AP Art Peer Scoring: Fresh Eyes and Final Revisions

In the last couple of weeks of your AP Art Course, your students have probably written and rewritten their Sustained Investigation statements more times than they can count. They’ve cropped, rearranged, and reconsidered their images a dozen different ways — and they’re so close to the work that sometimes they can’t see what’s obvious to everyone else.

That’s where a well-structured round of peer feedback can make all the difference.

A good peer review isn’t just about catching mistakes — it’s about celebrating each other’s growth, noticing what’s working, and pointing out small changes that can make a big impact before that final upload. For so many students, this is the moment when they feel truly proud to share their investigation with someone else, often for the first time as a near-final body of work. 

I like to remind students that we can sometimes be a little blind to our own work, especially after working with the same images and writing for weeks or even months. Having someone else look at it with fresh eyes — someone who knows the rubric but also cares enough to read thoughtfully — can be the push they need to revise those last sticky spots in their written evidence or swap out that one image that doesn’t quite connect.

Make peer feedback meaningful.

I like to keep the feedback process intentional and structured. Each student completes a scoring sheet for their peer, so they’re not just giving vague praise or generic suggestions. They’re looking specifically at how the images connect to the inquiry, whether the writing clearly explains practice and revision, and how well the materials and ideas feel synthesized. It uses the same language as the AP rubrics so students continue to internalize them. 

Here’s some sample feedback for an inquiry that explores how water can represent different emotions:

“Your writing mentions your question about how water can represent emotions, and I see some pieces that show crashing waves and calm ripples. But a few images don’t clearly connect back to your question in your writing. Try to explain how each piece shows an emotion — for example, how a stormy sea shows anger or how still water shows peace.”

You can feel how thoughtful and supportive that is — it’s not just “Good job!” or “Add more detail,” it’s a real suggestion that helps the artist see their own work through someone else’s eyes.

Turn feedback into action.

But the real magic happens the next day. After peer scoring, we spend another class session reviewing all the feedback — both from peers and from me. Each student uses a simple Revision Planning Form to list out their biggest strengths and the specific changes they want to make to their portfolio.

This step is non-negotiable: it helps students move from “Okay, I got feedback” to “Here’s exactly what I’m going to fix — and why.” It also gives me a chance to check in, answer questions, and make sure they’re not spinning their wheels making changes that don’t help their main idea. 

Here’s another example from a student who reviewed a peer’s Sustained Investigation about how visual symbology has changed over hundreds of years:

“Your portfolio shows how you explored ancient symbols and modern reinterpretations, but your writing doesn’t always explain how each piece connects to the bigger idea. Try adding a few sentences that describe how the materials you used (like stone texture or digital overlays) help show how symbols evolve but keep some original meaning. You're synthesizing materials, processes and ideas - make sure the AP readers know that! Tell them! Make it easy for them to see!”

When students translate this kind of note into an actionable to-do — like rewriting a paragraph or adding a quick side-by-side process image — their portfolios improve overnight. 

One last push before the finish line.

By this point, most students feel exhausted but excited — they know they’re almost there. The peer review process is one last chance to tighten up weak spots, strengthen connections, and celebrate the hard work they’ve done. I love seeing how proud they are to share their portfolios with each other, and how invested they are in helping their classmates succeed too.

A good scoring guide, clear rubrics, and real examples of constructive feedback make this process less intimidating and a lot more rewarding — for students and teachers alike. 

If you’re looking for an easy way to structure your own peer review and revision days, I put together the same lesson plans, scoring sheets, and revision forms I use in my classroom. They keep the feedback process clear and the revision process focused — and they’re available here.

Why Tracking Evidence Makes AP Portfolios Stronger

One of the biggest challenges for AP Art students — whether they’re working on 2D Design, Drawing, or 3D — is staying focused on the big picture of their Sustained Investigation throughout the year. It’s so easy for them to get lost in the making: the endless experiments, process photos, and half-finished pieces. But when it comes time to submit their portfolio, students need to show clear, connected evidence of how they’re exploring, developing, and refining an idea over time.

                                          

I’ve taught AP Drawing and 2D Design for over ten years, and since the portfolio process shifted from Concentration and Breadth to Sustained Investigation, it’s taken me awhile to get comfortable with the best ways to help students understand how to include all the requirements throughout their process — and document it in a way that’s meaningful.

One simple strategy I’ve found helpful is to build in time for students to pause and reflect on what they do have — and what they still need. I ask:

• How is your Inquiry changing or growing?

• Which images really demonstrate your synthesis of materials, processes, and ideas?

• Where are you showing experimentation, practice, and revision — and where could you push that further?

When students revisit these questions throughout the semester, they start to see gaps before it’s too late. They’re better prepared to make intentional work that truly fits the requirements.

A checklist that requires them to revisit the rubrics — and reflect on how they’re meeting them — has been invaluable. This year, I created a simple progress checklist that does exactly that. It gives students an easy way to check off not just what they’ve submitted, but how each piece supports their Inquiry and the evidence required by the AP rubric. My students keep this as a living document they update every time they submit something new.

If you’re looking for a tool to help your own students track their evidence and stay focused on what really matters, you can find my AP Art Progress Checklist here. It’s a small thing that makes a big difference in helping students work with purpose — and ultimately feel more confident about their final portfolio.

Strengthen AP Art Portfolios with Progress Checks

One thing I see every year with my AP Art & Design students is that they’re great at making a beautiful final piece… but not always great at showing how they got there.

And that process — the evidence of practice, experimentation, and revision — is what can make or break a portfolio score.

