2018
AP Seminar
Performance
Assessment Task 2:
Individual
Research-Based Essay
and Presentation
Scoring Guidelines
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© 2017 The College Board 1
AP Seminar Performance Task 2: Individual
Written Argument (IWA) Rubric
EFFECTIVE 2017–18 ACADEMIC YEAR
Scores of 0 are assigned to all rows of the rubric when the response is off-topic; a repetition of
a prompt; entirely crossed-out; a drawing or other markings; or a response in a language other
than English.
For the purpose of the IWA, if the response is not in any way related to a theme connecting at
least two of the stimulus materials it will be counted as off-topic and will receive a score of 0.
AP Seminar Performance Task 2: Individual Written
Argument (IWA) Rubric
Row/Proficiency No points earned for… Points earned for…
Max
Points
1 UNDERSTAND
AND ANALYZE
CONTEXT
The response does not
incorporate any of the
stimulus material, or, at most,
it is mentioned in only one
sentence.
OR
The response includes a
discussion of at least one
of the stimulus materials
however it does not
contribute to the argument.
The response demonstrates the relevance of at least one
of the stimulus materials to the argument by integrating it
as part of the response. (For example, as providing relevant
context for the research question, or as evidence to
support relevant claims.)
5 Pts
5
2 UNDERSTAND
AND ANALYZE
CONTEXT
The response either provides
no context
OR
The response makes
simplistic references to or
general statements about
the context of the research
question.
The response explains the significance or importance of
the research question by situating it within a larger context.
5 Pts
5
3 UNDERSTAND
AND ANALYZE
PERSPECTIVE
The response provides only a
single perspective.
OR
The response identifies
and offers opinions or
unsubstantiated statements
about different perspectives
that may be overly simplified.
The response describes
multiple perspectives and
identifies some relevant
similarities or differences
between them.
6 Pts
The response evaluates
multiple perspectives
(and synthesizes them)
by drawing relevant
connections between
them, considering
objections, implications,
and limitations.
9 Pts
9
4 ESTABLISH
ARGUMENT
The response provides only
unsubstantiated opinions or
claims.
OR
The response summarizes
information (no argument).
The response employs
inadequate reasoning due to
minimal connections between
claims and evidence.
The argument presents a claim
with some flaws in reasoning.
The response is logically
organized, but the
reasoning may be faulty or
underdeveloped OR The
response may be well-
reasoned but illogical in its
organization. The conclusion
may be only partially related to
the research question or thesis.
8 Pts
The response is a
clear and convincing
argument.
The response is logically
organized and well-
reasoned by connecting
claims and evidence,
leading to a plausible,
well-aligned conclusion.
12 Pts
12
(Continued)
© 2017 The College Board 2
3
AP Seminar Performance Task 2: Individual Written
Argument (IWA) Rubric
Row/Proficiency No points earned for… Points earned for…
Max
Points
5 SELECT AND
USE EVIDENCE
Any evidence presented
in the response is
predominantly irrelevant and/
or lacks credibility.
The response includes
mostly relevant and credible
evidence.
6 Pts
The response includes
relevant, credible and
sufficient evidence to
support its argument.
9 Pts
9
6 APPL Y
CONVENTIONS
(CITATION)
The response is missing a
bibliography/works cited
OR the response is largely
missing in-text citations/
footnotes.
The response attributes or
cites sources used through
the use of in-text citations
or footnotes, but not always
accurately. The bibliography
or works cited references
sources using a generally
consistent style with some
errors.
3 Pts
The response attributes,
accurately cites and
integrates the sources
used through the use
of in-text citations
or footnotes. The
bibliography or works
cited accurately
references sources using
a consistent style.
5 Pts
5
7 APPL Y
CONVENTIONS
(GRAMMAR
AND STYLE)
The response has many
grammatical flaws, is difficult
to understand, or is written
in a style inappropriate for an
academic audience.
The response is mostly clear
but may contain some flaws
in grammar or a few instances
of a style inappropriate for an
academic audience.
2 Pts
The response creates
variety, emphasis, and
interest to the reader
through the use of
effective sentences and
precision of word choice.
The written style is
consistently appropriate
for an academic
audience, although the
response may have a few
errors in grammar and
style.
