1. B
Backward design, developed by Wiggins and McTighe, requires educators to first identify desired learning outcomes, then determine what evidence would demonstrate that learning has occurred, and finally plan instructional experiences. This approach ensures that instruction is purposefully aligned with learning goals rather than activity-driven.

2. B
Formative assessment should reveal student thinking processes. Having students trace code execution and verbally explain their reasoning provides insight into their conceptual understanding of recursion, including whether they grasp base cases, recursive calls, and the unwinding process. This goes beyond surface-level syntax knowledge.

3. B
Adult learning theory, particularly Knowles’ andragogy principles, emphasizes that adult learners bring prior experiences that should be acknowledged and leveraged. Teachers in professional development benefit when new content connects to their existing knowledge base, making learning more meaningful and applicable.

4. B
Effective mentoring uses gradual release of responsibility: “I do, we do, you do.” Demonstrating a lesson provides a model, collaborative reflection helps the mentee analyze effective practices, and gradual release builds confidence and competence. This approach is more effective than simply providing materials or expecting independent learning.

5. B
The College Board’s AP Course Audit requires evidence that the curriculum addresses all content outlined in the Course and Exam Description with sufficient instructional time. This is the primary compliance requirement to ensure course integrity and alignment with AP standards.

6. B
The AP CSA exam emphasizes code writing, analysis, and modification in free-response questions. Assessments should mirror this format to prepare students effectively. While projects have value, they don’t align as directly with exam expectations as free-response questions do.

7. B
Cognitive load theory suggests that complex topics should be scaffolded. Inheritance provides the foundational understanding necessary for polymorphism. Teaching them simultaneously would create excessive cognitive load, while teaching inheritance first allows students to build appropriate schemas before advancing.

8. A
Professional communication with administrators requires clear rationale tied to standards and learning outcomes. Citing College Board requirements and explaining how the Create Performance Task assesses specific computational thinking skills provides legitimate justification for resource allocation.

9. B
Effective coaching begins with strengths to build trust, uses specific evidence rather than generalizations, and involves the teacher in collaboratively developing solutions. This approach respects the teacher as a professional and promotes growth through actionable feedback.

10. B
Application-level questions require students to use knowledge in new situations. Writing a method that traverses a 2D array to find and replace values requires applying understanding of 2D array structure, indexing, and traversal patterns, going beyond recall or simple comprehension.

11. B
Professional responsibility includes staying current with College Board updates. The Course and Exam Description and exam format can change, and teachers must review updates annually and adjust curriculum to maintain alignment and ensure students are properly prepared.

12. B
Effective differentiation maintains high expectations while providing multiple pathways to success. Tiered assignments, flexible pacing, and various means of demonstrating mastery address diverse learner needs without lowering standards, which is essential in an AP course.

13. B
Adult learning theory emphasizes experiential learning. When teachers share classroom experiences, they engage in reflection on practice, learn from each other’s experiences, and construct knowledge collaboratively. This is more effective than passive knowledge transmission.

14. B
Reflective questioning promotes metacognition and professional growth. Exploring strategies collaboratively and role-playing scenarios helps the mentee develop their own classroom management skills rather than simply mimicking behaviors without understanding underlying principles.

15. B
Using released College Board items provides authentic practice with actual exam question formats and difficulty levels. Analyzing performance patterns across content areas identifies specific strengths and weaknesses, allowing for targeted instruction to address gaps.

16. B
Schema construction theory suggests that learning progresses from concrete to abstract. Starting with concrete examples and visual traces helps students build mental models, which then support understanding of simple implementations before advancing to complex applications.

17. B
Professional parent communication includes specific evidence, clear explanations of assessment criteria, and actionable strategies. This approach is informative, respectful, and focused on student growth rather than comparison or blame.

18. B
The College Board recommends that at least 20% of instructional time be devoted to hands-on lab experiences in AP CSA. This ensures students develop practical programming skills alongside theoretical understanding, which is essential for exam success and real-world application.

19. B
Code analysis questions require students to read, understand, and evaluate existing code—a critical skill assessed extensively on the AP exam. This measures deeper understanding than code writing alone, as students must trace execution and comprehend logic.

20. B
The AP CSA framework emphasizes computational thinking practices alongside programming skills. Integrating syntax instruction within meaningful problem-solving contexts helps students see the purpose of language features and builds both skills concurrently, which is more effective than isolated syntax instruction.

21. B
When working with overwhelmed adult learners, helping them prioritize and set realistic goals reduces cognitive load and builds self-efficacy. Incremental successes build confidence and competence, making continued growth more likely than overwhelming them with all information at once.

22. B
Authentic assessment of collaborative work requires evaluating both the group product and individual contributions. Individual code reviews, reflections, and peer evaluations provide evidence of each student’s learning while maintaining the benefits of collaborative work.