ET · AP Computer Science Principles: 30 Apr 2025, 11:59 pm ET (Create performance task) · AP Seminar and AP Research: 30 Apr 2025, 11:59 pm ET (performance tasks)
Score release: Monday 7 July 2025.
| Item | 2026–27 school year (May 2027 exams) | 2025–26 school year |
|---|---|---|
| Exam fee per subject — outside the US (including Vietnam) | 129 USD | 129 USD |
| Exam fee per subject — US, Canada, DoDEA schools | 99 USD | 99 USD |
| AP Seminar, AP Research | Same as a regular course | Same as a regular course |
| Late order | +40 USD/subject · ordered from 14 Nov 2026 to 12 Mar 2027 | +40 USD/subject · 15 Nov 2025 – 13 Mar 2026 |
| Ordered, then cancelled or not taken | 40 USD/subject (instead of the exam fee) | 40 USD/subject |
| Late testing | 40 USD/subject — most reasons (schedule conflicts, illness…) are exempt | 40 USD/subject — most reasons are exempt |
| Fee reduction for students with financial need | 37 USD/subject off | 37 USD/subject off |
| Sending scores to 1 university | Free if selected before 20 Jun 2027 | Free if selected before 20 Jun 2026 |
| Additional score sends | 15 USD/report | 15 USD/report |
| Withholding a score from one university | 10 USD/score/university | 10 USD/score/university |
| Score cancellation | Free (permanent deletion) | Free |
The College Board's fee schedule. Authorised test centres outside the US (such as IIG in Vietnam) may charge additional administration costs — the amount actually payable is announced by the test centre.
Each student should take 2 to 9 AP subjects across Grades 10, 11 and 12. Grade 10 takes 1–2 introductory subjects, Grade 11 is the year for core subjects in your major, and Grade 12 adds advanced subjects. Scores from the May exam in Grade 12 arrive after US applications are submitted, but are still used for college credit and to meet conditional offers from UK universities.
Core subjects only — for students busy with their school curriculum
Core + supporting subjects — the typical level for a US study-abroad application
Aiming for top universities, adding advanced subjects in Grade 12
Calculus and calculus-based Physics are the first things engineering schools look at.
Core 6 subjects to take first · full plan of 9 subjects. Click a subject name to see its exam structure and rubric.
Biology and Chemistry are the core pair; Statistics helps with reading medical research; Psychology suits health-related majors.
Core 3 subjects to take first · full plan of 8 subjects. Click a subject name to see its exam structure and rubric.
Microeconomics and Macroeconomics are the core; Calculus and Statistics are the tools of every quantitative economics programme. AP Business with Personal Finance is examined for the first time in May 2027 — an introductory subject suited to Grade 10.
Core 4 subjects to take first · full plan of 9 subjects. Click a subject name to see its exam structure and rubric.
Calculus BC, Statistics and Computer Science — the trio for Applied Mathematics and Data Science.
Core 4 subjects to take first · full plan of 7 subjects. Click a subject name to see its exam structure and rubric.
Go deep in one branch (Chemistry, Biology, Physics or Environmental Science) with enough math to keep going.
Core 3 subjects to take first · full plan of 9 subjects. Click a subject name to see its exam structure and rubric.
Argument-essay subjects (English Language) and history and government subjects — where you build the skill of using evidence.
Core 3 subjects to take first · full plan of 8 subjects. Click a subject name to see its exam structure and rubric.
Deep reading, strong writing and a second foreign language are the backbone of this field.
Core 2 subjects to take first · full plan of 8 subjects. Click a subject name to see its exam structure and rubric.
Psychology and Statistics are the core — university psychology uses a great deal of statistics.
Core 2 subjects to take first · full plan of 8 subjects. Click a subject name to see its exam structure and rubric.
The AP Art and Design portfolio is evidence of your work; add Physics and Calculus for architecture.
Core 3 subjects to take first · full plan of 7 subjects. Click a subject name to see its exam structure and rubric.
Suggestions from the 8020 academic team based on common entry requirements for each field — each university may differ; your advising teacher will adjust them to the schools you are targeting.
Click each subject to see the exam structure, free-response question types, the rubric for each scoring row, score distributions, and released College Board exams with scoring guidelines and sample responses.
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple Choice — Part ANo calculator. | 29 | 65 minutes | 43,75% |
| Section I: Multiple Choice — Part BA graphing calculator is needed for some questions. | 13 | 40 minutes | 18,75% |
| Section II: Free Response — Part AGraphing calculator required. Q1 Function Concepts; Q2 Modeling a Non-Periodic Context. | 2 | 35 minutes | 18,75% |
| Section II: Free Response — Part BNo calculator. Q3 Modeling a Periodic Context; Q4 Symbolic Manipulations. | 2 | 35 minutes | 18,75% |
Hybrid digital (May 2027 exam): MCQ and FRQ prompts in Bluebook, with FRQ solutions handwritten in a paper booklet.
A graphing calculator (in radian mode) is required in MCQ Part B and FRQ Part A; calculators are banned in MCQ Part A and FRQ Part B. No formula sheet.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Value / Answer | 0–1 per point | Correct answer; when a question asks you to 'show the work', intermediate steps (e.g. f(2) or g(5)) are required to earn the point. |
| Decimal presentation error | deducted once per question | Decimal answers must be correct to 3 decimal places; the first decimal presentation error in a question loses a point, later errors in the same question are not penalized again. |
| Reasoning / Limit notation | 0–1 | Reasoning must rely on properties of the function and specific points/values; limit notation must have all 4 parts (lim, x→a±, function name, value). A bare 'f is one-to-one' is not enough. |
| Partial credit | 1 trong 2 | Earning no points on a part can still earn 1 point if one criterion in each column of the partial credit table is met at the same time. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple Choice — Part ANo calculator. | 29 | 62 minutes | 35% |
| Section I: Multiple Choice — Part BA graphing calculator is needed for some questions. | 13 | 38 minutes | 15% |
| Section II: Free Response — Part AGraphing calculator required. | 2 | 30 minutes | 16,7% |
| Section II: Free Response — Part BNo calculator. (Section II as a whole has at least 2 questions set in real-world contexts.) | 4 | 60 minutes | 33,3% |
Hybrid digital (May 2027): MCQ and FRQ prompts in Bluebook, with FRQ solutions handwritten in a paper booklet.
A graphing calculator is required for MCQ Part B (some questions) and FRQ Part A; prohibited in MCQ Part A and FRQ Part B. No formula sheet. Calculator-based solutions must still show the setup (e.g. the integral) in mathematical notation.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Answer with setup / supporting work | 0–1 per point | A correct answer MUST come with the expression/work leading to it; an unsupported bare answer usually loses the setup point and sometimes the answer point too. |
| Decimal / rounding | at most 1 deducted per question | Decimal answers must be correct to 3 decimal places (rounded or truncated); at most 1 point per question is lost for incorrect rounding. Answers do not need to be simplified. |
| Justification / Reasoning (e.g. IVT, MVT, finding extrema) | 0–1 | State all the conditions of the theorem (e.g. 'differentiable ⇒ continuous' before using the IVT) and tie them to the specific data; just writing 'yes, IVT' earns no credit. If you name a theorem, it must be the correct one. |
| Interpretation / Units | 0–1 | Interpreting the meaning of an integral/derivative in context requires the quantity + the time interval; correct units (e.g. birds per day per day) earn 1 separate point when the question asks for them. |
| Banking | — | Once the correct expression is written (e.g. a Riemann sum in the correct form), the point is 'banked' — later simplification errors do not lose the answer point. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple Choice — Part ANo calculator. | 29 | 62 minutes | 35% |
| Section I: Multiple Choice — Part BA graphing calculator is needed for some questions. | 13 | 38 minutes | 15% |
| Section II: Free Response — Part AGraphing calculator required. | 2 | 30 minutes | 16,7% |
| Section II: Free Response — Part BNo calculator. (Section II as a whole has at least 2 questions set in real-world contexts.) | 4 | 60 minutes | 33,3% |
Hybrid digital (May 2027): MCQ and FRQ prompts in Bluebook, with FRQ solutions handwritten in a paper booklet.
A graphing calculator is required for MCQ Part B (some questions) and FRQ Part A; prohibited in MCQ Part A and FRQ Part B. No formula sheet. Calculator-based solutions must still show the setup (e.g. the integral) in mathematical notation.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Answer with setup / supporting work | 0–1 per point | A correct answer MUST come with the expression/work leading to it; an unsupported bare answer usually loses the setup point and sometimes the answer point too. |
| Decimal / rounding | at most 1 deducted per question | Decimal answers must be correct to 3 decimal places (rounded or truncated); at most 1 point per question is lost for incorrect rounding. Answers do not need to be simplified. |
| Justification / Reasoning (e.g. IVT, MVT, finding extrema) | 0–1 | State all the conditions of the theorem (e.g. 'differentiable ⇒ continuous' before using the IVT) and tie them to the specific data; just writing 'yes, IVT' earns no credit. If you name a theorem, it must be the correct one. |
| Interpretation / Units | 0–1 | Interpreting the meaning of an integral/derivative in context requires the quantity + the time interval; correct units (e.g. birds per day per day) earn 1 separate point when the question asks for them. |
| Banking | — | Once the correct expression is written (e.g. a Riemann sum in the correct form), the point is 'banked' — later simplification errors do not lose the answer point. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple Choice4 options per question (previously 5). There are 2 sets of 3 questions: one on probability/random variables/distributions, one on regression. Covers 5 units and 4 practices. | 42 | 90 minutes | 50% |
| Section II: Free Response4 questions × 10 points: Q1 Practices 1–2 (asking questions, collecting data); Q2 Practices 3–4 (analysis, interpretation); Q3 Inference (a significance test or confidence interval); Q4 multi-topic, Practices 2–4. | 4 | 90 minutes | 50% |
Fully in Bluebook from May 2027 (MCQ + FRQ typed in Bluebook, no paper booklet). The May 2026 exam is still hybrid (FRQ handwritten).
Handheld graphing calculators with statistical functions and the Desmos calculator built into Bluebook are allowed. Formula sheets + tables are provided (on paper and in Bluebook); scratch paper is provided.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Identify Variable | 0–1 | Correctly identifies the explanatory and response variables in context. |
| Classify Variable | 0–1 | Correctly classifies variables as categorical or quantitative. |
| Identify Procedure | 0–1 | Name the full procedure correctly (e.g. two-sample z-test for the difference between two population proportions) or give the correct formula; a generic name like 'two-sample z-test' is not enough. |
| Hypotheses | 0–1 | Correct H0 and Ha, written in terms of population parameters. |
| Parameter or Population | 0–1 | Correctly identifies the parameter as the POPULATION proportion (or mean), in context; defining it as the sample proportion earns no credit. |
| Randomization and 10% Conditions | 0–1 | Argue specifically why the random condition (and the 10% condition if sampling) is met, tied to how the data were collected in the question; just writing "random check" earns no credit. |
| Normality or Expected Counts Conditions | 0–1 | Check the correct conditions (number of successes/failures ≥ 10 in each sample); checking an inappropriate condition (n > 30, citing the CLT) earns no point. |
| Test Statistics and p-Value | 0–1 | Correctly calculates the test statistic and p-value. |
| p-Value to the Level of Significance Comparison | 0–1 | Compare the specific p-value with the significance level α (state both values) and give a formal decision about H0 (reject/fail to reject). |
| Justification | 0–1 | Concludes whether or not there is convincing evidence, in context, based on the calculated result. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Essentially correct (E) / Partially correct (P) / Incorrect (I) | by part | Each lettered part is rated E, P or I according to the number of components achieved; these combine into a score of 0–4 (Complete 4, Substantial 3, Developing 2, Minimal 1). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceMostly discrete questions, occasionally 1–2 sets of 2 questions; assesses all 5 Computational Thinking Practices (reading code, finding output, analysing errors/equivalence). | 42 | 90 minutes | 55% |
| Section II: Free ResponseWrite Java code (Practice 2: Develop Code). | 4 | 90 minutes | 45% |
Fully in Bluebook (MCQ + typing FRQ code in Bluebook).
