Performance Task Scoring

[gwang1224]

Week 17

Student #1

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	1	The student told the function of the code as the purpose. The purpose should instead be to use it for a trigonometry class. Describing inputting the legs of a triangle describes more of the function.
Data Abstraction	- [x] includes two program code segments: - [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 meaning in the program	1	1	The student shows the inputted values being placed into a list called sideIndex. All the variables in the list also clearly show that they know how to use code segments.
Managing Complexity	- [x] 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	Although the student included a list, he does not actually meet the first requirement because a list is not required to manage complexity. Thus, the student does not meet any of the requirements for this criteria.
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [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	Student includes 3 parameters and their function of them in the code is clearly stated. The function ratioCalculate includes the 3 parameters.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	1	1	Meets all requirements. Includes sequencing, selection, and iteration.
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	Meets all the requirements. The code checks if A, B, and C can be divided by i.
Total		5/6	4/6

Most of my scoring was consistent to Collegeboard's scoring. The project was simple, but most of the requirements could be fulfilled except for the managing complexity. If the student had described the function right, they could have gotten a better score. I also need learn about the difference between function and purpose as they are very similar and I want to avoid making the same mistakes as this student did in the project.

Student #2

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	0	The student includes input and output of the code through pixels on the screen. They also specify the purpose and functionality correctly.
Data Abstraction	- [x] includes two program code segments: - [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 meaning in the program	1	1	Two distinct code segments are provided where one shows the data storage and access. The list is starting Grid. All requirements are met
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	The student included code that manages a large list and is effective in doing so.
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [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	Includes student developed procedure with parameters. All requirements met.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, and selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	1	1	Algorithm replaceList includes sequencing, selection, and iteration. All requirements are met.
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	Meets all the requirements. Different parameters are inputted to see if all conditions be met when the user clicks on a box and runs the program.
Total		6/6	6/6

My scoring compared to Collegeboard scoring was the same. I thought this student's project was very cool. I don't know how to use Scratch but it may be useful for me if I used it in my performance task. Also, since this student was able to describe the function and purpose right, I understand how to describe the function and purpose now.

[gwang1224]

Week 18

Student #1

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] functionality - [x] output - [ ] 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 shown in the video.	0	0	The video included all elements but the student did not explain the purpose and function of their program well. Instead, they were switched.
Data Abstraction	- [ ] includes two program code segments: - [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 meaning in the program	0	0	They student shows a list called animalImages and animalList. However, why are there images in a list? They do not show how to list is used to fulfill the program's purpose.
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	Although the student included a list, they do not actually meet the first requirement because a list is not used to manage complexity. Thus, the student does not meet any of the requirements for this criteria.
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [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	0	The student did not meet the second criteria. They do not describe how the procedure contributes to the overall functionality but rather only describe what the function does.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, selection - [ ] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	0	0	The student includes sequencing, iteration, and selection, but does not explain robustly.
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	Meets all the requirements. Tested with 'dog' and 'mouse.
Total		2/6	1/6

Student #2

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	1	The student includes input and output of the code through pixels on the screen. They also specify the purpose and functionality correctly.
Data Abstraction	- [x] includes two program code segments: - [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 meaning in the program	1	1	Student makes a list of variables that gets an input from the user, this makes it easier to store user input. All requirements are met
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	The student included code that manages a list of inputs and is effective in doing so. This manages complexity as it is much easier rather than having to ask for input each time.
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [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	Includes student developed procedure with parameters, nList, vList, aLIst, aSetting. All requirements met.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, and selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	1	1	Algorithm includes sequencing, selection, and iteration. All requirements are met.
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	Meets all the requirements. Different parameters ("and" and "the") are inputted to see if all requirements are met before the user generates a poem.
Total		6/6	6/6

Student #3

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	0	The student described the function of the program and not the purpose. The purpose should instead be for entretainment.
Data Abstraction	- [x] includes two program code segments: - [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 meaning in the program	1	1	Student uses firstCharacterList to store data about power rankings. All requirements met.
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	Meets all requirements. Uses findWinner function and firstCharacterList to manage complexity.
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [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	Student includes 2 parameters and their function of them in the code is clearly stated. Also describes the functionality of the function throughly.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, and selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	1	1	Meets all requirements. Includes sequencing, selection, and iteration.
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	Meets all the requirements. The code runs with "vision" on both sides of the powerranking and shows "tie".
Total		6/6	5/6

