| Reporting Category |
Student Score |
College Board Score |
Comments |
| Program Purpose and Function |
0 |
0 |
Although the video has all three requirements (input, output, and program functionality) the written response doesn't explain anything about the purpose of the program only it's functionality |
| Data Abstraction |
0 |
0 |
Neither list is used in the program making it unnecessary |
| Managing Complexity |
0 |
0 |
There isn't anything stated about how the list is managing complexity and it isn't even used in the program |
| Procedural Abstraction |
0 |
0 |
The perameter guess doesn't describe functionality |
| Algorithem Implementation |
0 |
0 |
Although the code has itteration and selection the written response is too vague and doesn't really tell how the algorithem works |
| Testing |
1 |
1 |
The person shows their code working as intended and there aren't any issues |
| Reporting Category |
Student Score |
College Board Score |
Comments |
| Program Purpose and Function |
1 |
1 |
The video has an input and output and the written response explains the purpose and function of the program |
| Data Abstraction |
1 |
1 |
It shows how the data is contained in a list and states which variables are stored in the list |
| Managing Complexity |
1 |
1 |
The student explains the importance of the list and how the list allows them from having to write individual statements for each integer |
| Procedural Abstraction |
1 |
1 |
createPoems is the procedure and nList, vList, aList, and aSetting are the perameters and these are described |
| Algorithem Implementation |
1 |
1 |
Sequencing, iteration, and selection are used and their use is explained by the student |
| Testing |
1 |
1 |
The two call cells have a result and they are described |
| Reporting Category |
Student Score |
College Board Score |
Comments |
| Program Purpose and Function |
0 |
0 |
The video has an input and output but the written response only explains the function of the program but doesn't say anything about the purpose |
| Data Abstraction |
1 |
1 |
The data contained in the list is mentioned and there are two code segments |
| Managing Complexity |
1 |
1 |
The student explains how the characters are able to be stored in less variables because of the list which shows the importance of the list |
| Procedural Abstraction |
1 |
1 |
findWinner is the procedure and characterOne and characterTwo are the perameters and the function of the procedure is explained |
| Algorithem Implementation |
1 |
1 |
There is an if statement and a for loop and the student explained how the algorithem works |
| Testing |
1 |
1 |
There are two call values which show a differnt result |
| Reporting Category |
Student Score |
College Board Score |
Comments |
| Program Purpose and Function |
1 |
1 |
The video shows the input and output and the written response explains the purpose and function of the program |
| Data Abstraction |
1 |
0 |
Although the student had the list "guesses" with data they don't use the data stored in the list |
| Managing Complexity |
0 |
0 |
The student didn't use the list in their code therefore they weren't managing complexity |
| Procedural Abstraction |
1 |
1 |
isitcorrect is the procedure, check answer is the perameter, and the student explains the functionality |
| Algorithem Implementation |
1 |
1 |
An if statement and a loop is used in the code the written response explain how it is used |
| Testing |
0 |
0 |
The student only gives the tested conditions instead of different arguments |