- [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
Written Response
- [x] 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.
- [x] describes what the data contained in this list is representing in the program.
0
0
Managing Complexity
Written Response
- [ ] 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
Written Response
- [] 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.
- [] 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
Written Response
- [x] includes 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
Written Response
- [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
Reflection
I thought they'd get a point for program purpose and function, but according to the college board, they didn't because the student didn't describe the purpose of the code in the response, only the functionality. This does not receive a point for data abstraction because the described list is not used in the program. The point for managing complexity is deducted because the written response does not describe how the list manages complexity. This does not earn a point for procedural abstraction because it does not describe the procedure's functionality. This does not earn a point for algorithm implementation because the student's response needed to include more information about their algorithm. They get a point for testing because
Submission 2
Reporting Category
Requirements
Student Score
College Board Score
Program Purpose and Function
- [x] Input
- [x] Program functionality
- [x] Output
Written Response
- [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
Written Response
- [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
Written Response
- [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
Written Response
- [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
Written Response
- [x] includes 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
Written Response
- [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
Reflection
This earns the program purpose and function point because it meets all of the requirements for row 1. The video depicts the code in action, and the written response contains the input and output. This earns the data abstraction point because it meets all of the requirements for row 2. The written response includes both code segments as well as an explanation of the list name and functionality. This earns the point for managing complexity because it meets all of the criteria for row 3. It has a list that manages complexity and discusses what would happen if the list did not exist. This earns the procedural abstraction point because it meets all of the requirements for row 4. It describes a procedure that has four distinct parameters. This algorithm implementation receives a point because it meets all of the requirements for row 5. Sequencing, iteration, and selection are all present. This earns the testing point because it meets all of the requirements for row 6. It displays and describes the outcomes of two calls.
Submission 3
Reporting Category
Requirements
Student Score
College Board Score
Program Purpose and Function
- [x] Input
- [x] Program functionality
- [x] Output
Written Response
- [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
Written Response
- [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
Written Response
- [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
Written Response
- [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
Written Response
- [x] includes 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
Written Response
- [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
Reflection
I initially thought they got full points for this program's function and purpose, but they didn't because the purpose wasn't defined. This earns the data abstraction point because it meets all of the requirements for row 2. Both code segments and a list in a loop are shown in the written response. This earns the point for managing complexity because it meets all of the criteria for row 3. It includes a list and discusses what would happen if the list was missing. This earns the procedural abstraction point because it meets all of the requirements for row 4. It describes the functionality of a procedure and emphasizes the procedure itself. This earns the algorithm implementation point because it meets all of the requirements for row 5. It describes the algorithm and has a selection, iteration, and sequencing algorithm. This earns the testing point because it meets all of the requirements for row 6. It displays the outcomes of two calls, each with a different outcome, as well as the specific conditions tested in each call.
Submission 4
Reporting Category
Requirements
Student Score
College Board Score
Program Purpose and Function
- [x] Input
- [x] Program functionality
- [x] Output
Written Response
- [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
Written Response
- [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
Written Response
- [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
0
Procedural Abstraction
Written Response
- [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
Written Response
- [x] includes 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
Written Response
- [] 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
Reflection
Because they met all of the requirements for row 1, the student received the point on program purpose and function. Their video and written responses clearly show/describe the input, output, and program purpose + function. I mistakenly believed that the student had earned the point for data abstraction. However, the college board was not on board. The student did not receive the point because the data in their list was not used in their program. I mistakenly believed that the student had earned the point for managing complexity. However, the college board was not on board. The student did not receive the point because their list is not used to manage complexity in their code. Because they met all of the requirements for row 4, the student received the point on procedural abstraction.They had a good procedure and described how it worked. The student received the algorithm implementation point because they met all of the requirements for row 5. Their algorithm includes all three necessary components, and they describe iteration, selection, and sequencing. The student did not receive a point for testing because they only described the conditions tested, not the code execution arguments.
Submission 1
Reflection
I thought they'd get a point for program purpose and function, but according to the college board, they didn't because the student didn't describe the purpose of the code in the response, only the functionality. This does not receive a point for data abstraction because the described list is not used in the program. The point for managing complexity is deducted because the written response does not describe how the list manages complexity. This does not earn a point for procedural abstraction because it does not describe the procedure's functionality. This does not earn a point for algorithm implementation because the student's response needed to include more information about their algorithm. They get a point for testing because
Submission 2
Reflection
This earns the program purpose and function point because it meets all of the requirements for row 1. The video depicts the code in action, and the written response contains the input and output. This earns the data abstraction point because it meets all of the requirements for row 2. The written response includes both code segments as well as an explanation of the list name and functionality. This earns the point for managing complexity because it meets all of the criteria for row 3. It has a list that manages complexity and discusses what would happen if the list did not exist. This earns the procedural abstraction point because it meets all of the requirements for row 4. It describes a procedure that has four distinct parameters. This algorithm implementation receives a point because it meets all of the requirements for row 5. Sequencing, iteration, and selection are all present. This earns the testing point because it meets all of the requirements for row 6. It displays and describes the outcomes of two calls.
Submission 3
Reflection
I initially thought they got full points for this program's function and purpose, but they didn't because the purpose wasn't defined. This earns the data abstraction point because it meets all of the requirements for row 2. Both code segments and a list in a loop are shown in the written response. This earns the point for managing complexity because it meets all of the criteria for row 3. It includes a list and discusses what would happen if the list was missing. This earns the procedural abstraction point because it meets all of the requirements for row 4. It describes the functionality of a procedure and emphasizes the procedure itself. This earns the algorithm implementation point because it meets all of the requirements for row 5. It describes the algorithm and has a selection, iteration, and sequencing algorithm. This earns the testing point because it meets all of the requirements for row 6. It displays the outcomes of two calls, each with a different outcome, as well as the specific conditions tested in each call.
Submission 4
Reflection
Because they met all of the requirements for row 1, the student received the point on program purpose and function. Their video and written responses clearly show/describe the input, output, and program purpose + function. I mistakenly believed that the student had earned the point for data abstraction. However, the college board was not on board. The student did not receive the point because the data in their list was not used in their program. I mistakenly believed that the student had earned the point for managing complexity. However, the college board was not on board. The student did not receive the point because their list is not used to manage complexity in their code. Because they met all of the requirements for row 4, the student received the point on procedural abstraction.They had a good procedure and described how it worked. The student received the algorithm implementation point because they met all of the requirements for row 5. Their algorithm includes all three necessary components, and they describe iteration, selection, and sequencing. The student did not receive a point for testing because they only described the conditions tested, not the code execution arguments.