No calculator. A Java Quick Reference is provided (in Bluebook; a printed copy is also sent to schools).
| Scoring row | Score | Earns the point when |
|---|---|---|
| Algorithm points | 1–2 per question | Put together all the necessary steps in the right order; points are lost for missing steps, modifying data that must not be modified, returning in a void method/constructor, or rewriting the header with a different number/type of parameters. |
| Non-Algorithm points | 0–1 per criterion | Each requirement is scored narrowly (e.g. declaring an instance variable, calling the right method); points are still earned even if there are errors elsewhere. |
| Errors to Ignore | — | Minor errors that don't create ambiguity are ignored: missing ; or { } when indentation makes the meaning clear, confusing length/size, misspelled variable names that cause no confusion. |
| Points lost when | — | Accessing an ArrayList with [] instead of .get, extraneous code that produces wrong results (e.g. printing to the screen), using ambiguous identifiers. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: End-of-Course Multiple Choice4 options: 57 single-select questions; 5 single-select questions based on a reading passage about a computing innovation; 8 questions selecting 2 answers. | 70 | 120 minutes | 70% |
| Section II: Create Performance Task + Written ResponseSubmit program code, a video of the program running and the Personalized Project Reference; on exam day, answer 2 questions (WR1; WR2 with 2(a), 2(b), 2(c)) about your own code. | 2 | 9 hours in class + 60-minute exam | 30% |
Fully in Bluebook (MCQ + 2 written-response questions) + portfolio: Create performance task submitted via AP Digital Portfolio.
No calculator. An Exam Reference Sheet is provided (AP pseudocode language); you may view your own Personalized Project Reference when answering the written response.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Course Project: Video | 0–1 | The video shows the program RUNNING, with input, functionality and output; screenshots/storyboards are not accepted. |
| Course Project: Program Requirements | 0–1 | Code includes a student-developed procedure + a call to it, a list (≥2 elements) that is actually used, and non-trivial selection and iteration. |
| Written Response 1: Program Design, Function, and Purpose | 0–1 | Describe an appropriate piece of documentation and explain how ANOTHER programmer would use it to understand the code (2026). |
| Written Response 2(a): Algorithm Development | 0–1 | Identify the variable/value that makes the loop stop and explain why, matching the code in the PPR. |
| Written Response 2(b): Errors and Testing | 0–1 | Give a procedure call with specific arguments that causes incorrect behavior, describe the incorrect behavior and explain the cause (or explain why that is not possible). |
| Written Response 2(c): Data and Procedural Abstraction | 0–1 | Explain how the list helps manage complexity AND describe how the code would have to change without the list (or why it would be impossible). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions + question sets based on a shared stimulus (usually 4–5 questions per set). | 60 | 90 minutes | 50% |
| Section II: Free Response2 long questions (9 points each, suggested ~25 minutes each) + 4 short questions (4 points each, ~10 minutes each). | 6 | 90 minutes | 50% |
Hybrid: answer MCQs and view FRQ prompts in Bluebook, handwrite FRQs in a paper booklet (May 2027 exam)
Allowed in both sections. From the 2027 exam: only handheld four-function (with square root) or scientific (non-graphing) calculators, or the Desmos scientific calculator in Bluebook — calculators with memory such as graphing calculators are NOT allowed. Reference Information (formulas, tables) is provided in Bluebook and in print.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Points A1, B1, B2, … (each Point 1 requirement) | 0–1 per Point | Each task in the question (describe, identify, justify, predict…) is a separate Point; the SG lists the acceptable answers. |
| Graph — construction (Q2) | 0–1 | Choose the type of graph the question asks for (e.g. a bar graph). |
| Graph — plotting (Q2) | 0–1 | Data and error bars are plotted accurately. |
| Graph — labeling (Q2) | 0–1 | Axes correctly labelled, with a legend. |
| Justify / Predict | 0–1 per Point | The prediction and the reasoning are separate Points; the reasoning must link a biological mechanism to the data/information given, not repeat the prediction. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions or question sets based on a stimulus/data set. | 60 | 90 minutes | 50% |
| Section II: Free Response3 long questions (10 points each, suggested ~23 minutes each) + 4 short questions (4 points each, ~9 minutes each); assesses all 6 science practices. | 7 | 105 minutes | 50% |
Hybrid: answer MCQs and view FRQ prompts in Bluebook, handwrite FRQs in a paper booklet (May 2027 exam)
Allowed in both sections: handheld scientific or graphing calculators (four-function calculators are allowed but not recommended), or Desmos scientific/graphing in Bluebook. Reference Information is provided: periodic table, equations and constants.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Point 01, 02, … (each Point 1 criterion) | 0–1 per Point | Each sub-part has 1 or more Points (e.g. setup + correct value). The SG lists the accepted answers and phrasings. |
| Show your work | — | Calculations must show the method and steps; a final answer alone earns no credit. |
| Significant figures | 0–1 (when the question requires it) | A separate Point requires the calculated value to have the correct number of significant figures (e.g. 2026 Q1 Point 04). |
| “Consistent with” (follow-through) | per Point | Points in later parts are scored based on results from earlier parts, so an error in an early part can still earn later points if the correct method is used. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions + question sets: 3–5 sets with quantitative data (tables, charts), 3–5 sets with qualitative information (models, maps), 2 text-based sets. | 80 | 90 minutes | 60% |
| Section II: Free Response3 questions, 10 points each, suggested ~22 minutes each; answers are typed in Bluebook. | 3 | 70 minutes | 40% |
Fully digital in Bluebook: both MCQ and FRQ taken in Bluebook, submitted automatically when time is up (May 2027 exam)
Allowed in both sections. Permitted types: handheld four-function (with square root) or scientific (non-graphing) calculators, up to 2, and/or the Desmos scientific calculator in Bluebook. Update for the 2027 exam: handheld calculators with storage capabilities, such as graphing calculators, are NOT allowed. Reference information is available only in Bluebook (not on paper).
| Scoring row | Score | Earns the point when |
|---|---|---|
| Point 01–10 (each Point 1 criterion) | 0–1 per Point | Each part A, B, C… is usually 1 Point; the SG lists the accepted answers. |
| Calculation setup | 0–1 | Writes the correct calculation leading to the result (e.g. (4 − 25)/25 × 100) — a separate Point. |
| Calculated answer | 0–1 | Arrives at the correct value; units are not needed unless the question asks for them. |
| Describe / Explain | 0–1 per Point | Describe: give the relevant characteristics of the subject asked about; Explain: give the relationship between the relevant variables (usually cause and effect). Write in complete sentences, and give exactly the number of examples the question asks for. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions or question sets based on the same stimulus/data set. | 42 | 85 minutes | 50% |
| Section II: Free Response4 questions, one of each type: Mathematical Routines (MR), Translation Between Representations (TBR), Experimental Design and Analysis (LAB), Qualitative/Quantitative Translation (QQT). Suggested timing from the CED (summer 2026 update, applying to the May 2027 exam): MR 20–25 minutes, TBR 25–30 minutes, LAB 25–30 minutes, QQT 15–20 minutes. (2026 exam, FRQ section 100 minutes, suggested ~25 minutes for Q1 and Q3, ~30 minutes for Q2, ~20 minutes for Q4.) | 4 | 95 minutes | 50% |
Hybrid: answer MCQs and view FRQ prompts in Bluebook, handwrite FRQs in a paper booklet (May 2027 exam)
Allowed in both sections: handheld four-function, scientific or graphing calculators, or Desmos (scientific/graphing) in Bluebook. A formula/constants sheet (Table of Information/Equations) is provided in Bluebook and in print. Rulers/straightedges are allowed for the FRQ.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Points A1, A2, … (each point 1 criterion) | 0–1 per Point | Each Point is a specific criterion (one arrow in the correct direction, one correct starting equation, one correct value…); you earn the Point for each criterion you meet. The Scoring Note for each Point lists the equivalent answers accepted. |
| Multistep derivation | 1 Point for the derivation; subsequent Points are scored per component/expression | The derivation Point is earned only when the work has multiple steps and starts from a correct fundamental equation (e.g. conservation of momentum, Newton's second law in rotational form, kinematics/conservation of energy equations). A correct final expression written on its own (correct, isolated, algebraic equivalent) earns only the Points listed in the Scoring Note (e.g. B2–B3), NOT the derivation Point. |
| “Consistent with” (follow-through) | per Point | Many Points are scored for consistency with the answer to an earlier part, so an error in an early part can still earn later points if the reasoning/calculation is correct based on that result. |
| Functional dependence / justification | 2 Point (QQT 2026: C1–C2) | The first Point only requires an attempt to use functional-dependence language (directly/inversely proportional, numerator/denominator); the later Point requires using it correctly and consistently with the earlier derivation + claim. |
| Graph (LAB) | 4 Points for graphing (C1–C4) + 2 Points for using the slope (D1–D2) — 2026 exam | C1: labels the vertical axis with a quantity (with units) for a linear graph used to find the required quantity; C2: linear scale; C3: plots points correctly for the chosen quantities; C4: best-fit line following the data trend. D1: correctly relates the slope to the required quantity; D2: the calculated value falls within the accepted range. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions or question sets based on the same stimulus/data set. | 42 | 85 minutes | 50% |
| Section II: Free Response4 questions, one of each type: Mathematical Routines (MR), Translation Between Representations (TBR), Experimental Design and Analysis (LAB), Qualitative/Quantitative Translation (QQT). Suggested timing from the CED (summer 2026 update, applying to the May 2027 exam): MR 20–25 minutes, TBR 25–30 minutes, LAB 25–30 minutes, QQT 15–20 minutes. (2026 exam, FRQ section 100 minutes, suggested ~25 minutes for Q1 and Q3, ~30 minutes for Q2, ~20 minutes for Q4.) | 4 | 95 minutes | 50% |
Hybrid: answer MCQs and view FRQ prompts in Bluebook, handwrite FRQs in a paper booklet (May 2027 exam)
Allowed in both sections: handheld four-function, scientific or graphing calculators, or Desmos (scientific/graphing) in Bluebook. A formula/constants sheet (Table of Information/Equations) is provided in Bluebook and in print. Rulers/straightedges are allowed for the FRQ.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Points A1, A2, … (each point 1 criterion) | 0–1 per Point | Each Point is a specific criterion (one arrow in the correct direction, one correct starting equation, one correct value…); you earn the Point for each criterion you meet. The Scoring Note for each Point lists the equivalent answers accepted. |
| Multistep derivation | 1 Point for the derivation; subsequent Points are scored per component/expression | The derivation Point is earned only when the work has multiple steps and starts from a correct fundamental equation (e.g. PV = nRT, Q = mcΔT, E = hf, conservation of energy/work–energy theorem) or an equivalent. A correct final expression written on its own earns only the Points listed in the Scoring Note (e.g. A4–A5), NOT the derivation Point. |
| “Consistent with” (follow-through) | per Point | Many Points are scored for consistency with the answer to an earlier part, so an error in an early part can still earn later points if the reasoning/calculation is correct based on that result. |
| Functional dependence / claim + justification | 1–2 Points (2026 exam) | 2026 exam: MR part B has 1 Point for correctly identifying the functional dependence between quantities in the equation; QQT part C has 1 Point for the claim and 1 Point for a justification consistent with the derivation in part B (with no claim, a consistent justification still earns the justification Point). |
| Graph (LAB) | 4 Points for graphing (C1–C4) + 2 Points for using the slope (D1–D2) — 2026 exam | C1: labels BOTH axes with quantities (with units) for a usable graph; C2: both axes have linear scales; C3: plots points correctly for the labelled quantities; C4: draws a line/curve following the data trend. D1: correctly relates the slope to the equation to calculate the required quantity; D2: the calculated value falls within the accepted range. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions or question sets based on the same stimulus/data set. | 42 | 85 minutes | 50% |
| Section II: Free Response4 questions, one of each type: Mathematical Routines (MR), Translation Between Representations (TBR), Experimental Design and Analysis (LAB), Qualitative/Quantitative Translation (QQT). The CED (summer 2026 update) suggests: MR 20–25 minutes, TBR 25–30 minutes, LAB 25–30 minutes, QQT 15–20 minutes. | 4 | 95 minutes | 50% |
Hybrid: answer MCQs and view FRQ prompts in Bluebook, handwrite FRQs in a paper booklet (May 2027 exam)
Allowed in both sections: handheld four-function, scientific or graphing calculators, or Desmos (scientific/graphing) in Bluebook. Reference material (equation tables, constants — Table of Information/Equations) is available throughout the exam, with a digital version in Bluebook. Rulers and straightedges are allowed in the FRQ section.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Points A1, A2, … (each point 1 criterion) | 0–1 per Point | Each Point is a specific criterion (one arrow in the correct direction, one correct starting equation, one correct value…); you earn the Point for each criterion you meet. |
