akshat122805
commented
1 year ago - Good grading - CollegeBoard grading is completed (1 point added)
- Frontend is really good, I love the navbar and it looks like a professional website (1 point added)
- I think you can clarify your database a bit more and also explain what self, tester, getter, etc means -- Also missing tester code
Total: 2/3
aidenhuynh
JonathanWuz
Testing Category | Student 1: 1/6 | Student 2: 4/6 | Student 3: 5/6 | Student 4 6/6 -- | -- | -- | -- | -- Program Purpose and Function | Describes the overall purpose of the program demonstrated in the video, the functionality of the program is demonstrated in the video, and the input and output of the program | The overall purpose of the program is demonstrated in the video and describes what functionality of the program is demonstrated in the video as well as the input and output of the program | The overall purpose of the program is demonstrated in the video and describes what functionality of the program is demonstrated in the video describes the input and output of the program | The overall purpose of the program demonstrated in the video and describes what functionality of the program is demonstrated in the video describes the input and output of the program Data Abstraction | one program code that shows how data has been stored in this list (or another collection type), one shows the data in this same list being used as part of fulfilling the program’s purpose. describes what the data contained in this list is representing in the program | one program code that shows how data has been stored in this list (or another collection type), one program code that shows the data in this same list being used as part of fulfilling the program’s purpose. describes what the data contained in this list is representing in the program | one program code that shows how data has been stored in this list (or another collection type). one program code 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 | one program code that shows how data has been stored in this list (or another collection type). one program code 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 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. | 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. | 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. | 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. Procedural Abstraction | one program code showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure one program code 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 | one program code showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure one program code 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 | one program code showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure one program code 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 | one program code showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure one program code 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 Algorithm Implementation | includes a program code segment of a student-developed algorithm that includes sequencing, selection, and 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-developed algorithm that includes sequencing, selection, and 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-developed algorithm that includes sequencing, selection, and 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-developed algorithm that includes sequencing, selection, and iteration explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it 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 | 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
I think my scoring is very accurate to how college board scores. I've realized that the college board is very picky about how specific your write-up is and in making sure you answered the questions EXACTLY as they are asked. Especially for the purpose point, I notice a lot of students lose that easy point because they explained the function of the code rather than the purpose. Another thing I noticed is that students fail to explain the "complexity" behind the portions of their code, causing them to lose points. From this, I know that I will have to do a good job explaining every bit of my code. I think it will also be good to have multiple instances of procedural abstraction or examples of how I managed complexity. This way, if college board is unsatisfied with one, I will have backups.