College Board Score2
| Reporting Category | Scoring Criteria | Comments | Student Score | College Board Score |
| Program Purpose and Function |
Input Program Functionality Output Main goal in the program Functionality demonstrated in video Input and output shown in the video |
I think the purpose and input are clear, but how it works is not clear. You should write more about this | 0/1 | 0/1 |
| Data Abstraction |
Two code segments - one that shows the data in this same list being used as part of fulfilling the program’s purpose Name of the variables representing the list being used in response what the data contained in this list is representing in the program |
I see the names or variables that the student represents. However, I cannot see the code that the student has to show | 0/1 | 0/1 |
| Managing Complexity |
a program code segment that shows a list being used to manage complexity in the program How list manages complexity by explaining why the list have to written or what code will change without lists |
It shows the list about animals and its picture. The student describes about the list and what happens while not using list. | 1/1 | 0/1 |
| Procedural Abstraction |
Two program code segment - One provident that shows at least one effect parameter in the procedure - one showing about calling of student’s procedure |
The Program has a parameter and it affects the functionality but doesn’t have a code segment showing this parameter or describe it. | 0/1 | 0/1 |
| Algorithm Implementation |
Sequencing Selection Iteration Describes what identified procedure is and how it contributes to overall functionality |
I saw selection and iteration on this code, but one is missing. I cannot see sequencing in this code. Also, the students didn’t explain about functionality | 0/1 | 0/1 |
| Testing |
Describes two calls that pass different argument and cause different result Conditions tested by each call result of each call |
Fist call is about correct answer and second one is about wrong answer. There is two conditions which is required. Lastly, it tells the results about first call and second call | 1/1 | 1/1 |
| Reporting Category | Scoring Criteria | Comments | Student Score | College Board Score |
| Program Purpose and Function |
Input Program Functionality Output Main goal in the program Functionality demonstrated in video Input and output shown in the video |
Input and Output are well shown in this response and also the purpose. The students writes how the code works in detail. | 1/1 | 1/1 |
| Data Abstraction |
Two code segments - one that shows the data in this same list being used as part of fulfilling the program’s purpose Name of the variables representing the list being used in response what the data contained in this list is representing in the program |
The first code is about getting three variables by putting values on them. And the next code is choosing the word for actually writing in the poem. There are three variables; nounS, nounW, nounT | 1/1 | 1/1 |
| Managing Complexity |
a program code segment that shows a list being used to manage complexity in the program How list manages complexity by explaining why the list have to written or what code will change without lists |
The response is good of telling specific details about the list. It shows how the list is managing complexity in the program | 1/1 | 1/1 |
| Procedural Abstraction |
Two program code segment - One provident that shows at least one effect parameter in the procedure - one showing about calling of student’s procedure |
Demonstrates all criteria. Has parameter, explains it and shows where the STP is being called. | 1/1 | 1/1 |
| Algorithm Implementation |
Sequencing Selection Iteration Selection Describes what identified procedure is and how it contributes to overall functionality |
Has sequencing, selection, iteration, and explains how the algorithm implements them. | 0/1 | 1/1 |
| Testing |
Describes two cells that pass different argument and cause different result Conditions tested by each cell result of each call |
First and Second Call are well defined and the result too. There are also two conditions tested by first and second | 1/1 | 1/1 |
| Reporting Category | Scoring Criteria | Comments | Student Score | College Board Score |
| Program Purpose and Function |
Input Program Functionality Output Main goal in the program Functionality demonstrated in video I can see the input, but there is no output. In addition, program functionality is not explained in the response. |
0/1 | 0/1 | |
| Data Abstraction |
Two code segments - one that shows the data in this same list being used as part of fulfilling the program’s purpose Name of the variables representing the list being used in response what the data contained in this list is representing in the program |
Requirements are all met. Two codes that are related to list is shown as a image. | 1/1 | 0/1 |
| Managing Complexity |
a program code segment that shows a list being used to manage complexity in the program How list manages complexity by explaining why the list have to written or what code will change without lists |
There is no code segment. However, there is explanation about the list and what will happen when the student do not use the list. | 0/1 | 1/1 |
| Procedural Abstraction |
Two program code segment - One provident that shows at least one effect parameter in the procedure - one showing about calling of student’s procedure |
Has code segment showing where the STP is being called and describes the procedure and the contribution the the function but doesn’t have a STP with one parameter. | 0/1 | 1/1 |
| Algorithm Implementation |
Sequencing Selection Iteration Describes what identified procedure is and how it contributes to overall functionality |
This is very good. I see sequencing, selection, and iteration in the description. Besides, the students explains well about the procedure. | 1/1 | 1/1 |
| Testing |
Describes two calls that pass different argument and cause different result Conditions tested by each call result of each call |
Fist call is about updating on screen and second is about calling more information. There is result of two calls and other two conditions. | 1/1 | 1/1 |
| Reporting Category | Scoring Criteria | Comments | Student Score | College Board Score |
| Program Purpose and Function |
Input Program Functionality Output Main goal in the program Functionality demonstrated in video Input and output shown in the video |
Input and Output are clear, also purpose of the program too. The student writes long sentence to explain about functionality. | 1/1 | 1/1 |
| Data Abstraction |
Two code segments - one that shows the data in this same list being used as part of fulfilling the program’s purpose Name of the variables representing the list being used in response what the data contained in this list is representing in the program |
I cannot see the code that represented the lists, but I can see lots of variables. | 1/1 | 0/1 |
| Managing Complexity |
a program code segment that shows a list being used to manage complexity in the program How list manages complexity by explaining why the list have to written or what code will change without lists |
It didn’t include program code segment that shows a list being used to manage complexity in the program | 0/1 | 0/1 |
| Procedural Abstraction |
Two program code segment - One provident that shows at least one effect parameter in the procedure - one showing about calling of student’s procedure |
There are two code segments which is required and I can see some parameters in the code. This response meets all the requirements. | 1/1 | 1/1 |
| Algorithm Implementation |
Sequencing Selection Iteration Selection Describes what identified procedure is and how it contributes to overall functionality |
All requirements are met, so it has to be perfect. | 0/1 | 1/1 |
| Testing |
Describes two cells that pass different argument and cause different result Conditions tested by each cell result of each call |
First call and second are not specific. It only tells that it is right or wrong. All requirements except first one are met. | 0/1 | 0/1 |
Review
- Discrepancies in your scoring versus the ap scoring
- My score and college score are very different. I think I’m not talented in Professor or scoring student’s score.
- what your program will need to fulfill all requirements
- list has to be put to fulfill all requirements. Also, sequencing, iteration, selection too.
- why a submission may have failed to meet the standard
- I think because it has some missing subjects.