| Multistep derivation | 1 Point (key steps and the final expression are scored as separate Points) | A multi-step derivation must start from the fundamental principle/equation the Point requires (e.g. Newton's second law, conservation of momentum, the work–energy theorem); subsequent Points are scored separately for key steps (e.g. separating variables dv, dt; substituting a derived expression) and for the correct final expression in terms of the given quantities. |
| “Consistent with” (follow-through) | per Point | Some Points are scored for consistency with an earlier part (e.g. data points plotted to match the quantities chosen for the axes), so an error in an early part can still earn later points if the later work is correct based on that result. |
| Claim + justification (TBR/QQT) | usually 1 claim Point + 1–2 justification Points | A claim Point only requires the correct choice (e.g. ω₂ > ω₁); a justification Point must state the correct physical reason, e.g. relating force and lever arm to torque, and torque over one revolution to rotational kinetic energy. |
| Graph (LAB) | 4 graphing Points + 2 slope-analysis Points | Graph: label the axes with the pair of quantities that gives a linear graph (with units), use a linear scale, plot data points correctly and draw a trend/best-fit line. Analysis: state the correct relationship between the slope and the quantity to be found, then calculate a value within the accepted range. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions or question sets based on the same stimulus/data set. | 42 | 85 minutes | 50% |
| Section II: Free Response4 questions, one of each type: Mathematical Routines (MR), Translation Between Representations (TBR), Experimental Design and Analysis (LAB), Qualitative/Quantitative Translation (QQT). The CED (summer 2026 update) suggests: MR 20–25 minutes, TBR 25–30 minutes, LAB 25–30 minutes, QQT 15–20 minutes. | 4 | 95 minutes | 50% |
Hybrid: answer MCQs and view FRQ prompts in Bluebook, handwrite FRQs in a paper booklet (May 2027 exam)
Allowed in both sections: handheld four-function, scientific or graphing calculators, or Desmos (scientific/graphing) in Bluebook. Reference material (equation tables, constants — Table of Information/Equations) is available throughout the exam, with a digital version in Bluebook. Rulers and straightedges are allowed in the FRQ section.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Points A1, A2, … (each point 1 criterion) | 0–1 per Point | Each Point is a specific criterion (one arrow in the correct direction, one correct starting equation, one correct value…); you earn the Point for each criterion you meet. |
| Multistep derivation | 1 Point (key steps and the final expression are scored as separate Points) | A multi-step derivation must start from the fundamental principle/equation the Point requires (e.g. Ampère's law, Faraday's law, the definition of the electric field of dq); subsequent Points are scored separately for key steps (correct substitution, limits of integration) and for the correct final expression in terms of the given quantities. Scoring Notes usually do not require vector/line-integral notation. |
| “Consistent with” (follow-through) | per Point | Some Points are scored for consistency with an earlier part (e.g. data points plotted to match the quantities chosen for the axes), so an error in an early part can still earn later points if the later work is correct based on that result. |
| Claim + justification (TBR/QQT) | usually 1 claim Point + 1–2 justification Points | A claim Point only requires the correct choice (e.g. I₂ > I₁, V equals 0); a justification Point must state the correct physical reason, e.g. identify the functional dependence of the current on the changing quantity in the derived expression. |
| Graph (LAB) | 4 graphing Points + 2 slope-analysis Points | Graph: label the axes with the pair of quantities that gives a linear graph (with units), use a linear scale, plot data points correctly and draw a trend/best-fit line. Analysis: state the correct relationship between the slope and the quantity to be found, then calculate a value within the accepted range. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I, Part A: Multiple ChoiceSets of 3–4 questions sharing a source (primary/secondary text, images, charts, maps). Unchanged for the 2027 exam. | 55 | 55 minutes | 40% |
| Section I, Part B: Short Answer2027 exam: answer all 3 required questions — Q1 one or more written secondary sources, Q2 a written primary source, Q3 a non-text source (image, map, chart…); each on a different period, within 1491–2001. (2026 exam: Q1 and Q2 required + choose Q3 or Q4, with no source.) | 3 | 40 minutes | 20% |
| Section II: DBQ7 documents; write an argumentative essay based on the documents + outside knowledge. Scope: 1754–1980 (per the AP Central Exam page and CED 2026; unchanged from the 2026 exam). | 1 | 60 minutes recommended (including 15 minutes of reading) | 25% |
| Section II: Long Essay2027 exam: only 1 required LEQ, a broad prompt covering about half the course's periods, with a short introductory passage suggesting a direction; students choose the developments to analyse. (2026 exam: choose 1 of 3 prompts 1491–1800 / 1800–1898 / 1890–2001 (old style).) Section II totals 1 hour 40 minutes. | 1 | 40 minutes recommended | 15% |
Fully in Bluebook (fully digital): both multiple choice and free response are typed in Bluebook and submitted automatically when time runs out (since 2025, unchanged for 2027).
No handheld calculator; no formula sheet.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis/Claim | 0–1 | Makes a historically defensible thesis that answers the question and establishes a line of reasoning (giving reasons or categories of argument); merely restating the prompt does not count. |
| Row B: Contextualization | 0–1 | Describes a broader historical context (before/during/after the period) relevant to the prompt, with enough specificity; a passing phrase or a generic statement does not count. |
| Row C: Evidence from Documents | 0–2 | 1 point: accurately describes (not just quotes) the content of at least 3 documents relevant to the question. 2 points: uses at least 4 documents to support an argument that answers the question. |
| Row C: Evidence Beyond Documents | 0–1 | Uses at least 1 specific piece of historical evidence NOT in the documents, from the right period/region, to support the argument (it must differ from the evidence used for the context point). |
| Row D: Analysis and Reasoning — Sourcing | 0–1 | For at least 2 documents, explains how or why the document's point of view, purpose, historical situation and/or audience is relevant to the argument — not just naming them. |
| Row D: Analysis and Reasoning — Complex Understanding | 0–1 | Demonstrates complex understanding through sophisticated argumentation (multiple perspectives, multiple causes/effects, both similarities and differences, connections across periods…) and/or effective use of evidence (e.g. sourcing 4 documents, using documents to support a nuanced argument); it must be part of the argument and more than a phrase/passing reference; it need not run throughout the essay and may appear in any paragraph. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis/Claim | 0–1 | A historically defensible thesis that responds to the prompt and establishes a line of reasoning. |
| Row B: Contextualization | 0–1 | Describes a broader historical context relevant to the prompt, accurately and more specifically than a passing sentence. |
| Row C: Evidence | 0–2 | 1 point: identifies at least 2 specific historical examples relevant to the topic. 2 points: uses at least 2 specific pieces of evidence to support an argument that answers the question. |
| Row D: Analysis and Reasoning — Complex Understanding | 0–2 | 1 point: uses historical reasoning (comparison, causation, continuity and change) to frame the argument. 2 points: demonstrates a complex understanding through a sophisticated argument or by using at least 4 specific pieces of evidence to support a nuanced argument. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Part A | 0–1 | Answers part A correctly (usually Identify/Describe) with accurate historical content; 'describe' must give characteristics, not just name a term. |
| Part B | 0–1 | Answers part B correctly; 'explain' must state why/how, with specific evidence (events/developments) from the correct period. |
| Part C | 0–1 | Answers part C correctly; each part is scored independently, in complete sentences (bullet points/outlines are not scored). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I, Part A: Multiple ChoiceSets of 3–4 questions sharing a source (primary/secondary text, images, charts, maps). Unchanged for the 2027 exam. | 55 | 55 minutes | 40% |
| Section I, Part B: Short Answer2027 exam: answer all 3 required questions — Q1 a written secondary source, Q2 a written primary source, Q3 a non-text source (image, map, chart…); each question covers a different period, within 1200–2001. (2026 exam: Q1 and Q2 required + choose Q3 or Q4, with no source.) | 3 | 40 minutes | 20% |
| Section II: DBQ7 documents; write an argumentative essay based on the documents + outside knowledge. Scope for the 2027 exam: 1200–2001 (CED 2026, AP Central Exam page, AP Students); the 2026 exam covered 1450–2001. | 1 | 60 minutes recommended (including 15 minutes of reading) | 25% |
| Section II: Long Essay2027 exam: only 1 required LEQ, a broad prompt covering about half the course's periods, with a short introductory passage suggesting a direction; students choose the developments to analyse. (2026 exam: choose 1 of 3 prompts 1200–1750 / 1450–1900 / 1750–2001 (old style).) Section II totals 1 hour 40 minutes. | 1 | 40 minutes recommended | 15% |
Fully in Bluebook (fully digital): both multiple choice and free response are typed in Bluebook and submitted automatically when time runs out (since 2025, unchanged for 2027).
No handheld calculator; no formula sheet.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis/Claim | 0–1 | Makes a historically defensible thesis that answers the question and establishes a line of reasoning (giving reasons or categories of argument); merely restating the prompt does not count. |
| Row B: Contextualization | 0–1 | Describes a broader historical context (before/during/after the period) relevant to the prompt, with enough specificity; a passing phrase or a generic statement does not count. |
| Row C: Evidence from Documents | 0–2 | 1 point: accurately describes (not just quotes) the content of at least 3 documents relevant to the question. 2 points: uses at least 4 documents to support an argument that answers the question. |
| Row C: Evidence Beyond Documents | 0–1 | Uses at least 1 specific piece of historical evidence NOT in the documents, from the right period/region, to support the argument (it must differ from the evidence used for the context point). |
| Row D: Analysis and Reasoning — Sourcing | 0–1 | For at least 2 documents, explains how or why the document's point of view, purpose, historical situation and/or audience is relevant to the argument — not just naming them. |
| Row D: Analysis and Reasoning — Complex Understanding | 0–1 | Demonstrates complex understanding through sophisticated argumentation (multiple perspectives, multiple causes/effects, both similarities and differences, connections across periods…) and/or effective use of evidence (e.g. sourcing 4 documents, using documents to support a nuanced argument); it must be part of the argument and more than a phrase/passing reference; it need not run throughout the essay and may appear in any paragraph. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis/Claim | 0–1 | A historically defensible thesis that responds to the prompt and establishes a line of reasoning. |
| Row B: Contextualization | 0–1 | Describes a broader historical context relevant to the prompt, accurately and more specifically than a passing sentence. |
| Row C: Evidence | 0–2 | 1 point: identifies at least 2 specific historical examples relevant to the topic. 2 points: uses at least 2 specific pieces of evidence to support an argument that answers the question. |
| Row D: Analysis and Reasoning — Complex Understanding | 0–2 | 1 point: uses historical reasoning (comparison, causation, continuity and change) to frame the argument. 2 points: demonstrates a complex understanding through a sophisticated argument or by using at least 4 specific pieces of evidence to support a nuanced argument. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Part A | 0–1 | Answers part A correctly (usually Identify/Describe) with accurate historical content; 'describe' must give characteristics, not just name a term. |
| Part B | 0–1 | Answers part B correctly; 'explain' must state why/how, with specific evidence (events/developments) from the correct period. |
| Part C | 0–1 | Answers part C correctly; each part is scored independently, in complete sentences (bullet points/outlines are not scored). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I, Part A: Multiple ChoiceSets of 3–4 questions sharing a source (primary/secondary text, images, charts, maps). Unchanged for the 2027 exam. | 55 | 55 minutes | 40% |
| Section I, Part B: Short Answer2027 exam: answer all 3 required questions — Q1 a written secondary source, Q2 a written primary source, Q3 a non-text source (image, map, chart…); each question covers a different period, within 1450–2001. (2026 exam: Q1 and Q2 required + choose Q3 or Q4, with no source.) | 3 | 40 minutes | 20% |
| Section II: DBQ7 documents; write an argumentative essay based on the documents + outside knowledge. Scope: 1450–2001. | 1 | 60 minutes recommended (including 15 minutes of reading) | 25% |
| Section II: Long Essay2027 exam: only 1 required LEQ, a broad prompt covering about half the course's periods, with a short introductory passage suggesting a direction; students choose the developments to analyse. (2026 exam: choose 1 of 3 prompts 1450–1700 / 1648–1914 / 1815–2001 (old style).) Section II totals 1 hour 40 minutes. | 1 | 40 minutes recommended | 15% |
Fully in Bluebook (fully digital): both multiple choice and free response are typed in Bluebook and submitted automatically when time runs out (May 2027 exams).
