| Category |
My Score |
CB's Score |
Comments |
|
Program Purpose and Function
|
0
|
0
|
CollegeBoard clearly states that the video and the written response should state the program's purpose, not its functionality. The video is also extremely short and incomplete.
|
|
Data Abstraction
|
1
|
1
|
All requirements are met. Code segments are provided and the specified material is further explored in the written response. The written response includes two clearly distinguishable program code segments, which are disjointed code segments or two parts of a contiguous code segment.
|
|
Managing Complexity
|
1
|
0
|
It looks like the author completely explains how the task of managing complexity was accomplished by the usage of the documented database. However, apparently I'm wrong.
|
|
Procedural Abstraction
|
1
|
1
|
The procedure is clearly developed by the student and accurately explored. The student also describes what the identified procedure does and how it contributes to the overall functionality of the program.
|
|
Algorithm Implementation
|
1
|
1
|
The student provides an algorithm that includes sequencing, selection, and iteration. In addition, the student perfectly explains in great detail how the algorithm in the procedure works so it can be recreated..
|
|
Testing
|
1
|
1
|
The student adequately describes two calls to the selected procedure. As required by College Board, each call passes a different argument that naturally causes a different segment of code.
|
| Category |
My Score |
CB's Score |
Comments |
|
Program Purpose and Function
|
1
|
1
|
The video completely shows thw functionality of the program. The written response also lacks any mistakes. It describes the input and the output; describes the functionality demonstrated in the video; and specifies the program’s purpose
|
|
Data Abstraction
|
1
|
1
|
The student includes two program code segments. In addition, the code segments include "comment" portions. The student describes what the data contained in this list is representing in the program, in addition to identifying what is stored in the list.
|
|
Managing Complexity
|
1
|
1
|
The student clearly explains how the named, selected list manages complexity in the program code. For instance, the response includes code that uses a list to manage complexity by accessing and storing the status (1 or 0) of 10,800 items.
|
|
Procedural Abstraction
|
1
|
1
|
The written response perfectly describes what the identified procedure does and how it contributes to the overall functionality of the program.
|
|
Algorithm Implementation
|
1
|
1
|
The student accurately explains how the identified algorithm works, especially in a way that someone else would be able to recreate it.
|
|
Testing
|
1
|
1
|
The student fully describes the conditions being tested by each call to the procedure. In addition, the student describes the results of the two calls, leading to two different results.
|