My Grades vs College Board Grades
The grades for the CPTs that I think versus what college board thinks
College Board VS my rating
| Project 1 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input </br> - [x] Program functionality</br> - [x] output</br> - [x] describes the overall purpose of the program.</br> - [x] describes what functionality of the program is demonstrated in the video.</br> - [x] describes the input and output of the program demonstrated in the video.</br> |
Program output and input are both present. It states that finding information about triangles is its goal, and that it displays inputted triangles' triangle ratios as part of its function. | 1/1 | 0/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type).</br> - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose.</br> - [x] identifies the name of the variable representing the list being used in this response.</br> - [x] describes what the data contained in this list is representing in the program.</br> |
Contains a code section that illustrates the math used to calculate the triangle ratios. displays a list. has the names of the variables and describes the list's data. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [x] includes a program code segment that shows a list being used to manage complexity in the program.</br> - [] 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</br> |
Has a chunk of code that indicates complexity but doesn't explain it. They merely provided yet another code. | 0/1 | 0/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.</br> - [x] Program code segment showing where the student-developed procedure is being called.</br> - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.</br> |
The code that displays the procedure that the student created, a parameter, and the location at which the SDP is being called. Finally, a good description of the program's functionality. | 1/1 | 1/1 |
| 5. Algorithm Implementation |
- [x] sequencing</br> - [x] selection</br> - [] iteration</br> - [] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.</br> |
Has sequencing, selection but no iteration or explaination. | 0/1 | 1/1 |
| 6. 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.</br> - [x] describes the condition(s) being tested by each call to the procedure.</br> - [x] identifies the result of each call.</br> |
has just one call to the chosen procedure, not two. However, it does specify the issue and the outcome. | 0/1 | 1/1 |
| Total | 3/6 | 4/6 |
| Project 2 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input </br> - [x] Program functionality</br> - [x] output</br> - [x] describes the overall purpose of the program.</br> - [x] describes what functionality of the program is demonstrated in the video.</br> - [x] describes the input and output of the program demonstrated in the video.</br> |
met every requirement for this section. describes the function and goal, has input, and output. The objective is entertainment, and the function is to place blocks that move. | 1/1 | 1/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type).</br> - [x] Program code segment that shows the data in this same list being used as part of fulfilling the program’s purpose.</br> - [x] identifies the name of the variable representing the list being used in this response.</br> - [x] describes what the data contained in this list is representing in the program.</br> |
met every requirement for this section. contains appropriate code segments outlining how information is stored and remembered from user input. Blocks are moving. It succeeds in achieving its goal. Identifies the variable by name and the type of data it contains. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [x] includes a program code segment that shows a list being used to manage complexity in the program.</br> - [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</br> |
Has code segment showing a list and explains how it could be different. | 1/1 | 1/1 |
| 4. Procedural Abstraction |
- [] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure.</br> - [] Program code segment showing where the student-developed procedure is being called.</br> - [x] describes what the identified procedure does and how it contributes to the overall functionality of the program.</br> |
This response defines the code segment, but there was never a clear code segment shown that demonstrated the student-developed procedure being called with 1+ parameter. | 0/1 | 1/1 |
| 5. Algorithm Implementation |
- [x] sequencing</br> - [x] selection</br> - [] iteration</br> - [] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it.</br> |
Has sequencing and selection but doesn't have iteration and doesn't explain. | 0/1 | 1/1 |
| 6. Testing |
- [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.</br> - [x] describes the condition(s) being tested by each call to the procedure.</br> - x[] identifies the result of each call.</br> |
All tests done correctly | 1/1 | 1/1 |
| Total | 4/6 | 6/6 |
| Project 3 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [] describes the overall purpose of the program. - [] describes what functionality of the program is demonstrated in the video. - [x] describes the input and output of the program demonstrated in the video. |
