How did you first start your journey to be on the AP (Advanced Placement) committee?
I started grading the exam in 2006 and I’ve been a part of the AP reading, which is what it’s called when you go and grade the AP Calculus exams or any AP exam.
What did you do after being a grader?
I was recognized for doing the job that they wanted me to do so they moved me up and I became what’s called a table leader, which means that you’re in charge of about 16 other people that were grading the exam, making sure that they’re doing the right thing (and) answering questions if they have it.
What was the next level?
I then moved to a question team, which meant that I was part of setting the grading standard as an assistant to the team (and) the question leader, and did whatever they needed to do and made sure that the questions were fair and accurate.
Did you get promoted again?
I got moved to a question leader, so I was in charge of doing one of those questions and being in charge of it. (I started) rReally the year COVID happened and so that year I was online —, we were all online —, and I was in charge of about 50,000 exams.
When did you finally get on the committee?
I was recognized as somebody who was adding insight into those questions and how those needed to be and should be scored, and the chair of the College Board and the chief reader decided that I should fill in for somebody who was rolling off of the test development committee. I was rolled on to the test development committee two years ago, and this is my second of five years on that committee.
How has being on the committee affected how you teach?
It’s given me a lot of really good insight into what the questions are because, as a test development committee member, I know generally what kind of questions were going to be on the test. I have a pretty good idea of what is on there just from the experience of teaching calculus for a long time.