Why Process Evidence Matters

In AP Art, it’s not enough to just turn in a finished work. The portfolio needs to prove that students are thinking, testing, pushing ideas, and making intentional decisions. This is what the College Board means by “synthesis” — how your materials, processes, and ideas connect and evolve.

I’ve found that my students do best when they have a clear structure for showing that work-in-progress. That’s why I created an AP Art Progress Check resource — and it’s made such a difference in how my students document and understand their own process.

What the Progress Check Looks Like

        

Each Progress Check guides students to:

• Include 1–3 clear photos of practice, experimentation, or revision
• Write a short reflection explaining what they tried, why they made certain choices, and how their materials, processes, and ideas connect to their inquiry
• Keep this evidence organized in their sketchbook, a slide, or a digital folder

How I Use Progress Checks in Class

I use Progress Checks throughout the semester, usually at key points when students are about halfway through a project. It’s a quick “portfolio checkpoint” that:

• Helps them slow down and reflect on what’s working and what needs to change
• Gives me a chance to give focused feedback on their process, not just the final piece
• Builds habits that pay off big when they write their final commentary for the College Board

Here are a few photos of my students’ process work and finished pieces. Notice how they use sketches, thumbnails, material tests, and written notes to explain their choices — this is exactly what AP scorers love to see.

 

If you’d like to try this with your own AP students, my AP Art Progress Check resource is ready to plug in — and includes:

• Editable student directions with clear submission requirements
• A simple, rubric-aligned template for images and written explanation
• Linked student example to show what a strong Progress Check looks like
• Printable or digital format — perfect for sketchbooks, slides, or online portfolios

When students can confidently show how they practice, experiment, and revise, their portfolios become so much stronger — and they’re more prepared to talk about their work, too.

I hope this helps you support your artists in making their process visible, meaningful, and portfolio-ready!

AP Art Week 1: Set Students Up for Portfolio Success

If you teach AP Art & Design (2-D or Drawing), you know that first week can feel overwhelming — for you and your students! There’s the Course & Exam Description (CED), all those unfamiliar rubrics, new expectations for process work, evidence, and revision — and students who are talented but not always confident in how to tie it all together.

After years of tweaking, I finally have a Week 1 structure that helps students get clear on what the portfolio actually is, what AP readers look for, and how to start building a Sustained Investigation that’s more than just a theme.

Day 1: Syllabus & CED Quiz

We start with the basics — my students get binders with the syllabus and the full CED. We walk through the portfolio requirements together, then take a short quiz (open-note) to clear up common myths.

Is there a sit-down exam? Nope! What’s the difference between Selected Works and Sustained Investigation? Why do we care about written evidence?

Day 2: Understanding the AP Rubrics

This is where the magic happens. We look at real AP portfolio samples and practice scoring them using the rubrics.

Students guess first, then compare their scores to the actual ones and read the College Board rationales. It’s eye-opening! They see how visual and written evidence work together — and why a beautiful piece with no clear inquiry might not score as well as they’d expect.

This year, I completely revamped my Applying the AP Rubrics activity — it now has a clear Teacher Guide, student scoring sheets, and re-formatted slides so students don’t accidentally see the final scores before they think for themselves. This activity leads to real, productive conversations about what the AP rubric values.

Days 3–5: Inquiry Brainstorming & First Project Planning

Once they understand the rubric, students start developing their Sustained Investigation inquiry. They brainstorm topics, share ideas with peers for feedback, and sketch out compositional possibilities for their first work.

I want them to see that their inquiry can evolve — and that their process matters just as much as the final piece. They finish Week 1 with a development plan for their first artwork, plus a research, practice, and revision strategy that sets them up for meaningful portfolio evidence.

If you want your first week to run smoothly without hours of planning, I’ve bundled all these pieces for you in my Teachers Pay Teachers Store - linked here:

• Full Week 1 Lesson Plans — daily objectives and agendas you can adapt to your block or period schedule
• CED Quiz + Answer Key — clears up those confusing basics
• Applying the AP Rubrics Activity — revamped Teacher Guide, scoring sheets, rationales, and samples that hide final scores upfront
• Sketchbook Inquiry Assignment — flexible brainstorming & feedback structure, plus an easy rubric
• Project 1 Development Plan — clear steps for thumbnails, research, experimentation, and revision, with optional Google Slides & Canva templates for documenting process work

Here’s to a Strong Start!

Week 1 really does set the tone for your students’ whole portfolio year. The more they understand the why behind the rubrics and how to document their process, the stronger their final submission will be.

AP Art: Grow Your Sustained Investigation with Sketchbook Prompts That Work

Every strong AP portfolio shows practice, experimentation, and revision. Sketchbook prompts make that process visible — and manageable — for your students.

Below is work from one of my recent AP students. These pages show how sketchbook practice, experimentation, and revision actually look when students are encouraged to push their ideas, test materials, and make connections.

Early planning pages — notes and sketches to explore an inquiry question.

A sketch becomes more than a sketch — every test, note, and idea is connected to the big idea.

Strong portfolios show the full path from idea → sketch → experiment → final work.

If you're interested, I have my ready-to-use Sketchbook Prompts you can incorporate into any AP Drawing or 2-D classroom available in my Teachers Pay Teachers store. These prompts encourage students to:

• Try new materials and surfaces

• Practice risk-taking and revision

• Make visible connections between materials, processes, and ideas

• Build strong written evidence for their portfolio

You can use these prompts as weekly warm-ups, mini check-ins, or independent sketchbook tasks — all while giving students clear structure that still feels open-ended and personal.