No handheld calculator; no formula sheet.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis/Claim | 0–1 | Makes a historically defensible thesis that answers the question and establishes a line of reasoning (giving reasons or categories of argument); merely restating the prompt does not count. |
| Row B: Contextualization | 0–1 | Describes a broader historical context (before/during/after the period) relevant to the prompt, with enough specificity; a passing phrase or a generic statement does not count. |
| Row C: Evidence from Documents | 0–2 | 1 point: accurately describes (not just quotes) the content of at least 3 documents relevant to the question. 2 points: uses at least 4 documents to support an argument that answers the question. |
| Row C: Evidence Beyond Documents | 0–1 | Uses at least 1 specific piece of historical evidence NOT in the documents, from the right period/region, to support the argument (it must differ from the evidence used for the context point). |
| Row D: Analysis and Reasoning — Sourcing | 0–1 | For at least 2 documents, explains how or why the document's point of view, purpose, historical situation and/or audience is relevant to the argument — not just naming them. |
| Row D: Analysis and Reasoning — Complex Understanding | 0–1 | Demonstrates complex understanding through sophisticated argumentation (multiple perspectives, multiple causes/effects, both similarities and differences, connections within/across periods or regions…) and/or effective use of evidence (e.g. using all 7 documents effectively, sourcing 4 documents, combining documents with outside evidence to illuminate different perspectives). It must be part of the argument; it need not run throughout the essay but must be more than a passing phrase. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis/Claim | 0–1 | A historically defensible thesis that responds to the prompt and establishes a line of reasoning. |
| Row B: Contextualization | 0–1 | Describes a broader historical context relevant to the prompt, accurately and more specifically than a passing sentence. |
| Row C: Evidence | 0–2 | 1 point: identifies at least 2 specific historical examples relevant to the topic. 2 points: uses at least 2 specific pieces of evidence to support an argument that answers the question. |
| Row D: Analysis and Reasoning — Complex Understanding | 0–2 | 1 point: uses historical reasoning (comparison, causation, continuity and change) to frame the argument. 2 points: demonstrates a complex understanding through a sophisticated argument or by using at least 4 specific pieces of evidence to support a nuanced argument. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Part A | 0–1 | Answers part A correctly (usually Identify/Describe) with accurate historical content; 'describe' must give characteristics, not just name a term. |
| Part B | 0–1 | Answers part B correctly; 'explain' must state why/how, with specific evidence (events/developments) from the correct period. |
| Part C | 0–1 | Answers part C correctly; each part is scored independently, in complete sentences (bullet points/outlines are not scored). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceSets of 3–4 questions sharing 1–2 sources; about half the sources come from the course's list of required sources, the rest are new sources on the same topics. | 60 | 70 minutes | 60% |
| Section IB: Individual Student Project — Exam Day Validation QuestionWrite a response to an oral defense question about your project: analyse/compare/evaluate at least one source used in the project. | 1 | 10 minutes | 1,5% |
| Section II: Short-Answer Questions1 text-based source question, 1 visual source question, 1 broad-theme question with no source; each question has 3 or 4 parts. | 3 | 40 minutes | 18% |
| Section II: Document-Based Question5 documents; write an argument based on the documents + outside knowledge. | 1 | 45 minutes (including reading time) | 12% |
| Individual Student Project (outside exam time)Choose your own topic, research interdisciplinary sources, present and answer the teacher's questions (oral defense). | — | about 3 weeks over the year | 8,5% |
Fully in Bluebook (fully digital) + an Individual Student Project completed during the year (presentation + oral defense, scored by the teacher).
No calculator; no formula sheet.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis/Claim | 0–1 | A defensible thesis that responds to the prompt and establishes a line of reasoning; restating the prompt does not count. |
| Row B: Context | 0–1 | Describes a broader historical (or interdisciplinary) context relevant to the prompt, specifically rather than generally. |
| Row C: Evidence from Sources | 0–2 | 1 point: uses the content of at least 2 documents to address the topic. 2 points: uses at least 3 documents to support the argument. |
| Row C: Evidence Beyond Sources | 0–1 | At least 1 piece of specific evidence beyond the documents, relevant to the argument. |
| Row D: Source Use | 0–1 | For at least 2 documents, explains how or why the document's point of view, purpose, situation and/or audience is relevant to the argument. |
| Row E: Reasoning | 0–1 | Uses reasoning (causation, comparison, change/continuity over time or across geography) to frame an argument that answers the question. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Exam Day Validation | 0–2 | 1 point: relevant descriptive information + cites a specific source from the project. 2 points: explains (not just describes) as the question requires, with a specific source. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Each part (A, B, C, D) | 0–1 | Responds to the part's task verb (describe/explain), uses specific examples when required and stays within the time frame given in the question. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple Choice~30 single questions without sources + question sets: 5 quantitative analysis sets (2–3 questions per set); 2 text-based sets (3–4 questions per set: 1 set using a foundational document, 1 set using a primary or secondary source); 3 visual sets (2 questions per set: maps, political cartoons, infographics). | 55 | 80 minutes | 50% |
| Section II: Free ResponseQ1 Concept Application, Q2 Quantitative Analysis, Q3 SCOTUS Comparison, Q4 Argument Essay — each question 12.5% of the exam score. Suggested: ~20 minutes for each of Q1–Q3, ~40 minutes for Q4. | 4 | 100 minutes | 50% |
Fully in Bluebook (fully digital).
No calculator; no formula sheet.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Claim/Thesis | 0–1 | Makes a defensible claim that responds to the prompt and establishes a line of reasoning (it can appear anywhere in the response); merely copying/paraphrasing the prompt or not making a claim that responds to the prompt does not count. |
| Row B: Evidence | 0–3 | 1 point: 1 piece of evidence relevant to the topic. 2 points: 1 specific piece of evidence that supports the claim, OR 2 pieces of evidence relevant to the topic. 3 points: 2 specific pieces of evidence supporting the claim, one of which comes from a foundational document on the list in the question (Row A point must already be earned). |
| Row C: Reasoning | 0–1 | Explain why/how the evidence supports the argument (using classification, process, causation or comparison); at least 1 specific, relevant piece of evidence is required. |
| Row D: Responds to Alternate Perspectives | 0–1 | Describe an opposing/alternative perspective AND rebut it (rebuttal or refutation); Row A must already be earned. Merely stating the opposite of the thesis, merely describing another perspective, or rebutting a foundational document instead of a perspective does not count. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Part A | 0–1 | Correctly identifies the common element (e.g. a constitutional clause) between the required case and the case in the prompt — give only one answer. |
| Part B | 0–2 | 2 points: explains how the facts of the two cases led to similar/different holdings; 1 point if it only provides accurate, relevant information about the required case. |
| Part C | 0–1 | Explain how the case illustrates the concept/consequence asked about (2026: stare decisis). |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Each part A/B/C(/D) | 0–1 | Scored by task verb: identify (state correctly), describe (give characteristics), explain (why/how, linked to a concept), draw a conclusion (a conclusion based on the data). For data questions, you must use the data given in the question correctly. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple Choice40–44 discrete questions without sources; 3 quantitative analysis sets and 2 secondary text analysis sets (2–3 questions each). 6 countries: China, Iran, Mexico, Nigeria, Russia, United Kingdom. | 55 | 60 minutes | 50% |
| Section II: Free ResponseQ1 Conceptual Analysis (11%, ~10 min), Q2 Quantitative Analysis (12.5%, ~20 min), Q3 Comparative Analysis (12.5%, ~20 min), Q4 Argument Essay (14%, ~40 min) — % is the weighting in the total exam score. | 4 | 90 minutes | 50% |
Fully in Bluebook (fully digital).
No calculator; no formula sheet.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Claim/Thesis | 0–1 | Makes a defensible claim that responds to the prompt and establishes a line of reasoning (it can appear anywhere in the response); merely copying/paraphrasing the prompt or not making a claim that responds to the prompt does not count. |
| Row B: Evidence | 0–2 | 1 point: 1 specific, relevant piece of evidence from a course country linked to the concept in the question. 2 points: 2 specific pieces of evidence from one or more course countries. |
| Row C: Reasoning | 0–1 | Explain why/how the evidence supports the claim; the Row A point must already be earned (explaining 1 piece of evidence is enough). |
| Row D: Responds to Alternate Perspectives | 0–1 | Describe an opposing/alternative perspective AND respond with refutation, concession or rebuttal; Row A must already be earned. Merely stating the opposite of the thesis or merely describing another perspective does not count. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Each part A, B, C… (Comparative: a part comparing 2 countries may be worth 2 points) | 0–1 or 0–2 | Uses the correct verb (identify/describe/explain/draw a conclusion) and examples from the correct country; for a 2-point part asking about two countries, each country earns at most 1 point. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDefine economic principles/models, explain outcomes and determine the outcomes of specific scenarios. | 60 | 1 hour 10 minutes | 66% |
| Section II: Free Response1 long question (50% of the FRQ section score) + 2 short questions (25% each). Suggested timing for 2026: 10 minutes reading, ~25 minutes on question 1, ~12 minutes each on questions 2 and 3. | 3 | 1 hour (including 10 minutes of reading time) | 33% |
Hybrid digital (May 2027 exam): MCQs are answered and FRQ prompts displayed in Bluebook; FRQs are handwritten in a paper booklet.
Four-function calculators (addition, subtraction, multiplication, division, square root, percent) allowed in both sections: the Desmos 4-function calculator built into Bluebook and/or up to 2 handheld calculators; calculators with memory, such as scientific or graphing, are NOT allowed (AP Exams Calculator Policy 2027). No formula sheet is provided.
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDefine principles/models, explain outcomes and determine the outcomes of macroeconomic scenarios. | 60 | 1 hour 10 minutes | 66% |
| Section II: Free Response1 long question (50% of the FRQ section score) + 2 short questions (25% each); suggested ~25 minutes on question 1, ~12 minutes on each short question. | 3 | 1 hour (including 10 minutes of reading time) | 33% |
Hybrid digital (May 2027 exam): MCQ and FRQ prompts in Bluebook; FRQs handwritten in a paper booklet.
Four-function calculators (addition, subtraction, multiplication, division, square root, percent) allowed in both sections: the Desmos 4-function calculator built into Bluebook and/or up to 2 handheld calculators; calculators with memory, such as scientific or graphing, are NOT allowed (AP Exams Calculator Policy 2027). No formula sheet is provided.
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceApply theories/concepts, evaluate qualitative–quantitative research methods, read tables/charts of research data. | 75 | 1 hour 30 minutes | 66,7% |
| Section II: Free ResponseQ1 AAQ (16.65%) — 25 minutes suggested (10 minutes reading the source); Q2 EBQ (16.65%) — 45 minutes suggested (15 minutes reading 3 sources). | 2 | 1 hour 10 minutes | 33,3% |
Fully in Bluebook (fully digital) — both MCQ and FRQ typed, submitted automatically when time runs out.
No calculator (Psychology is not on the list of subjects allowing calculators).
| Scoring row | Score | Earns the point when |
|---|---|---|
| Part A: Research Method | 0–1 | Correctly name the research method used (only from 5 types: case study, correlational study, experiment, meta-analysis, naturalistic observation); naming an additional method or design feature not in the study loses the point; also mentioning survey, longitudinal… is fine if the method has been named correctly. |
| Part B: Research Variable | 0–1 | Gives a measurable operational definition of the variable (e.g. score on a 20-item anxiety scale), not a general description of a feeling. |
| Part C: Statistic Interpretation | 0–1 | Explain what a statistic means IN the study (e.g. a statistically significant difference = unlikely to be due to chance), not just copy the number or a definition. |
| Part D: Ethical Guidelines | 0–1 | Name an ethical principle that IS present in the study (IRB, informed consent, debriefing…) AND describe how the researchers applied it. |
| Part E: Generalizability | 0–1 | States which population the findings can be generalized to, based on the specific characteristics of the study's participants (not sample size or reliability). |
| Part F: Argumentation | 0–2 | 2 points for using specific research findings, interpreted accurately to support/refute the hypothesis; 1 point if findings are given but misinterpreted, or explained without using the findings. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Part A: Claim | 0–1 | Makes a claim relevant to the question (a positive/negative effect, a recommendation to adopt, or a specific effect); merely restating the question, an off-topic claim or an overly simplistic conclusion does not count. Without an acceptable claim in Part A, B and C can still be scored if consistent. |
| Part B(i): Evidence | 0–1 | One specific, accurate, relevant piece of evidence, correctly cited (Source 1/2/3). |
| Part B(ii): Explanation and Application (Reasoning) | 0–2 | 1 point: correctly interprets evidence supporting the claim; 2 points: also correctly applies a psychological perspective, theory, concept or research finding to explain it. Merely stating a definition does not count. |
| Part C(i): Evidence | 0–1 | A DIFFERENT piece of evidence, taken from one of the other two sources (not the source used in Part B), correctly cited. |
| Part C(ii): Explanation and Application (Reasoning) | 0–2 | Same as B(ii), but must use a psychological concept different from the one in B(ii). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions and question sets; analysing maps, tables, charts, satellite images, infographics and spatial relationships across geographic scales. | 60 | 1 hour | 50% |
| Section II: Free ResponseQ1 has no stimulus; Q2 one stimulus (data/image/map); Q3 two stimuli. 25 minutes suggested per question. | 3 | 1 hour 15 minutes | 50% |
Fully in Bluebook (fully digital).
