Performance Task Grading

[kaiden-dough]

CPT Grading 1

Student 1 Grade

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	0
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	- [ ] 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] 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 1 Reflection

• Comparing my scoring to the College Board AP scoring, I gave the student the point for the Program Purpose and Function category. I gave the student a 5 out of 6 in total. College Board gave a 4 out of 6 in total. I thought that the student described the program purpose correctly, but turns out that they just said the program functionality.
• My program will need to have a code segment that uses a list to manage complexity, for example a list that would need to be iterated through to check or change something. I need this because this student missed this point because they did not have a list that manage complexity.
• They did not get the point for the Program Purpose and Function category because they did not describe the program purpose, but they did do everything else. This results in a 0 out of 1 because there is no partial credit.

Student 2 Grade

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 Reflection

• There were no discrepancies in my in my scoring with the AP scoring rubric. Both were 6 out of 6. I really thought that this student was very thorough in including all of the necessary requirements and in the descriptions of the code segments in the necessary categories.
• My program will need to have a procedure in it that has at least one parameter and has an important part in the program. This will give me the Procedural Abstraction point. I also need just about everything this student did in the submission because they got full marks on the scoring.
• The criteria for each category is very specific so I need to be sure to follow it and make sure all of the requirements are in my own create performance task. This student did not miss the standard.

[kaiden-dough]

CPT Grading 2

Student 1 Grade

Reporting Category	Requirements	Student Score	College Board Score
Program Purpose and Function	- [x] input - [x] program 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 demonstrated in the video.	0	0
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. - [ ] 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.	0	0
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] 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. - [ ] describes what the identified procedure does and how it contributes to the overall functionality of the program.	0	0
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes - [x] sequencing - [x] selection - [x] iteration - [ ] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	0	0
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 Reflection

• There were no discrepancies between my scoring and the AP College Board scoring. The grade I gave was the same as the College Board grade. This student missed almost everything.
• For my program, I will need to make sure to make sure I do all of the requirements fully. Unlike this student, I need to make sure to include every single requirement and make sure to check with others to make sure I included everything.
• The student missed the first row because the student did not describe the program purpose nor the program functionality. Also the student switched the input and output. The student missed the second category because the list given is not used in the code and describes the wrong list. The student missed row three because code doesn't manage complexity and the student doesn't explain it. The 4th row was missed because the response didn't describe to importance of the function. The 5th row was missed because the function was not described well enough to recreate it.

Student 2 Grade

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 Reflection

• There was no discrepancies between my scoring and the grading of the College Board grading.
• For my project I need to ensure that my list actually manages complexity. I also need to mimic everything done by this student to ensure full credit.
• This student got everything in the rubric. So the student did not miss any of the points.

Student 3 Grade

Reporting Category	Requirements	Student Score	College Board Score
Program Purpose and Function	- [x] input - [x] program functionality - [x] output - [ ] 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.	0	0
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 3 Reflection

• There were no discrepancies between my scoring and the AP College Board scoring. Both of the grades matched and I completely agreed with the grade given by College Board.
• For my program, I will need to make sure to define the program purpose and not mix it up with the program functionality in the first row.
• The student missed the first row because the student did not describe the program purpose, but only said the program functionality.

Student 4 Grade

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	0
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] 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	- [ ] 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.	0	0

Student 4 Reflection

• There was a discrepancy between my scoring of the Data Abstraction Section. I thought the student got the point of using the list's data for the program functionality. But apparently, the student only used the length of the list, which does not count.
• For my project I need to correctly use the data in the list to get the full point. I also need to make sure to actually use the list to manage complexity. And in the testing section, I need to test two arguments.
• The submission did not meet the Data Abstraction criteria, because the list's data was not used in the program functionality. For the Managing Complexity part, the list did not actually manage complexity, but it was only a counter. For the Testing, the student did not test two different arguments, but only two conditions.

[kaiden-dough]

CPT Grading 3

Student 1 Grade

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). - [ ] 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.	0	0
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] 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. - [ ] describes what the identified procedure does and how it contributes to the overall functionality of the program.	0	0
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 Reflection

• There were no discrepancies between my scoring and the AP College Board scoring. The grade I gave was the same as the College Board grade. This student missed almost everything. For my program, I will need to make sure I do all of the requirements fully. I need to explain the purpose of the algorithm and I need to make sure I do the managing complexity in my list. This student did not get the row 2 point because the segment doesn't show the data accessed from the list. The student did not get the row 3 point because the list didn't manage complexity and the description wasn't explicit enough. The student missed the row 4 grade because the response didn't explain the contribution of the procedure to the program.

Student 2 Grade

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 Reflection

• There was no discrepancies between my scoring and the grading of the College Board grading. For my project I need to ensure I follow the requirements like this student to get a full score. I also need to make sure I an explicit in my work and write up. This student got everything in the rubric. So the student did not miss any of the points.

Student 3 Grade

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). - [ ] 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. - [ ] describes what the data contained in this list is representing in the program.	0	0
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
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. - [ ] 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.	0	0
Algorithm Implementation	- [x] includes a program code segment of a student-developed algorithm that includes - [x] sequencing - [x] selection - [ ] iteration - [ ] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.	0	0
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. - [ ] identifies the result of each call.	0	0

Student 3 Reflection

• There were no discrepancies between my scoring and the AP College Board scoring. But on certain categories, I gave the point while College Board did not. This shows that there is no wiggle room in the grading because there is no partial credit. For my program, I will need to make sure to abstract the data, use a list to manage complexity, explain the algorithm I make explicitly, and correctly test my conditions. I also just need to be more explicit. The student missed the last 5 rows because they missed a few categories like managing complexity in the list. But for the most part, the student just didn't explicitly follow the instructions nor did they answer the requirements in detail enough.

Student 4 Grade

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	- [ ] 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. - [ ] identifies the result of each call.	0	0

Student 4 Reflection

• There was a discrepancy between my scoring in the Testing section. I thought the student got the point when describing the conditions that are tested, but the rubric said that the student didn't correspond with how the parameters are used in the program. For my project, I need to correctly test my program. I need to describe the arguments being passed and I need to describe how the conditions relate to the parameter. The submission did not meet the Testing category because the response didn't describe the inputs going through the parameters, nor did it show the correspondence between the parameters and the arguments.