Lesson 8: Assessing Content and Skills

Key Understandings

• 1.B Building understanding and teaching for transfer require the application of content in new authentic, relevant, and unfamiliar contexts and scenarios.

• 1.C The course framework defines the scope of the course and specifies what students must know and be able to do on the AP Exam.

• 4.A Assessments, instruction, and resources should be aligned to learning goals and matched to performance standards.

   

Equity & Access Issues :

• Build confidence for all skill levels by providing options in a "best-fit" language [Block-based, Text-Based, beginner & advanced...scaffold]

• Think of the students in your school. What level of skill might they possess? This one factor greatly influences the amount of time spent developing skills.

Participant Activity : Example Teacher Lesson: Create Performance Task

Instructions:

1. Student Understanding of the Create Task

   • [30% of overall AP Score...minimum 9 hours of class time]

   • NOTE: You are NOT writing any programs at this time, you are simply reading about the expectations of the Create Task (Setup, Goals, Scoring) that must will be done later in the semester.

   Brief Overview of Create Task

   • What is the Create Task?

     • The Create Task is a program the student chooses to write (i.e. create) during the AP CSP course that fulfills certain computer science requirements in order to demonstrate their knowledge of computer science.

   • What does the Create Task require?

     • The Create Task requires students to (1) write their code during the course, (2) create a video of their code running on a computer, and, (3) identify specific features (i.e. procedure & list) of their code. zUsing their third (3) component, students will explain their the identified features of code by answering questions during the AP Exam in May.

     • The Create Task requires each student to upload the three components to the College Board as part of their AP Digital Portfolio in April. to be scored in June:

     1. Program Code (PC): This is the program the student wrote either by themself or with help from other students and/or adult or online code-generator such as ChatGPT.

     2. Video (V): This is an individual student's 1-minute (or less) video recording of the program running on a computer that shows user input, functionality (how the program works), and output to the user.

     3. Personal Project Reference (PPR): This includes specific segments of the student's program code (PC) that include evidence that the student understands required computer science topics such as:

        1. Lists (i.e. arrays),

        2. Procedures (i.e. methods with parameters) and

        3. Algorithms including:

           • Sequence (2 or more lines of code),

           • Selection (if statements), and

           • Iteration (loops).

        The PPR will be given back to the student during the final (3rd) hour of the AP Exam in May to use in answering questions regarding the students selected code (PPR).

   • Where can I find the details of the Create Task?

     • The details of the Create Task can be found in the following documents/videos:

     1. In the Course Exam Description (CED) on AP Central.

     2. In the Student Handout provided by your teacher.

     3. On the videos on AP Classroom assigned by your teacher.

        1. Video: Create Performance Task: Overview (7 min)
        2. Video: Create Performance Task: Guidelines (12 min)
        3. Video: Create Performance Task: Pacing Your Project (11 min)
        4. Video: Create Performance Task: Categories and Questions (5 min)
        5. Video: Create Performance Task: Scoring Guidelines and Sample Written Response (20min)

   • Definitions students may need

     • Definitions needed to be understood for the Create Task:

     • A computational artifact is a visualization, a graphic, a video, a program, or an audio recording that you [student] create using the computer. In creating a computational artifact, you should avoid plagiarism by acknowledging, attributing, and/or citing sources and including a with your submission.

     • AP Computer Science Principles Create Performance Task Terminology (in order of appearance in the scoring guidelines of the Course and Exam Description (CED)
       

     • Input: Program input is data that are sent to a computer for processing by a program. Input can come in a variety of forms, such as tactile (through touch), audible, visual, or text. An event is associated with an action and supplies input data to a program.

     • Program functionality: The behavior of a program during execution and is often described by how a user interacts with it.

     • Output: Program output is any data that are sent from a program to a device. Program output can come in a variety of forms, such as tactile, audible, visual, movement or text.

     • Purpose: The problem being solved or creative interest being pursued through the program.

     • Program Code Segment: A code segment refers to a collection of program statements that are part of a program. For text-based, the collection of program statements should be continuous and within the same procedure. For block-based, the collection of program statements should be contained in the same starter block or what is referred to as a "Hat" block.

     • List: A list is an ordered sequence of elements. The use of lists allows multiple related items to be represented using a single variable. Lists are referred to by different terms, such as arrays or arraylists, depending on the programming language. In Java, an array of sorted Cards is a list.