No calculator.
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple Choice23–25 Reading questions (analysing nonfiction texts) + 20–22 Writing questions (reading like a writer, choosing how to revise a text). | 45 | 1 hour | 45% |
| Section II: Free ResponseSynthesis, Rhetorical Analysis, Argument; 15 minutes suggested to read the sources and plan the Synthesis essay, then about 40 minutes to write each essay. | 3 | 2 hours 15 minutes (including 15 minutes of reading time) | 55% |
Fully in Bluebook (fully digital) — essays typed.
No calculator.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis | 0–1 | The thesis takes a defensible position that answers the prompt; merely restating the prompt, saying 'there are pros and cons' or stating an obvious fact does not count. The thesis may appear anywhere. |
| Row B: Evidence and Commentary | 0–4 | 4 points: specific evidence from ≥3 sources supporting every claim, consistent commentary explaining how the evidence supports a line of reasoning. 3: as above but explains only some of the evidence. 2: evidence from ≥3 sources, with explanation but no line of reasoning established (or flawed reasoning). 1: evidence from ≥2 sources, mostly summary. Fewer than 2 sources = 0. Grammatical/expression errors that impede understanding prevent a score of 4. |
| Row C: Sophistication | 0–1 | Sophisticated argument: explores tensions/complexity, explains implications or limitations of the argument in a broader context, makes effective rhetorical choices throughout, or uses a vivid, persuasive style; a few sentences like 'In a world where…' or 'Some may argue…' are not enough. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis | 0–1 | The thesis analyses the author's rhetorical choices in relation to the purpose; merely listing devices or summarising the passage does not count. |
| Row B: Evidence and Commentary | 0–4 | 4 points: specific evidence for every claim, consistent explanation AND identifies multiple rhetorical choices contributing to the author's argument/purpose/message. 3: specific evidence for every claim, explanation of some evidence AND at least one rhetorical choice. 2: some specific evidence but no line of reasoning yet. 1: mostly general evidence, summary. Grammatical errors that impede understanding prevent a score of 4. |
| Row C: Sophistication | 0–1 | Explains the significance of rhetorical choices within the rhetorical situation, explains the purpose/function of complexities or tensions in the text, or uses a vivid, persuasive style throughout; examining individual devices in isolation without seeing how they relate does not earn the point. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis | 0–1 | The thesis takes a defensible position on the extent to which the claim is true; don't dodge with 'there are pros and cons'. |
| Row B: Evidence and Commentary | 0–4 | 4 points: specific evidence for every claim and consistent commentary following a line of reasoning. 3: specific evidence for every claim but only partial explanation. 2: some specific evidence, no line of reasoning yet. 1: general evidence, mostly summary. Grammatical errors that impede understanding prevent a score of 4. |
| Row C: Sophistication | 0–1 | Sophisticated argument: explores tensions/complexity, explains implications or limitations of the argument in a broader context, makes effective rhetorical choices throughout, or uses a vivid, persuasive style; a few sentences like 'In a world where…' or 'Some may argue…' are not enough. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple Choice5 sets of questions (8–13 questions per set) on excerpts of prose fiction, drama and poetry; at least 2 prose passages and 2 poems. | 55 | 1 hour | 45% |
| Section II: Free ResponsePoetry Analysis, Prose Fiction Analysis, Literary Argument; ~40 minutes suggested per essay. | 3 | 2 hours | 55% |
Fully in Bluebook (fully digital) — essays typed.
No calculator.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis | 0–1 | The thesis presents a defensible interpretation of the poem that addresses the prompt; describing the poem or making general comments does not count. |
| Row B: Evidence and Commentary | 0–4 | 4 points: specific evidence supporting every claim, consistent commentary AND explanation of multiple literary elements/techniques contributing to meaning. 3: explains at least one literary element contributing to meaning. 2: specific evidence but no line of reasoning yet. 1: general evidence, mostly summary. Grammatical errors that impede understanding prevent a score of 4. |
| Row C: Sophistication | 0–1 | Develops a sophisticated literary argument: explores tensions/complexity in the work, situates the interpretation in a broader context, considers alternative interpretations, or uses a vivid, persuasive style — this must run throughout, not just one sentence. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis | 0–1 | The thesis presents a defensible interpretation of the passage that addresses the prompt. |
| Row B: Evidence and Commentary | 0–4 | 4 points: specific evidence supporting every claim, consistent commentary AND explanation of multiple literary elements/techniques contributing to meaning. 3: explains at least one literary element contributing to meaning. 2: specific evidence but no line of reasoning yet. 1: general evidence, mostly summary. Grammatical errors that impede understanding prevent a score of 4. |
| Row C: Sophistication | 0–1 | Develops a sophisticated literary argument: explores tensions/complexity in the work, situates the interpretation in a broader context, considers alternative interpretations, or uses a vivid, persuasive style — this must run throughout, not just one sentence. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Thesis | 0–1 | The thesis presents a defensible interpretation of the chosen work tied to the concept in the prompt (e.g. 2026: how the tension between old and new contributes to the meaning of the work as a whole). |
| Row B: Evidence and Commentary | 0–4 | 4 points: specific evidence from the work supporting every claim, consistent commentary following a line of reasoning. 3: specific evidence for every claim but only partial explanation. 2: some specific evidence, no line of reasoning yet. 1: general evidence, mostly plot summary. Grammatical errors that impede understanding prevent a score of 4. |
| Row C: Sophistication | 0–1 | Develops a sophisticated literary argument: explores tensions/complexity in the work, situates the interpretation in a broader context, considers alternative interpretations, or uses a vivid, persuasive style — this must run throughout, not just one sentence. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Free ResponseQ1 Project Presentation 20% (3′ preparation + 3′ speaking), Q2 Project Q&A 15% (4 × 40″), Q3 Story Narration 7.5%, Q4 Email Response 7.5% | 4 | Q1: 3′ preparation + 3′ presentation; Q2: 4 turns × 40″; Q3 + Q4: 30′ shared for both writing questions | 50% |
| Section II Part A — Listening (MCQ) | 25 | 25 minutes | 25% |
| Section II Part B — Reading (MCQ) | 30 | 40 minutes | 25% |
Entirely in Bluebook (from 2027; speaking recorded in Bluebook) + PPR submitted through the AP Digital Portfolio
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: explains 3 or more factors with relevant details, drawn from research for the project; 1 point: identifies ≥3 factors but explains them superficially, OR explains only 1–2 factors with details. 0 points if off-topic, merely restates the prompt, or is clearly copied/machine-translated/AI-generated. |
| Cultural Understanding | 0–2 | 2 points: specific examples showing the relationship between the cultural perspectives AND the products/practices of the target culture; 1 point: relevant examples but only listed/described, without explaining that relationship. |
| Organization | 0–2 | 2 points: organised with an introduction and conclusion, ideas progress logically, easy to follow throughout, with a variety of cohesive devices; 1 point: partly easy to follow, partly disjointed, limited cohesion. |
| Language Control | 0–3 | 3 points: very varied vocabulary (including culturally appropriate expressions), control of a range of grammatical structures, errors do not impede understanding, self-correction improves clarity; 2 points: adequate vocabulary, solid basic grammar, errors occasionally impede understanding; 1 point: limited vocabulary/grammar, repeated memorised phrases, English mixed in. |
| Delivery | 0–2 | 2 points: pace and intonation engage the listener, speaks fluently and confidently, clear pronunciation, the listener does not have to strain; 1 point: occasional hesitation, monotone or choppy delivery, but the presentation is sustained. Using the full time is not required. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: answers appropriately with the requested information in at least 3 of the 4 questions (minor misunderstandings allowed); 1 point: answers only 1–2 questions appropriately, the others missing/off-topic. |
| Cultural Understanding | 0–2 | 1 point: at least one answer describes a product/practice/perspective of the target culture; 2 points: at least one answer COMPARES the target culture with your own/another community, OR explains the relationship between perspectives and products/practices, with details and examples. |
| Language Control | 0–3 | 3 points: varied vocabulary and grammar, errors do not impede understanding, uses circumlocution/paraphrase when lacking a word; 2 points: adequate, errors occasionally impede understanding; 1 point: limited vocabulary that cannot sustain the exchange. |
| Fluency | 0–2 | 2 points: speaks fluently and naturally, with clear pronunciation and effective intonation (natural pauses are fine); 1 point: occasional hesitation, repeated fillers that break the flow. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Narrative Development | 0–3 | 3 points: tells a complete story that fits and incorporates all 4 pictures, with relevant details/dialogue; 2 points: uses at least 3 pictures, with some detail; 1 point: only 1–2 pictures, or mainly describes pictures/lists words. |
| Organization | 0–2 | 2 points: easy to follow, with a clear beginning – middle – end, effective cohesion; 1 point: has structure but lacks clear stages. |
| Language Control | 0–3 | Accurate and varied vocabulary, grammar and writing. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Message Development | 0–3 | 3 points: clearly and directly answers BOTH requests for information in the email, with relevant details/examples; 2 points: addresses at least one request; 1 point: replies to the email but does not provide the requested information. |
| Organization | 0–2 | 2 points: easy to follow throughout, with a greeting and closing, effective cohesion; 1 point: has structure but may lack a greeting/closing, limited cohesion. |
| Language Control | 0–3 | Varied vocabulary and grammatical structures, including culturally appropriate expressions, with an appropriate register; errors do not impede comprehension (3 points). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Free ResponseQ1 Project Presentation 20%, Q2 Project Q&A 15%, Q3 Argumentative Essay 15% | 3 | Q1: 3′ preparation + 3′ presentation; Q2: 4 turns × 40″; Q3: 55′ | 50% |
| Section II Part A — Listening (MCQ) | 25 | 40 minutes | 25% |
| Section II Part B — Reading (MCQ) | 30 | 40 minutes | 25% |
Entirely in Bluebook (from 2027; speaking recorded in Bluebook) + PPR submitted through the AP Digital Portfolio
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: explains 3 or more factors with relevant details, drawn from research for the project; 1 point: identifies ≥3 factors but explains them superficially, OR explains only 1–2 factors with details. 0 points if off-topic, merely restates the prompt, or is clearly copied/machine-translated/AI-generated. |
| Cultural Understanding | 0–2 | 2 points: specific examples showing the relationship between the cultural perspectives AND the products/practices of the target culture; 1 point: relevant examples but only listed/described, without explaining that relationship. |
| Organization | 0–2 | 2 points: organised with an introduction and conclusion, ideas progress logically, easy to follow throughout, with a variety of cohesive devices; 1 point: partly easy to follow, partly disjointed, limited cohesion. |
| Language Control | 0–3 | 3 points: very varied vocabulary (including culturally appropriate expressions), control of a range of grammatical structures, errors do not impede understanding, self-correction improves clarity; 2 points: adequate vocabulary, solid basic grammar, errors occasionally impede understanding; 1 point: limited vocabulary/grammar, repeated memorised phrases, English mixed in. |
| Delivery | 0–2 | 2 points: pace and intonation engage the listener, speaks fluently and confidently, clear pronunciation, the listener does not have to strain; 1 point: occasional hesitation, monotone or choppy delivery, but the presentation is sustained. Using the full time is not required. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: answers appropriately with the requested information in at least 3 of the 4 questions (minor misunderstandings allowed); 1 point: answers only 1–2 questions appropriately, the others missing/off-topic. |
| Cultural Understanding | 0–2 | 1 point: at least one answer describes a product/practice/perspective of the target culture; 2 points: at least one answer COMPARES the target culture with your own/another community, OR explains the relationship between perspectives and products/practices, with details and examples. |
| Language Control | 0–3 | 3 points: varied vocabulary and grammar, errors do not impede understanding, uses circumlocution/paraphrase when lacking a word; 2 points: adequate, errors occasionally impede understanding; 1 point: limited vocabulary that cannot sustain the exchange. |
| Fluency | 0–2 | 2 points: speaks fluently and naturally, with clear pronunciation and effective intonation (natural pauses are fine); 1 point: occasional hesitation, repeated fillers that break the flow. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Position | 0–1 | States a clear position that directly answers the prompt. |
