College Board Score3
| 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 |
Program has both an input and output. It describes it’s purpose as finding information about a triangle and its function as showing the triangle ratios of a triangle that has been inputted. | 1/1 | 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 |
Has a code segment that shows the arithmetic that calculates the triangle ratios. Shows a list. Has name of variables and describes the data in the list. | 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 |
Has code segment shoring the complexity but doesn’t explain it. They just gave another piece of code. | 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 |
Has code segment showing the student-developed procedure and has parameter and shows where the SDP is being called. Finally describes the functionality of the program well. | 1/1 | 1/1 |
| Algorithm Implementation |
Sequencing Selection Iteration Describes what identified procedure is and how it contributes to overall functionality |
Has sequencing, selection but no iteration or explanation. | 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 |
Doesn’t have two calls to the selected procedure only has noe. It does describe the condition and identify the result however. | 0/1 | 0/1 |
| 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 |
Met all the criteria for this section. Has input and output and describes the function and purpose. The function is placing blocks that move and the purpose is entertainment. | 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 |
Met all the criteria for this section. Has proper code segments explaining how data is stored and remebered from the users input. The blocks moving. It does fulfill the purpose. Shoes name of variable and describes what the data is contained in. | 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 |
Has code segment showing a list and explains how it could be different. | 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 |
This response describes the code segment but it never had a clear code segment depicted that showed the student developed procedure with 1+ parameter or SDP being called. | 0/1 | 1/1 |
| Algorithm Implementation |
Sequencing Selection Iteration Has sequencing and selection but doesn’t have iteration and doesn’t explain. |
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 |
All tests done correctly | 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 |
Demonstrates all criteria | 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 |
Demonstrates all criteria. | 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 |
Has code segment that shows list but doesn’t explain it very well. | 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 |
Demonstrates all criteria. Has parameter, explains it and shows where the STP is being called. | 1/1 | 1/1 |
| Algorithm Implementation |
Sequencing Selection Iteration Describes what identified procedure is and how it contributes to overall functionality |
Has sequencing, selection, iteration, and explains how the alogorithm implements them. | 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 |
All tests done correctly. | 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 |
Meets all criteria. | 1/1 | 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 |
Meets all criteria. | 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 |
Explains the list but the list in not sufficient. | 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 Selection Describes what identified procedure is and how it contributes to overall functionality |
Has selection, sequencing, iteration, and goes over how each of them works. | 1/1 | 1/1 |
| Testing |
Describes two cells that pass different argument and cause different result Conditions tested by each cell result of each call |
All tests done correctly. | 1/1 | 1/1 |
Review
- Discrepancies in your scoring versus the ap scoring
- My score and college score are very similar. I think I’m really 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.