- [x] functionality of program is demonstrated in video
- [x] input and outputs are explained in video
1
0
Data Abstraction
- [x] includes two program code segments:
- [x] one shows how data has been stored in this list (or other collection type).
- [x] other shows the data in this same list is used as part of fulfilling the program’s purpose.
- [x] identifies name of variable representing list being used
- [x] 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 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
0
Procedural Abstraction
- [x] has two program code segments:
- [x] one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.
- [x] other showing where the student-developed procedure is being called.
- [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.
1
1
Algorithm Implementation
- [x] includes a program code segment of a student-developed algorithm that includes
- [x] sequencing
- [x] selection
- [x] iteration
- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.
1
1
Testing
- [x] 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.
- [x] describes the condition(s) being tested by each call to the procedure.
- [x] identifies the result of each call.
1
1
Student 1 Review
The student did not include a code segment that used a list to manage complexity, which is why they missed this point. They also did not receive a point in the Program Purpose and Function category because they did not describe the purpose, resulting in a score of 0 out of 1 with no partial credit.
I gave the student a point in the Program Purpose and Function category because I thought they described the purpose correctly, but it turns out they only described the functionality. In total, I gave the student a score of 5 out of 6, while the College Board gave a score of 4 out of 6.
Grading Student 2
Reporting Category
Requirements
Student Score
College Board Score
Program Purpose and Function
- [x] input
- [x] program functionality
- [x] output
- [x] describes the overall purpose of the program.
- [x] describes what functionality of the program is demonstrated in the video.
- [x] describes the input and output of the program demonstrated in the video.
1
1
Data Abstraction
- [x] includes two program code segments:
- [x] one that shows how data has been stored in this list (or other collection type).
- [x] one that shows the data in this same list being used as part of fulfilling the program’s purpose.
- [x] identifies the name of the variable representing the list being used in this response.
- [x] describes what the data contained in this list is representing in the program.
1
1
Managing Complexity
- [x] includes a program code segment that shows a list being used to manage complexity in the program.
- [x] 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.
1
1
Procedural Abstraction
- [x] includes two program code segments:
- [x] one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.
- [x] one showing where the student-developed procedure is being called.
- [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.
1
1
Algorithm Implementation
- [x] includes a program code segment of a student-developed algorithm that includes
- [x] sequencing
- [x] selection
- [x] iteration
- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.
1
1
Testing
- [x] 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.
- [x] describes the condition(s) being tested by each call to the procedure.
- [x] identifies the result of each call.
1
1
Student 2 Review
According to the AP scoring rubric, my scoring and the student's scoring were both 6 out of 6 and there were no discrepancies. I believe that the student demonstrated thoroughness in including all required elements and providing clear descriptions of the code segments in the appropriate categories.
In order to meet the Procedural Abstraction requirement, my program must include a procedure with at least one parameter that plays an important role in the program. To ensure that I meet all the requirements and receive full marks, I will need to include all the elements that the student included in their submission.
t is important to carefully follow the specific criteria for each category in the performance task. The student did not fail to meet the standard.
Grading Student 1
Student 1 Review
The student did not include a code segment that used a list to manage complexity, which is why they missed this point. They also did not receive a point in the Program Purpose and Function category because they did not describe the purpose, resulting in a score of 0 out of 1 with no partial credit.
I gave the student a point in the Program Purpose and Function category because I thought they described the purpose correctly, but it turns out they only described the functionality. In total, I gave the student a score of 5 out of 6, while the College Board gave a score of 4 out of 6.
Grading Student 2
Student 2 Review