| Source Use | 0–2 | 2 points: uses all 3 sources to defend the position, understands the source content (only minor errors), clearly identifies which source information comes from; 1 point: uses at least 2 sources, may partly misunderstand them. |
| Argumentation | 0–2 | Has a claim and consistently explains how the evidence supports the position. |
| Organization | 0–2 | 2 points: organises the essay around an argument (not summarising each source in turn), with an introduction and conclusion, logical transitions, effective cohesion; 1 point: has structure but is hard to follow in places, or summarises the sources one by one. |
| Language Control | 0–3 | 3 points: varied vocabulary (including culturally appropriate expressions), a range of sentence structures, errors do not impede understanding; text copied verbatim from the sources does not count; 2 points: adequate vocabulary, errors occasionally impede understanding; 1 point: limited vocabulary/structures. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Free ResponseQ1 Project Presentation 20%, Q2 Project Q&A 15%, Q3 Argumentative Essay 15% | 3 | Q1: 3′ preparation + 3′ presentation; Q2: 4 turns × 40″; Q3: 55′ | 50% |
| Section II Part A — Listening (MCQ) | 25 | 40 minutes | 25% |
| Section II Part B — Reading (MCQ) | 30 | 40 minutes | 25% |
Entirely in Bluebook (from 2027; speaking recorded in Bluebook) + PPR submitted through the AP Digital Portfolio
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: explains 3 or more factors with relevant details, drawn from research for the project; 1 point: identifies ≥3 factors but explains them superficially, OR explains only 1–2 factors with details. 0 points if off-topic, merely restates the prompt, or is clearly copied/machine-translated/AI-generated. |
| Cultural Understanding | 0–2 | 2 points: specific examples showing the relationship between the cultural perspectives AND the products/practices of the target culture; 1 point: relevant examples but only listed/described, without explaining that relationship. |
| Organization | 0–2 | 2 points: organised with an introduction and conclusion, ideas progress logically, easy to follow throughout, with a variety of cohesive devices; 1 point: partly easy to follow, partly disjointed, limited cohesion. |
| Language Control | 0–3 | 3 points: very varied vocabulary (including culturally appropriate expressions), control of a range of grammatical structures, errors do not impede understanding, self-correction improves clarity; 2 points: adequate vocabulary, solid basic grammar, errors occasionally impede understanding; 1 point: limited vocabulary/grammar, repeated memorised phrases, English mixed in. |
| Delivery | 0–2 | 2 points: pace and intonation engage the listener, speaks fluently and confidently, clear pronunciation, the listener does not have to strain; 1 point: occasional hesitation, monotone or choppy delivery, but the presentation is sustained. Using the full time is not required. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: answers appropriately with the requested information in at least 3 of the 4 questions (minor misunderstandings allowed); 1 point: answers only 1–2 questions appropriately, the others missing/off-topic. |
| Cultural Understanding | 0–2 | 1 point: at least one answer describes a product/practice/perspective of the target culture; 2 points: at least one answer COMPARES the target culture with your own/another community, OR explains the relationship between perspectives and products/practices, with details and examples. |
| Language Control | 0–3 | 3 points: varied vocabulary and grammar, errors do not impede understanding, uses circumlocution/paraphrase when lacking a word; 2 points: adequate, errors occasionally impede understanding; 1 point: limited vocabulary that cannot sustain the exchange. |
| Fluency | 0–2 | 2 points: speaks fluently and naturally, with clear pronunciation and effective intonation (natural pauses are fine); 1 point: occasional hesitation, repeated fillers that break the flow. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Position | 0–1 | States a clear position that directly answers the prompt. |
| Source Use | 0–2 | 2 points: uses all 3 sources to defend the position, understands the source content (only minor errors), clearly identifies which source information comes from; 1 point: uses at least 2 sources, may partly misunderstand them. |
| Argumentation | 0–2 | Has a claim and consistently explains how the evidence supports the position. |
| Organization | 0–2 | 2 points: organises the essay around an argument (not summarising each source in turn), with an introduction and conclusion, logical transitions, effective cohesion; 1 point: has structure but is hard to follow in places, or summarises the sources one by one. |
| Language Control | 0–3 | 3 points: varied vocabulary (including culturally appropriate expressions), a range of sentence structures, errors do not impede understanding; text copied verbatim from the sources does not count; 2 points: adequate vocabulary, errors occasionally impede understanding; 1 point: limited vocabulary/structures. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Free ResponseQ1 Project Presentation 20%, Q2 Project Q&A 15%, Q3 Argumentative Essay 15% | 3 | Q1: 3′ preparation + 3′ presentation; Q2: 4 turns × 40″; Q3: 55′ | 50% |
| Section II Part A — Listening (MCQ) | 25 | 40 minutes | 25% |
| Section II Part B — Reading (MCQ) | 30 | 40 minutes | 25% |
Entirely in Bluebook (from 2027; speaking recorded in Bluebook) + PPR submitted through the AP Digital Portfolio
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: explains 3 or more factors with relevant details, drawn from research for the project; 1 point: identifies ≥3 factors but explains them superficially, OR explains only 1–2 factors with details. 0 points if off-topic, merely restates the prompt, or is clearly copied/machine-translated/AI-generated. |
| Cultural Understanding | 0–2 | 2 points: specific examples showing the relationship between the cultural perspectives AND the products/practices of the target culture; 1 point: relevant examples but only listed/described, without explaining that relationship. |
| Organization | 0–2 | 2 points: organised with an introduction and conclusion, ideas progress logically, easy to follow throughout, with a variety of cohesive devices; 1 point: partly easy to follow, partly disjointed, limited cohesion. |
| Language Control | 0–3 | 3 points: very varied vocabulary (including culturally appropriate expressions), control of a range of grammatical structures, errors do not impede understanding, self-correction improves clarity; 2 points: adequate vocabulary, solid basic grammar, errors occasionally impede understanding; 1 point: limited vocabulary/grammar, repeated memorised phrases, English mixed in. |
| Delivery | 0–2 | 2 points: pace and intonation engage the listener, speaks fluently and confidently, clear pronunciation, the listener does not have to strain; 1 point: occasional hesitation, monotone or choppy delivery, but the presentation is sustained. Using the full time is not required. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: answers appropriately with the requested information in at least 3 of the 4 questions (minor misunderstandings allowed); 1 point: answers only 1–2 questions appropriately, the others missing/off-topic. |
| Cultural Understanding | 0–2 | 1 point: at least one answer describes a product/practice/perspective of the target culture; 2 points: at least one answer COMPARES the target culture with your own/another community, OR explains the relationship between perspectives and products/practices, with details and examples. |
| Language Control | 0–3 | 3 points: varied vocabulary and grammar, errors do not impede understanding, uses circumlocution/paraphrase when lacking a word; 2 points: adequate, errors occasionally impede understanding; 1 point: limited vocabulary that cannot sustain the exchange. |
| Fluency | 0–2 | 2 points: speaks fluently and naturally, with clear pronunciation and effective intonation (natural pauses are fine); 1 point: occasional hesitation, repeated fillers that break the flow. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Position | 0–1 | States a clear position that directly answers the prompt. |
| Source Use | 0–2 | 2 points: uses all 3 sources to defend the position, understands the source content (only minor errors), clearly identifies which source information comes from; 1 point: uses at least 2 sources, may partly misunderstand them. |
| Argumentation | 0–2 | Has a claim and consistently explains how the evidence supports the position. |
| Organization | 0–2 | 2 points: organises the essay around an argument (not summarising each source in turn), with an introduction and conclusion, logical transitions, effective cohesion; 1 point: has structure but is hard to follow in places, or summarises the sources one by one. |
| Language Control | 0–3 | 3 points: varied vocabulary (including culturally appropriate expressions), a range of sentence structures, errors do not impede understanding; text copied verbatim from the sources does not count; 2 points: adequate vocabulary, errors occasionally impede understanding; 1 point: limited vocabulary/structures. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Free ResponseQ1 Project Presentation 20% (3′ preparation + 3′ speaking), Q2 Project Q&A 15% (4 × 40″), Q3 Story Narration 7.5%, Q4 Email Response 7.5% | 4 | Q1: 3′ preparation + 3′ presentation; Q2: 4 turns × 40″; Q3 + Q4: 30′ shared for both writing questions | 50% |
| Section II Part A — Listening (MCQ) | 25 | 25 minutes | 25% |
| Section II Part B — Reading (MCQ) | 30 | 40 minutes | 25% |
Entirely in Bluebook (from 2027; speaking recorded in Bluebook) + PPR submitted through the AP Digital Portfolio
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: explains 3 or more factors with relevant details, drawn from research for the project; 1 point: identifies ≥3 factors but explains them superficially, OR explains only 1–2 factors with details. 0 points if off-topic, merely restates the prompt, or is clearly copied/machine-translated/AI-generated. |
| Cultural Understanding | 0–2 | 2 points: specific examples showing the relationship between the cultural perspectives AND the products/practices of the target culture; 1 point: relevant examples but only listed/described, without explaining that relationship. |
| Organization | 0–2 | 2 points: organised with an introduction and conclusion, ideas progress logically, easy to follow throughout, with a variety of cohesive devices; 1 point: partly easy to follow, partly disjointed, limited cohesion. |
| Language Control | 0–3 | 3 points: very varied vocabulary (including culturally appropriate expressions), control of a range of grammatical structures, errors do not impede understanding, self-correction improves clarity; 2 points: adequate vocabulary, solid basic grammar, errors occasionally impede understanding; 1 point: limited vocabulary/grammar, repeated memorised phrases, English mixed in. |
| Delivery | 0–2 | 2 points: pace and intonation engage the listener, speaks fluently and confidently, clear pronunciation, the listener does not have to strain; 1 point: occasional hesitation, monotone or choppy delivery, but the presentation is sustained. Using the full time is not required. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: answers appropriately with the requested information in at least 3 of the 4 questions (minor misunderstandings allowed); 1 point: answers only 1–2 questions appropriately, the others missing/off-topic. |
| Cultural Understanding | 0–2 | 1 point: at least one answer describes a product/practice/perspective of the target culture; 2 points: at least one answer COMPARES the target culture with your own/another community, OR explains the relationship between perspectives and products/practices, with details and examples. |
| Language Control | 0–3 | 3 points: varied vocabulary and grammar, errors do not impede understanding, uses circumlocution/paraphrase when lacking a word; 2 points: adequate, errors occasionally impede understanding; 1 point: limited vocabulary that cannot sustain the exchange. |
| Fluency | 0–2 | 2 points: speaks fluently and naturally, with clear pronunciation and effective intonation (natural pauses are fine); 1 point: occasional hesitation, repeated fillers that break the flow. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Narrative Development | 0–3 | 3 points: tells a complete story that fits and incorporates all 4 pictures, with relevant details/dialogue; 2 points: uses at least 3 pictures, with some detail; 1 point: only 1–2 pictures, or mainly describes pictures/lists words. |
| Organization | 0–2 | 2 points: easy to follow, with a clear beginning – middle – end, effective cohesion; 1 point: has structure but lacks clear stages. |
| Language Control | 0–3 | Accurate and varied vocabulary, grammar and writing. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Message Development | 0–3 | 3 points: clearly and directly answers BOTH requests for information in the email, with relevant details/examples; 2 points: addresses at least one request; 1 point: replies to the email but does not provide the requested information. |
| Organization | 0–2 | 2 points: easy to follow throughout, with a greeting and closing, effective cohesion; 1 point: has structure but may lack a greeting/closing, limited cohesion. |
| Language Control | 0–3 | Varied vocabulary and grammatical structures, including culturally appropriate expressions, with an appropriate register; errors do not impede comprehension (3 points). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Multiple Choice20 discrete sight questions, short sight sets (6), short syllabus sets (6), long syllabus sets (20) | 52 | 1 hour 5 minutes | 50% |
| Section II — Free ResponseShort Answer 10% (~15′), Translation 10% (~15′), Short Essay 10% (~25′), 2 Project Passage essays, prose + poetry, 9% each (~30′ each); 2 in-class checkpoints scored by the teacher (5 points) = 2% of the total score | 5 | 1 hour 55 minutes | 50% |
Entirely in Bluebook
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row 1–4 | 0–1 per row | Correctly understands the passage; quotes Latin supporting the answer; correctly translates the quotation; offers an interpretation that answers the question. |
