Objective

Students will learn performance tasks requirements through the performance task examples from last year. Using the rubric provided, students will perform cross-over like grading on the different elements.

Testing Category Student 1: 4/6 Student 2: 6/6 College Board Score student 1 College Board Score student 2
Program Purpose and function: - describes the overall purpose of the program. • describes what functionality of the program is demonstrated in the video. • describes the input and output of the program demonstrated in the video. - describes the overall purpose of the program. • describes what functionality of the program is demonstrated in the video. • describes the input and output of the program demonstrated in the video. 0 1
Data Abstraction: - includes two program code segments: - one that shows how data has been stored in this list (or other collection type). - one that shows the data in this same list being used as part of fulfilling the program’s purpose. • identifies the name of the variable representing the list being used in this response. • describes what the data contained in this list is representing in the program. - includes two program code segments: - one that shows how data has been stored in this list (or other collection type). - one that shows the data in this same list being used as part of fulfilling the program’s purpose. • identifies the name of the variable representing the list being used in this response. • describes what the data contained in this list is representing in the program. 1 1
Managing Complexity: - includes a program code segment that shows a list Complexity being used to manage complexity in the program. • explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list. - includes a program code segment that shows a list Complexity being used to manage complexity in the program. • explains how the named, selected list manages complexity in the program code by explaining why the program code could not be written, or how it would be written differently, without using this list. 0 1
Procedural Abstraction: includes two program code segments: Abstraction - one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - one showing where the student-developed procedure is being called. • describes what the identified procedure does and how it contributes to the overall functionality of the program. includes two program code segments: Abstraction - one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - one showing where the student-developed procedure is being called. • describes what the identified procedure does and how it contributes to the overall functionality of the program. 1 1
Algorithm Implementation: - includes a program code segment of a student - Implementation developed algorithm that includes - sequencing - selection - iteration • explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. - includes a program code segment of a student - Implementation developed algorithm that includes - sequencing - selection - iteration • explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. 1 1
Testing: - describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. • describes the condition(s) being tested by each call to the procedure. • identifies the result of each call. - describes two calls to the selected procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute. • describes the condition(s) being tested by each call to the procedure. • identifies the result of each call. 1 1
## Student 1 notes - There were no differences between my scoring and College board's scoring. Both grades were 4/6. This was because the student did not describe their program's purpose. Moreover, they described the program's functionality and how it worked. This is a crucial point on the AP college board scoring because you need to know how to accurately describe the program's purpose. - The student also missed a point on the program's managing complexity meaning they were not very organized. To prevent this in the future, making a table and a framework will help make your life easier and more organized. - All in all, I think the student has some areas to improve in, but the overall project was good. ## Student 2 notes - My scoring was no different than AP College board's. This student deserved a 6/6 for his great demonstration along with instructions in the code it self. - The student went above and beyond in both the program and written areas. The student gave detailed descriptions and gave a good video example. - For my project, I will need to follow each and every grading area carefully so I do not get docked.