Student #4

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	1	The student includes input and output of the code. They also specify the purpose and functionality correctly.
Data Abstraction	- [x] includes two program code segments: - [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 meaning in the program	1	0	Although the student included two code segments, in the second code segment, the data stored in the list is not being used and only the length is accessed. Does not meet all requirements.
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	The list is not used to manage complexity. The list can be replaced. The response also does not say how complexity is managed.
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [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	Includes student developed procedure with parameters. All requirements met.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, and selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	1	1	Algorithm isitcorrect includes sequencing, selection, and iteration. All requirements are met.
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. - [x] identifies the result of each call.	0	0	The student only describes the result, which is the color changing to green or yellow and does not give specific inputs, which would be the words.
Total		4/6	3/6

Most of my grading was consistent with collegeboard's grading. One of the main issues student makes is mixing up purpose and function. Although their code all worked well, the most important thing in College Board Computer Science grading is accurate descriptions of the code. I will be sure to explain my code well when I do my performance task and to not mix up function and program like the other students.

[gwang1224]

Week 19

Student #1

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	1	The student demonstrated the output, input, and functionality in the video. They also described the function and purpose accurately.
Data Abstraction	- [x] includes two program code segments: - [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 meaning in the program	0	0	The student included a list called RPS with the list items of rock, paper, and scissors. They do not show how the list is used in the program. Instead, they use a string for comparison in the if statement.
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	The list is not used to manage complexity. The code is still quite repetitive since for every possibility of playing rock, paper, or scissors, a different elif statement is written.
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [ ] 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	The student did not meet the second criteria. They do not describe how the procedure contributes to the overall functionality but rather only says it makes it function smoothly.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	1	1	The student includes sequencing, iteration, and selection, and explains it well
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	Meets all the requirements. Inputs that were not "rock", "paper", or "scissors" and inputs that where with the computer user as well.
Total		3/6	3/6

Student #2

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	1	The student includes input and output of the code through inputs of letters. They also specify the purpose and functionality correctly.
Data Abstraction	- [x] includes two program code segments: - [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 meaning in the program	1	1	Data is being stored in a list and then it is being looped for each play of the game.
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	The list manages complexity by storing letters of the words to be guessed and the code scand the list based on its length so a longer word can be inplemented
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [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	Includes student-developed procedure with parameters,in the function guessWords, and describes the functionality. All requirements met.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, and selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	1	1	Algorithm includes sequencing, selection, and iteration. All requirements are met.
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	Meets all the requirements. The game is run and tested. The user guesses the word and then doesn't guess the word and the appropriate output is made.
Total		6/6	6/6

Student #3

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	1	The student described the function of the program. Inputs, outputs, and functionality is demonstrated through selection of a state and output information.
Data Abstraction	- [x] includes two program code segments: - [ ] identifies the name of the variable representing the list being used in this response - [ ] describes what the data contained in this list is meaning in the program	0	0	Makes a list but does not include how the list is used.
Managing Complexity	- [x] 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	Student shows how code is used to manage complexity but does not explain how they would write it if complexity was not managed
Procedural Abstraction	- [ ] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [ ] 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	The student wrote a procedure but it doesn't have a parameter.
Algorithm Implementation	- [ ] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, and selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	0	0	The algorithm does not include iteration.
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.	0	0	The testing doesn't actually test the functionality of the code. Instead of describing how the code is called, he/she should test by selecting different states.
Total		1/6	1/6

Student #4

Category	Checklist	Score	College Board Score	Comments
Program Purpose and Function	- [x] input - [x] 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 shown in the video.	1	1	The student includes input and output of the code. They also specify the purpose and functionality correctly.
Data Abstraction	- [x] includes two program code segments: - [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 meaning in the program	1	1	The student created to code segments where the list, fishtypes, is stored and the second type shows how the fishtypes are accessed.
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	The list is used to manage complexity and describes how it is easier to add different fish to the list to make it more complex.
Procedural Abstraction	- [x] includes two program code segments: one showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure or one showing where the student-developed procedure is being called. - [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	Includes student developed procedure with parameters. All requirements met.
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes: sequencing, iteration, and selection - [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	1	1	Algorithm isitcorrect includes sequencing, selection, and iteration. All requirements are met.
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. - [ ] describes the condition(s) being tested by each call to the procedure. - [x] identifies the result of each call.	1	0	The student actually did not test the algorithm. The response doesn't describe specific arguments passed through parameters but describes the conditions being tested.
Total		6/6	5/6

All of my grading except for 1 was different from college board's grading. I have a stronger grasp of what the difference between purpose and functionality is. For example in the first example, the purpose is to provide entertainment while the function is to choose rock, paper, or scissors and play with a game with the computer. The grading I got wrong on was in the testing section when I thought the student had described conditions for testing the algorithm but they actually described the arguments that were passed through the functions. It seems that other students, such as student 3 also made the same mistake when they did not know what they were testing. According to the rubric, the conditions being tested is by each call to the procedure.