| Row 5: Latin citation | 0–2 | Quotes Latin of sufficient length (not just 1 word), showing accurate understanding. |
| Row 6: Explanation | 0–2 | Explain how the quoted Latin passage supports the interpretation. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row 1–4: Summary | 0–1 per row | A sentence that correctly summarises the whole passage (Row 1) and correctly summarises the beginning, middle and end of the passage (Rows 2–4). |
| Row 5: Interpretation | 0–1 | Gives an interpretation that directly answers the prompt. |
| Row 6: Latin citation and explanation — first example | 0–2 | 1 point: accurate Latin quotation of sufficient length (not just 1 word/short phrase out of context); 2 points: adds a satisfactory explanation of how the quotation relates to the question. |
| Row 7: Latin citation and explanation — second example | 0–2 | Same as Row 6, for a second Latin citation. |
| Row 8: Contextual or stylistic information | 0–2 | 1 point: accurate contextual or stylistic information relevant to the text; 2 points: explains how that information relates to the question. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Free ResponseQ1 Project Presentation 20%, Q2 Project Q&A 15%, Q3 Argumentative Essay 15% | 3 | Q1: 3′ preparation + 3′ presentation; Q2: 4 turns × 40″; Q3: 55′ | 50% |
| Section II Part A — Listening (MCQ) | 25 | 40 minutes | 25% |
| Section II Part B — Reading (MCQ) | 30 | 40 minutes | 25% |
Entirely in Bluebook (from 2027; speaking recorded in Bluebook) + PPR submitted through the AP Digital Portfolio
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: explains 3 or more factors with relevant details, drawn from research for the project; 1 point: identifies ≥3 factors but explains them superficially, OR explains only 1–2 factors with details. 0 points if off-topic, merely restates the prompt, or is clearly copied/machine-translated/AI-generated. |
| Cultural Understanding | 0–2 | 2 points: specific examples showing the relationship between the cultural perspectives AND the products/practices of the target culture; 1 point: relevant examples but only listed/described, without explaining that relationship. |
| Organization | 0–2 | 2 points: organised with an introduction and conclusion, ideas progress logically, easy to follow throughout, with a variety of cohesive devices; 1 point: partly easy to follow, partly disjointed, limited cohesion. |
| Language Control | 0–3 | 3 points: very varied vocabulary (including culturally appropriate expressions), control of a range of grammatical structures, errors do not impede understanding, self-correction improves clarity; 2 points: adequate vocabulary, solid basic grammar, errors occasionally impede understanding; 1 point: limited vocabulary/grammar, repeated memorised phrases, English mixed in. |
| Delivery | 0–2 | 2 points: pace and intonation engage the listener, speaks fluently and confidently, clear pronunciation, the listener does not have to strain; 1 point: occasional hesitation, monotone or choppy delivery, but the presentation is sustained. Using the full time is not required. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Task Execution | 0–2 | 2 points: answers appropriately with the requested information in at least 3 of the 4 questions (minor misunderstandings allowed); 1 point: answers only 1–2 questions appropriately, the others missing/off-topic. |
| Cultural Understanding | 0–2 | 1 point: at least one answer describes a product/practice/perspective of the target culture; 2 points: at least one answer COMPARES the target culture with your own/another community, OR explains the relationship between perspectives and products/practices, with details and examples. |
| Language Control | 0–3 | 3 points: varied vocabulary and grammar, errors do not impede understanding, uses circumlocution/paraphrase when lacking a word; 2 points: adequate, errors occasionally impede understanding; 1 point: limited vocabulary that cannot sustain the exchange. |
| Fluency | 0–2 | 2 points: speaks fluently and naturally, with clear pronunciation and effective intonation (natural pauses are fine); 1 point: occasional hesitation, repeated fillers that break the flow. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Position | 0–1 | States a clear position that directly answers the prompt. |
| Source Use | 0–2 | 2 points: uses all 3 sources to defend the position, understands the source content (only minor errors), clearly identifies which source information comes from; 1 point: uses at least 2 sources, may partly misunderstand them. |
| Argumentation | 0–2 | Has a claim and consistently explains how the evidence supports the position. |
| Organization | 0–2 | 2 points: organises the essay around an argument (not summarising each source in turn), with an introduction and conclusion, logical transitions, effective cohesion; 1 point: has structure but is hard to follow in places, or summarises the sources one by one. |
| Language Control | 0–3 | 3 points: varied vocabulary (including culturally appropriate expressions), a range of sentence structures, errors do not impede understanding; text copied verbatim from the sources does not count; 2 points: adequate vocabulary, errors occasionally impede understanding; 1 point: limited vocabulary/structures. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I Part A — Interpretive Listening (MCQ)3 authentic audio sources: an interview, a poem reading, a presentation | 15 | 20 minutes | 10% |
| Section I Part B — Reading Analysis (MCQ)6 sets of 7–10 questions | 50 | 1 hour | 40% |
| Section II — Free Response2 short answers (suggested 15 minutes each) + 2 essays (suggested 35 minutes each) | 4 | 1 hour 40 minutes | 50% |
Entirely in Bluebook
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Content | 1–3 | Explain the theme with relevant evidence from the text, correctly identifying the author/period. |
| Language | 1–3 | Appropriate, generally accurate and varied Spanish. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Content | 1–5 | Question 3: explain (not just summarise) how the text reflects the genre's characteristics and its historical/cultural/social context; Question 4: analyse the effect of the literary devices both authors use to develop the given theme. A 5 requires a clear argument and relevant evidence. |
| Language | 1–5 | Appropriate language, mostly accurate and varied; helps the reader understand. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Multiple ChoiceSets of 2–3 questions based on images of works + discrete questions (with/without images) | 80 | 1 hour | 50% |
| Section II — Free ResponseSuggested timing: Q1 35′, Q2 25′ (1 hour in total for the 2 long questions); Q3–Q6 15′ each | 6 | 2 hours | 50% |
Entirely in Bluebook (digital since 2026)
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Identification | 0–1 | Correctly gives ≥2 identifiers (title, artist/culture, date, materials) beyond the information in the prompt. |
| Row B: Claim/Thesis | 0–1 | Makes a defensible art-historical claim/thesis that establishes a line of reasoning (not just restating the prompt). |
| Row C: Evidence | 0–2 | 1 point: 1 specific piece of visual or contextual evidence; 2 points: 2 specific pieces of evidence relevant to the question. |
| Row D: Analysis and Reasoning | 0–1 | Explains how the evidence supports the argument. |
| Row E: Complexity | 0–1 | Complex understanding: uses evidence to corroborate/qualify/modify the claim, noting nuance or other viewpoints. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| A: Identify | 0–1 | Identifies the chosen work with ≥2 accurate identifiers. |
| B: Describe | 0–2 | Each point: correctly describe 1 visual characteristic of the given work (1) and of the chosen work (1). |
| C: Explain similarities/differences | 0–2 | Each point: use visual evidence from both works to explain a similarity/difference. |
| D: Claim + contextual evidence | 0–3 | 1 point: states a claim explaining a similarity/difference in meaning (e.g. how human figures express cultural beliefs); +1 point: specific contextual evidence for the given work; +1 point: specific contextual evidence for the chosen work. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Tasks as specified in the prompt | 0–5 | Each task in the question (describe, explain using visual/contextual evidence…) is worth 1–2 separate points. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I — Multiple Choice41–43 questions with audio (aural) + 32–34 questions analysing printed music (non-aural) | 75 | about 1 hour 20 minutes | 45% |
| Section II Part A — written Free Response2 melodic dictations + 2 harmonic dictations (Q1–Q4 about 25 minutes), 1 figured bass part-writing, 1 Roman numeral part-writing, 1 harmonizing a melody (Q5–Q7 together 45 minutes) | 7 | about 1 hour 10 minutes | 45% |
| Section II Part B — Sight-Singing75 seconds to look over/practise + 30 seconds to sing each melody; recorded in Bluebook | 2 | about 10 minutes | 10% |
Hybrid digital (new from 2027): MCQ + audio + sight-singing recording in Bluebook; FRQ prompts and sight-singing melodies printed in a paper booklet, with FRQ answers handwritten in the booklet
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Regular scoring guide | 0–8 (+1) | 1 point for each segment (half-measure) correct in BOTH pitch and rhythm, up to 8; if at least 1 segment is correct, add 1 (a perfect answer = 9, but 9 is not given if the number of beats in a measure is wrong). |
| Alternate scoring guides (when the regular score is below 4) | maximum 4 or 2 | Whichever is higher: ½ point per segment with correct pitch (up to 4) OR ¼ point per segment with correct rhythm (up to 2); no bonus point; fractional scores are rounded by a specific rule. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Chord spelling, spacing, doubling | by chord | A chord that fails the conditions = 0 points, and the voice-leading points into and out of that chord are lost too. |
| Voice leading | 2 points per correct chord pair | 2 points for each connection between two correctly spelled chords if the voice leading is acceptable; consecutive parallel 5ths/8ves or contrary 5ths/8ves = 0 points. If all chords are correct with no voice-leading errors but the soprano leaps a lot: 12 points (Q5 ≤6 leaps, Q6 ≤5) or 11 points (more). |
| Scoring row | Score | Earns the point when |
|---|---|---|
| Phrase scoring | Phrase 2 up to 2; phrases 3–4 up to 3 each | Each phrase is scored and the scores are added: phrase 2 up to 2, phrases 3 and 4 up to 3 each; a phrase scoring 3 must have a good cadence (phrase 4 must be a perfect authentic cadence); using only half notes caps the score at 2. An additional 1 point may be added for a very good answer (maximum total 9). |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Sustained Investigation15 digital images (works + process) + responses to 2 writing prompts: inquiry; development through practice, experimentation, revision | — | — | 60% |
| Selected Works5 works (5 images) + written evidence: ideas, materials, processes; image/idea sources cited (image citations) | — | — | 40% |
Portfolio submitted via AP Digital Portfolio (no written exam)
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Inquiry | 1–3 | The writing identifies an inquiry (an exploration, not just a topic), the images show the inquiry, and the inquiry guides the whole sustained investigation. |
| Row B: Practice, Experimentation, and Revision | 1–3 | Both the images and the writing show practice – experimentation – revision linked to the inquiry. |
| Row C: Materials, Processes, and Ideas | 1–3 | The visual relationships among materials, processes and ideas are clear and reach the level of synthesis; the writing is not scored in this row. |
| Row D: 2-D/3-D/Drawing Skills | 1–3 | Works show good → advanced (highly developed) skill throughout. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| A. Written Evidence | trong 1–5 | The writing identifies materials, processes and ideas; if not all are identified, the maximum is 2. |
| B. Skills | trong 1–5 | Evidence of 2-D/3-D/Drawing skills at an advanced level. |
| C. Materials, Processes, and Ideas | trong 1–5 | The visual relationships among materials – processes – ideas demonstrate synthesis. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Sustained Investigation15 digital images (works + process) + responses to 2 writing prompts: inquiry; development through practice, experimentation, revision | — | — | 60% |
| Selected Works5 works × 2 views = 10 images + written evidence: ideas, materials, processes; image/idea sources cited (image citations) | — | — | 40% |
Portfolio submitted via AP Digital Portfolio (no written exam)
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Inquiry | 1–3 | The writing identifies an inquiry (an exploration, not just a topic), the images show the inquiry, and the inquiry guides the whole sustained investigation. |
| Row B: Practice, Experimentation, and Revision | 1–3 | Both the images and the writing show practice – experimentation – revision linked to the inquiry. |
| Row C: Materials, Processes, and Ideas | 1–3 | The visual relationships among materials, processes and ideas are clear and reach the level of synthesis; the writing is not scored in this row. |
| Row D: 2-D/3-D/Drawing Skills | 1–3 | Works show good → advanced (highly developed) skill throughout. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| A. Written Evidence | trong 1–5 | The writing identifies materials, processes and ideas; if not all are identified, the maximum is 2. |
| B. Skills | trong 1–5 | Evidence of 2-D/3-D/Drawing skills at an advanced level. |
| C. Materials, Processes, and Ideas | trong 1–5 | The visual relationships among materials – processes – ideas demonstrate synthesis. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Sustained Investigation15 digital images (works + process) + responses to 2 writing prompts: inquiry; development through practice, experimentation, revision | — | — | 60% |
| Selected Works5 works (5 images) + written evidence: ideas, materials, processes; image/idea sources cited (image citations) | — | — | 40% |
Portfolio submitted via AP Digital Portfolio (no written exam)