3 Pts
3
© 2017 The College Board
AP Seminar Rubric 2017-18
Individual Multimedia Presentation
Performance Levels
Row
Content Area/
Proficiency
Low Medium High
Points
(Max)
1 Understand
and Analyze
Context
The presentation identifies a problem or
a very limited context and offers little or
no explanation of how it is connected to
the stimulus materials.
2
The presentation makes general
statements about the context of the
research question, including how it is
connected to the stimulus materials.
4
The presentation clearly explains the
r
elevance of the research question
(situates the perspective within a larger
context) AND how it is connected to the
stimulus materials.
6
6
2
Establish
Argument
The presentation summarizes
information instead of offering an
argument.
2
The presentation connects evidence and
claims. The argument is mostly clear and
organized, but at times the reasoning
may be faulty OR the reasoning may be
logical but not well organized.
4
The presentation is logically organized,
well-reasoned, and complex. It
persuasively connects the evidence
to claims to clearly and convincingly
establish an argument.
6
6
3
Select and Use
Evidence
The presentation incorporates evidence
from a minimal range of perspectives OR
information is provided but not used as
evidence to support the argument.
2
The presentation incorporates evidence
from various perspectives to develop and
support the argument.
4
The presentation incorporates and
synthesizes relevant evidence from
various perspectives to develop and
support the argument.
6
6
4
Establish
Argument
The presentation offers information
without offering specific resolutions,
conclusions, and/or solutions OR they
are unsubstantiated or oversimplified.
2
The presentation offers specific
resolutions, conclusions, and/or
solutions that at least partially address
the research question.
4
The presentation offers detailed,
plausible resolutions, conclusions and/or
solutions, and considers the limitations
and implications of any suggested
solutions.
6
6
AP Seminar
Individual Presentation and Oral Defense
©2017 The College Board
201
7-2018 Scoring Guidelines
2
AP Seminar Rubric 2017-18
Individual Multimedia Presentation
(continued)
Performance Levels
Row
Content Area/
Proficiency
Low Medium High
Points
(Max)
5 Engage
Audience
The presentation’s design does little
to effectively convey the information.
There is little evidence of purposeful
selection or emphasis of information
to suit audience, situation, medium, or
purpose (e.g. too much of the essay is
included on slides, too much for given
time limit).
2
The presentation’s design aligns with the
information and selects and emphasizes
key information.
4
The presentation’s design aligns well
with and effectively contextualizes
the information. The presentation,
including its selection and emphasis of
information, is designed for audience,
situation, medium, and/or purpose.
6
6
6 Engage
Audience
The selection and execution of delivery
or performance techniques (e.g., eye
contact, vocal variety, movement, energy)
severely limit the presentation’s impact.
2
The selection of delivery or performance
techniques (e.g., eye contact, vocal
variety, movement, energy) OR
execution of those techniques, supports
communication of the argument.
4
A careful selection of delivery or
performance techniques (e.g., eye
contact, vocal variety, movement,
energy), coupled with a dynamic
execution of those techniques, strongly
supports the communication of the
argument.
6
6
AP Seminar
Individual Presentation and Oral Defense
©2017 The College Board
201
7-2018 Scoring Guidelines
3
AP Seminar Rubric 2017-18
Oral Defense
Performance Levels
Row
Content Area/
Proficiency
Low Medium High
Points
(Max)
1 Reflect The oral defense addresses the
question in a way that is simplistic or
unsubstantiated OR describes a process
that does not answer the question.
The oral defense responds to the
question asked and provides some
evidence that may be general rather than
specific about the research process.
The oral defense articulates a detailed
response to the question posed
supported by relevant and specific
evidence.
2
4
6
6
2
Establish
Argument
The oral defense addresses the
question in a way that is simplistic or
unsubstantiated OR provides information
that does not answer the question.
The oral defense responds to the
question asked and provides some
evidence that may be general rather than
specific.
The oral defense explains the
significance of the inquiry (using
relevant and specific details) to the
context of the question posed.
2
4
6
6
Additional Scores
In addition to the scores represented on the rubrics, readers can also assign a score of 0 (zero).
0 (Zero)
▪
A score of 0 is assigned to a single row of the rubric when the response displays a below-minimum level of quality as identified in that row of the rubric.
AP Seminar
Individual Presentation and Oral Defense
2017-2018 Scoring Guidelines
©2017 The College Board
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