Behind the Scenes: How Being an AP Grader Made Me a Better Teacher

Becoming an AP Chemistry Reader was one of the most valuable professional development experiences of my teaching career. Spending a week grading Free Response Questions alongside educators from across the country gave me incredible insight into how students think and how teachers can better prepare them to communicate their understanding.

I quickly learned that the AP scoring process is far more fair and transparent than most people realize. Each reader undergoes detailed training, practices with standardized examples, and receives back-grading from a table leader to ensure consistency and accuracy. Some prompts are even added anonymously into our stacks to verify that we’re all scoring to the same national standard.

One of the most memorable takeaways was discovering that students can still earn points for their reasoning even if their calculations go awry. For example, when work is missing due to a calculator error or skipped zero. That reinforced for me just how important it is to encourage students to show their thinking rather than chase the “right” number. Back in my own classroom, I began explicitly modeling what strong FRQ responses look like, helping students practice clear organization, proper units, and logical explanations that demonstrate true understanding.

Serving as an AP grader not only deepened my appreciation for the rigor and fairness of the exam but also transformed the way I guide my students in writing scientifically sound responses. It reminded me that assessment, when done thoughtfully, can be one of the most powerful forms of learning for both teachers and students alike.