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row A: Inquiry | 1–3 | The writing identifies an inquiry (an exploration, not just a topic), the images show the inquiry, and the inquiry guides the whole sustained investigation. |
| Row B: Practice, Experimentation, and Revision | 1–3 | Both the images and the writing show practice – experimentation – revision linked to the inquiry. |
| Row C: Materials, Processes, and Ideas | 1–3 | The visual relationships among materials, processes and ideas are clear and reach the level of synthesis; the writing is not scored in this row. |
| Row D: 2-D/3-D/Drawing Skills | 1–3 | Works show good → advanced (highly developed) skill throughout. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| A. Written Evidence | trong 1–5 | The writing identifies materials, processes and ideas; if not all are identified, the maximum is 2. |
| B. Skills | trong 1–5 | Evidence of 2-D/3-D/Drawing skills at an advanced level. |
| C. Materials, Processes, and Ideas | trong 1–5 | The visual relationships among materials – processes – ideas demonstrate synthesis. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Performance Task 1 — Team Project and PresentationIndividual Research Report of 1,200 words (scored by CB) + Team Multimedia Presentation & Defense of 8–10 minutes (scored by the teacher); teams of 3–5 students | — | — | 20% |
| Performance Task 2 — Individual Research-Based Essay and PresentationIndividual Written Argument of 2,000 words (scored by CB) + a 6–8 minute Presentation + an Oral Defense of 2 questions (scored by the teacher) | — | — | 35% |
| End-of-Course ExamPart A: 3 short-answer questions analysing the argument of 1 source; Part B: 1 synthesis essay using 4 sources on the same topic | 4 | 2 hours (Part A ~30′, Part B ~90′) | 45% |
Performance tasks submitted via AP Digital Portfolio + an end-of-course exam taken entirely in Bluebook
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Row 1: Establish Argument (theme/perspective) | 0–6 | 6 points: identifies a theme/issue connecting the sources and a perspective not found in any single source, OR an insightful approach, OR strong thematic connections between perspectives; 4 points: has a theme connecting the sources but the perspective comes from only one source. |
| Row 2: Establish Argument (line of reasoning) | 0–6 | A line of reasoning organized logically, with claims connected to each other leading to the conclusion. |
| Row 3: Select and Use Evidence | 0–6 | 6 points: synthesises relevant information from at least 2 of the provided sources to build a convincing argument; 4 points: accurately uses information from ≥2 sources to support the argument; 2 points: restates/misunderstands source information. |
| Row 4: Apply Conventions | 0–6 | 6 points: writes clearly, integrates source material into the argument effectively and cites sources accurately; 4 points: generally clear, with minor errors, sources cited accurately. |
| Scoring row | Score | Earns the point when |
|---|---|---|
| A1 Argument, main idea, or thesis | 0–3 | Accurately identifies the author's main claim. |
| A2 Explain line of reasoning | 0–6 | Explain how the claims connect to each other. |
| A3 Evaluate effectiveness of the evidence | 0–6 | Evaluates the relevance/credibility/sufficiency of the evidence, with specific examples. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Academic Paper4,000–5,000 words, scored by AP Readers | — | — | 75% |
| Presentation and Oral DefensePresentation + answering 3–4 questions; teacher and panel score with a standard rubric | — | 15–20 minutes | 25% |
Performance tasks: academic paper submitted via AP Digital Portfolio; presentation + oral defense before the teacher (no written exam)
Not applicable
| Scoring row | Score | Earns the point when |
|---|---|---|
| Score 1: Report on Existing Knowledge | 1 | Topics that are too broad; merely summarising existing knowledge; a search-and-report process. |
| Score 2: Report with Simplistic Use of a Research Method | 2 | Narrowed but not throughout; the method is not replicable/oversimplified. |
| Score 3: Ineffectual Argument for a New Understanding | 3 | New understanding/conclusion but the argument is underdeveloped or lacks evidence; the method is reasonably replicable. |
| Score 4: Well-Supported, Articulate Argument Conveying a New Understanding | 4 | Clear scope, connects multiple scholarly perspectives and identifies a gap, defends the method in detail, with sufficient reasoning + evidence. |
| Score 5: Rich Analysis of a New Understanding Addressing a Gap | 5 | As level 4, plus explains the limitations of the conclusions + implications for the research community; presentation and citations almost error-free. |
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceUsually in sets of 3–4 questions with accompanying material (summaries, charts, financial statements, job descriptions); 20–25% of questions are on personal finance. | 60 | 70 minutes | 60% |
| Section II Part A: Business Canvas Project Exam-Day ValidationPitch a product idea, explain how hypothesis testing is used to make decisions, and analyse a feasibility challenge. | 1 | 25 minutes | 15% |
| Section II Part B: FRQ 2–4Q2 Personal Finance (5%), Q3 Business Concept Application (5%), Q4 Business Decision (15%). | 3 | 65 minutes | 25% |
Fully in Bluebook; FRQ 1 assesses the Business Canvas Project completed during the year.
Calculators allowed (per the AP Exams Calculator Policy).
| Section | Number of questions | Time | Weighting |
|---|---|---|---|
| Section I: Multiple ChoiceDiscrete questions and sets of 2–4 questions; analysing scenarios and numerical evidence (logs…) to identify vulnerabilities, recommend measures and detect attacks. | 60 | 80 minutes | 70% |
| Section II: Free ResponseOne question with multiple sources from the same device: firewall rules, system/application logs, file listings and permissions, device policy. | 1 | 50 minutes | 30% |
Fully in Bluebook.
| Scoring row | Score | Earns the point when |
|---|---|---|
| Each sub-part (Part A–E, i–iv) | 0–1 | 1 point per sub-part; requires an accurate explanation/identification (e.g. the correct IP, a valid chmod command, the correct attack type) based on the sources given. |
Exam structures, rubrics and document links are taken from the College Board's AP Central and AP Students (Course and Exam Description, scoring guidelines, Chief Reader Report). Exams and documents open directly from College Board servers; copyright belongs to the College Board. Updated 07/10/2026.
Ten AP textbooks written by 8020 teachers, bilingual English – Vietnamese, following the College Board units exactly: theory, worked examples and practice exercises with solutions. Read them on this page or download — no registration needed.
8020 students learn with teachers in class and practise at home on this system — teachers see which unit you get wrong and reteach exactly that.
If f(x) = x³ − 6x, at what value(s) of x does f have a horizontal tangent line?
30 questions · 60 min — exactly Part A of the real test
Units 4 and 6 below 60% → the teacher assigns catch-up work
The academic team comes from the math-specialist programmes of Lê Hồng Phong High School for the Gifted and the High School for the Gifted (VNU-HCM) — First Prize in the City Math competition, First Prize in the National Student Physics Olympiad.
PhD from Carnegie Mellon (USA) — the No. 1 university in the US for Computer Science — formerly at Amazon; PhD in Mathematics from the University of Klagenfurt (Austria); Master's from TU Munich (Germany). Each subject is taught by someone trained in that exact field.
18 AP subjects, 4.987 practice questions organised by the College Board's units and weightings, 72 timed mock tests with the exact number of questions and minutes for each section.
Every question is written by 8020 teachers following the Course and Exam Description — not copied from released exams, so the mock tests at 8020 are ones students have never seen anywhere else.
Our international-programme teachers hold PhDs and Master's degrees in the very subject they teach.
Computer Science, at the #1-ranked US university for the field · 10 years living and working in the US, including time at Amazon · alumnus of the specialised Maths programme at Lê Hồng Phong
PhD with distinction · Master's with distinction, top 4% of the Faculty of Mathematics, Masaryk University (Czech Republic) · Bachelor's with distinction, top 2 in the Faculty of Mathematics, Ho Chi Minh City University of Education
Phổ thông Năng khiếu (High School for the Gifted, VNU-HCM) · Deutschlandstipendium and Odon Vallet scholarships · First Prize, National Student Physics Olympiad
Lecturer in Microeconomics and Macroeconomics at the University of Economics Ho Chi Minh City, HUTECH and Ho Chi Minh City University of Industry and Trade · AI and project management trainer at Viettel
Graduation thesis awarded Distinction · alumnus of the specialised Math class at Lê Hồng Phong · teaches Calculus and Statistics to AP students
Screenshots of messages reporting College Board scores, names hidden. Quotes kept word for word. Click an image to enlarge.
con gửi thầy ạ — con cảm ơn thầy và trung tâm nhiều nhé ạI'm sending this to you, teacher — thank you so much to you and the centre1-on-1 students, reporting scores via Zalo
em được 5 Micro rồi ạ, em cảm ơn anh chị và trung tâm ạI got a 5 in Micro, thank you to the teachers and the centreGroup-class students, reporting scores in the class group chat
con được 5 rồi thầy ạ, con cảm ơn thầyI got a 5, teacher, thank youStudents report their scores as soon as the College Board releases them
E có điểm AP rồi nhé cI got my AP score, sisStudent reports score via Messenger
Cám ơn thông tin của em & cám ơn thầy cô đã đồng hành cùng con nheThanks for the news & thank you, teachers, for supporting my childParent of an AP Psychology student
Taught unit by unit as set out by College Board, covering both MCQ + FRQ. FRQs are hand-scored against the rubric. Other subjects are available as one-on-one tutoring.
Yes. AP does not require taking AP classes at school. The College Board authorises test centres in Hanoi, Ho Chi Minh City and Da Nang run by IIG Vietnam: register and pay on IIG's portal, then also register on My AP. The College Board's exam ordering deadline is 13 November of the year before the exam — test centres usually close earlier, so get started in September–October.
8020 recommends 2–9 subjects spread across Grades 10, 11 and 12, depending on your intended major and your capacity. A 4–5 in a few subjects relevant to your major is worth more than 2–3 in many. See the suggestions by major in the Choosing subjects by major section above.
Grade 10 with an introductory subject such as Precalculus, Psychology, Human Geography, Environmental Science or Computer Science Principles. Heavier subjects like Calculus, Chemistry and Physics are best left to Grade 11, once your math is solid.
No. The three tests measure three different things: IELTS/TOEFL is the language requirement, the SAT is general ability, and AP is subject depth. Strong applications usually have all three; AP is what helps you stand out among applicants with similar SAT scores.
It depends on the university and subject: 4 or 5 is most common, some universities accept 3, and a few top universities only use AP for placement. Look up the exact universities you are targeting with the College Board's AP Credit Policy Search tool.
The multiple-choice section is machine-scored, and the free-response section is scored by readers using the scoring guidelines (rubric). The two sections are weighted into a composite score, then converted to the 1–5 scale. The conversion cut-offs change every year and the College Board does not publish them in advance — so the surest approach is to hit every scoring row of the rubric.
College Board releases the free-response section every year with scoring guidelines, scored sample responses and the Chief Reader Report. This page links to the originals for each subject in the AP Subjects section — click a subject to open it.
From the 2027 exams, every AP subject is taken in the Bluebook app. Most subjects are taken entirely on a computer; Calculus, Precalculus, Chemistry, Biology and the Physics subjects have multiple choice on the computer and handwritten free responses in a paper answer booklet. The format for each subject is listed in the AP Subjects section.
Scores are released in early July in your College Board account (2025: 7 July, 2026: 6 July). Each year you can send scores to one university free of charge if you choose it by 20 June; each additional report costs 15 USD. You can cancel a score (free) or withhold a score from one university (10 USD).
The books follow the College Board units exactly, with theory, worked examples and practice exercises with solutions — enough to review the foundations on your own. Free responses need someone to mark them against the rubric; that is where a teacher helps most.
Online group classes for subjects with many students, and 1-on-1 tutoring for every AP subject on the student's schedule. Start with a free entry test to see which units you have gaps in, then get matched with a teacher in the right specialism.
The articles below are currently available in Vietnamese only.
7 chuyên đề cơ học, đề 40 MCQ + 4 FRQ chia 50/50. Calculus bắt buộc nhưng chỉ ở mức đạo hàm, tích phân cơ bản.
APAP Computer Science A học gì? Java, 4 unit và cấu trúc đề thiLập trình Java, 4 unit mới từ 2025–26, đề 42 MCQ + 4 FRQ thi máy 100%. So sánh thẳng với CS Principles.
APAP Psychology có dễ không? Sự thật sau format mới 2025Đề mới 5 unit, 75 câu MCQ, thêm AAQ và EBQ. Dễ vào nhưng chỉ 15% đạt điểm 5.
APAP Physics 1 học gì và có khó không? 8 unit, đề 2026 và cách học8 unit cơ học và chất lưu, đề 40 MCQ + 4 FRQ trong 3 giờ. Vì sao môn này phân cực điểm số và cách học đúng.
APAP Chemistry học gì, đề thi ra sao? Mổ xẻ 9 unit và format 20269 unit, 60 MCQ + 7 FRQ, được dùng máy tính cả hai phần — kèm 4 câu đề thật có lời giải.
APAP Calculus BC khác gì Calculus AB?BC bao trùm AB rồi cộng thêm chuỗi, tham số, polar. Bảng unit, 4 câu đề thật và cách chọn.
Take the free placement test and 8020 will pinpoint your gaps and place you in the right class with the right teacher. A practice area for each subject: a question bank by chapter, plus timed mock tests.