Shows input, output and program functionality in the video but doesn't describe the purpose or function in depth. They say the purpose is to identify animals when that would be the function and the purpose would be entertainment or education. | 0/1 | 0/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment 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. |
Program demonstrates all the criteria. | 1/1 | 1/1 |
| 3. 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 |
The code segments does not show how the program is complex. Also it doesn't describe them very well. | 0/1 | 0/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [] Program code segment 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. |
The Program has a parameter and it affects the functionality but doesn't have a code segmnet showing this parameter or describe it. | 0/1 | 0/1 |
| 5. Algorithm Implementation |
- [x] sequencing - [x] selection - [] iteration - [] explains in detailed steps how the identified algorithm works in enough detail that someone else could recreate it. |
Has sequensing and selection but no clear iteration and doesn't explain it/td> | 0/1 | 0/1 | </tr>
| 6. Testing |
- [1] 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. - [1] describes the condition(s) being tested by each call to the procedure. - [1] identifies the result of each call. |
All tests done correctly | 1/1 | 1/1 |
| Total | 2/6 | 1/6 |
| Project 4 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output</br> - [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. |
Demonstrates all criteria | 1/1 | 1/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment 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. |
Demonstrates all criteria. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [x] 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 |
Has code segment that shows list but doesn't explain it very well. | 0/1 | 1/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [x Program code segment 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. |
Demonstrates all criteria. Has parameter, explains it and shows where the STP is being called. | 1/1 | 1/1 |
| 5. Algorithm Implementation |
- [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. |
Has sequencing, selection, iteration, and explains how the alogorithm implements them. | 1/1 | 1/1 |
| 6. Testing |
- [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. |
All tests done correctly | 1/1 | 1/1 |
| Total | 5/6 | 6/6 |
| Project 5 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [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. |
Meets all criteria. | 1/1 | 0/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment 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. |
Meets all criteria. | 1/1 | 1/1 |
| 3. Managing Complexity |
- [] 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 |
Explains the list but the list in not sufficicant. | 0/1 | 1/1 |
| 4. Procedural Abstraction |
- [] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [x] Program code segment 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. |
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 |
| 5. Algorithm Implementation |
- [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. |
Has selection, sequencing, iteration, and goes over how each of them works. | 1/1 | 1/1 |
| 6. Testing |
- [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. |
All tests done correctly. | 11 | 1/1 |
| Total | 4/6 | 5/6 |
| Project 6 | Checklist | Comments | Student Score | CB Score |
|---|---|---|---|---|
| 1. Program Purpose and Function |
- [x] Input - [x] Program functionality - [x] output - [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. |
Met all requirments | 1/1 | 1/1 |
| 2. Data Abstraction |
- [x] Program code segment that shows how data has been stored in this list (or other collection type). - [x] Program code segment 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. - [] describes what the data contained in this list is representing in the program. |
didn't describe the data contained in this list is reprsenting in the program | 0/1 | 0/1 |
| 3. Managing Complexity |
- [] 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 |
Didn't include program code segment that shows a list being used to manage complexity in the program | 0/1 | 0/1 |
| 4. Procedural Abstraction |
- [x] Program code segment showing a student-developed procedure with at least one parameter that has an effect on the functionality of the procedure. - [x] Program code segment 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. |
Met all requirments | 1/1 | 1/1 |
| 5. Algorithm Implementation |
- [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. |
Met all requirments | 1/1 | 1/1 |
| 6. Testing |
- [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. |
Didn't Desrcribe the conditions | 1/1 | 0/1 |
| Total | 4/6 | 4/6 |
Hacks
- Collegeboard's grade and mine disagree in a few ways. I felt like mine was a little harder. whenever a description or code fragment is requested in an inquiry. I wouldn't notice anything when I looked at the question. The student may have clarified it elsewhere in their response, though. Additionally, I wasn't entirely sure where sequencing, selection, and iteration were located. I made an effort to find it, but I was forced to deduce it from the video.
- The CPT needs to be quite intricate and capable of having a significant output input, function, and goal. It can't only be an information forum. It must have a function.
- The original CPT failed to adequately describe the goal. It is crucial that