Notes/Reflection: I noticed that I am getting better at grading the Performance Tasks, as my grades match College Board the majority of the time. The most common mistakes seem to be related to missing or forgetting to explain a certain requirement. This is quite preventable, and may be done by using organization tactics (like issues or scrum boards) to prevent this error with our Create Performance Task.
Student 1
Actual Score CPT: 3/6
| Reporting Category | Student Score | College Board Score | Comments |
|---|---|---|---|
| Program Purpose and Function | 1 | 1 | <ul><li>- [x] input, program functionality, output <li><li>- [x] describes the overall purpose of the program. <li><li>- [x] describes functionality of the program. <li><li>- [x] describes the input and output. </li></ul> |
| Data Abstraction | 0 | 0 | <ul><li>- [ ] data stored in list, list being used <li><li>- [x] identifies variable. <li><li>- [x] describes what the data contained in this list is representing in the program. </li></ul> |
| Managing Complexity | 0 | 0 | <ul><li>- [ ] includes segment showing list used to manage complexity <li><li>- [ ] explains how the named, selected list manages complexity in the program code by explaining the program code could not be written, or how it would be written differently, without using this list. </li></ul> |
| Procedural Abstraction | 0 | 0 | <ul><li>- [x] student developed procedure with one parameter <li><li>- [x] procedure called <li><li>- [ ] describes what the identified procedure does and how it contributes to the overall functionality of the program. </li></ul> |
| Algorithm Implementation | 1 | 1 | <ul><li>- [x] sequencing, selection, iteration <li><li>- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. </li></ul> |
| Testing | 1 | 1 | <ul><li>- [x] describes two calls to the selected procedure identified in written response 3c <li><li>- [x] describes the condition(s) being tested by each call to the procedure. <li><li>- [x] identifies the result of each call. </li></ul> |
Student 2
Actual Score CPT: 6/6
| Reporting Category | Student Score | College Board Score | Comments |
|---|---|---|---|
| Program Purpose and Function | 1 | 1 | <ul><li>- [x] input, program functionality, output <li><li>- [x] describes the overall purpose of the program. <li><li>- [x] describes functionality of the program. <li><li>- [x] describes the input and output. </li></ul> |
| Data Abstraction | 1 | 1 | <ul><li>- [x] data stored in list, list being used <li><li>- [x] identifies variable. <li><li>- [x] describes what the data contained in this list is representing in the program. </li></ul> |
| Managing Complexity | 1 | 1 | <ul><li>- [x] includes segment showing list used to manage complexity <li><li>- [x] explains how the named, selected list manages complexity in the program code by explaining the program code could not be written, or how it would be written differently, without using this list. </li></ul> |
| Procedural Abstraction | 1 | 1 | <ul><li>- [x] student developed procedure with one parameter <li><li>- [x] procedure called <li><li>- [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. </li></ul> |
| Algorithm Implementation | 1 | 1 | <ul><li>- [x] sequencing, selection, iteration <li><li>- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. </li></ul> |
| Testing | 1 | 1 | <ul><li>- [x] describes two calls to the selected procedure identified in written response 3c <li><li>- [ ] describes the condition(s) being tested by each call to the procedure. <li><li>- [x] identifies the result of each call. </li></ul> |
Student 3
Actual Score CPT: 1/6
| Reporting Category | Student Score | College Board Score | Comments |
|---|---|---|---|
| Program Purpose and Function | 1 | 1 | <ul><li>- [x] input, program functionality, output <li><li>- [x] describes the overall purpose of the program. <li><li>- [x] describes functionality of the program. <li><li>- [x] describes the input and output. </li></ul> |
| Data Abstraction | 0 | 0 | <ul><li>- [x] data stored in list, list being used <li><li>- [ ] identifies variable. <li><li>- [ ] describes what the data contained in this list is representing in the program. </li></ul> |
| Managing Complexity | 0 | 0 | <ul><li>- [x] includes segment showing list used to manage complexity <li><li>- [ ] explains how the named, selected list manages complexity in the program code by explaining the program code could not be written, or how it would be written differently, without using this list. </li></ul> |
| Procedural Abstraction | 1 | 0 | <ul><li>- [ ] student developed procedure with one parameter <li><li>- [ ] procedure called <li><li>- [ ] describes what the identified procedure does and how it contributes to the overall functionality of the program. </li></ul> |
| Algorithm Implementation | 0 | 0 | <ul><li>- [ ] sequencing, selection, iteration <li><li>- [ ] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. </li></ul> |
| Testing | 0 | 0 | <ul><li>- [x] describes two calls to the selected procedure identified in written response 3c <li><li>- [x] describes the condition(s) being tested by each call to the procedure. <li><li>- [ ] identifies the result of each call. </li></ul> |
Student 4
Actual Score CPT: 5/6
| Reporting Category | Student Score | College Board Score | Comments |
|---|---|---|---|
| Program Purpose and Function | 1 | 1 | <ul><li>- [x] input, program functionality, output <li><li>- [x] describes the overall purpose of the program. <li><li>- [x] describes functionality of the program. <li><li>- [ ] describes the input and output. </li></ul> |
| Data Abstraction | 1 | 1 | <ul><li>- [x] data stored in list, list being used <li><li>- [x] identifies variable. <li><li>- [x] describes what the data contained in this list is representing in the program. </li></ul> |
| Managing Complexity | 1 | 1 | <ul><li>- [x] includes segment showing list used to manage complexity <li><li>- [x] explains how the named, selected list manages complexity in the program code by explaining the program code could not be written, or how it would be written differently, without using this list. </li></ul> |
| Procedural Abstraction | 1 | 1 | <ul><li>- [x] student developed procedure with one parameter <li><li>- [x] procedure called <li><li>- [x] describes what the identified procedure does and how it contributes to the overall functionality of the program. </li></ul> |
| Algorithm Implementation | 1 | 1 | <ul><li>- [x] sequencing, selection, iteration <li><li>- [x] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. </li></ul> |
| Testing | 1 | 0 | <ul><li>- [x] describes two calls to the selected procedure identified in written response 3c <li><li>- [x] describes the condition(s) being tested by each call to the procedure. <li><li>- [ ] identifies the result of each call. </li></ul> |