     • Data has been stored in this list: Input into the list can be through an initialization or through some computation on other variables or list elements.

     • Collection type: Aggregates elements in a single structure. Some examples include: databases, hash tables, dictionaries, sets, or any other type that aggregates elements in a single structure. In Java, myDeck which is an arrays of Cards is a collection.

     • List being used: Using a list means the program is creating new data from existing data or accessing multiple elements in the list. In Java, myDeck[0] = new Card(0) would be "using a list" as you are assigning the two of Clubs into the first slot of the array or List.

     • Student-developed procedure / algorithm: Program code that is student-developed has been written (individually or collaboratively) by the student who submitted the response. Calls to existing program code or libraries can be included but are not considered student-developed. Event handlers are built in abstractions in some languages and will therefore not be considered student-developed. In some block-based programming languages, event handlers begin with "when".

     • Procedure: A procedure is a named group of programming instructions that may have parameters and return values. Procedures are referred to by different names, such as method or function, depending on the programming language. In Java, any method is a procedure.

     • Parameter: A parameter is an input variable of a procedure. In Java, local declarations in a method header are parameters. Ex: public void setName( String n)... the n is the parameter.

     • Algorithm: An algorithm is a finite set of instructions that accomplish a specific task. Every algorithm can be constructed using combinations of sequencing, selection, and iteration.

     • Sequencing: The application of each step of an algorithm in the order in which the code statements are given.

     • Selection: Selection determines which parts of an algorithm are executed based on a condition being true or false. The use of try / exception statements is a form of selection statements.

     • Iteration: Iteration is a repetitive portion of an algorithm. Iteration repeats until a given condition is met or a specified number of times. The use of recursion is a form of iteration.

     • Argument(s): The value(s) of the parameter(s) when a procedure is called.

    

   Before Create Task - Setup

   • READ : PDF - Official College Board AP CSP Requirements & Scoring Guides for Create Performance Task (16 pages)

   • REVIEW - Updates to 2023-24 Create Task and Watch AP Daily Vidoes (5) on AP Classoom: Overview.

     • Future Info (Aug2024?) - Official Sample Tasks & Scoring posted on College Board's Website [may need to scroll down the page]

   • Setup an Online Account (if not already done!):

     1. Sign-up by the end of 1st week for a new student account on myAP.collegeboard.org website.

     2. Register by the end of 1st week with Mr. Meinzen's AP CSP course (MR. M will give you a Course Join Code)

     3. After you are done with your FINAL Create Task sometime in April, you must upload 3 Components into your Digital Portfolio via myAP.collegeboard.org :

        1. Video [V] of your program running >using a program like Screencast-o-matic.com

        2. Program Code [PC] including all programs/classes you (and/or your collaborators) wrote as a PDF (.pdf) file. The PC CAN include commenting but not any infomration about you, your teacher, or school.

        3. Personal Project Reference [PPR] (Copy-n-Paste) selected segments of your code that will be returned to you during the 3 hour Written Exam. Make sure your name is NOT included on any information and DO NOT include comments.

   Information students should keep in mind.

   Do NOT do your "final" Create Task too early (it is due in April). You (and your peers) will be given several examples to practice writing and scoring using a scoring rubric/guideline later. You will also develop a mini-Create task to be scored by a peer before April.	Your teacher CANNOT provide feedback or help score your real (or Final) Create Task prior to submission to the College Board.
   Recommended due date is 15April but final due date is 30Apr.	Note: short, one-sentence answers are usually best.

    

   During Create Task - Goals

   Create Performance Task : online submission by 30April, 30% of AP CSP score has 3 Components:

   1. Component A: [PC] Program Code

      • Upload all the code written by the student and any other programmer that is written & tested Independently or Collaboratively

      • Collaboration IS allowed on the PC.

   2. Component B: [V] Video

      • Upload a video displaying the running of your program that demonstrates functionality.

      • The video must be student developed that is created Independently from anyone else (i.e. not with another student).

      • Collaboration is NOT allowed on the Video.

   3. Component C: [PPR] Personal Project Reference:

      • Upload screen-captured segments of program code [ie. from PC] that were independently written by the individual student. The captured segments of code are then pasted into specific parts of the AP Digital Portfolio during the school year.

      • The PPR provides evidence that each individual student understands required computer science topics such as Lists (i.e. arrays), Procedures (i.e. methods with parameters), and Algorithms (i.e. sequence, selection, iteration/loops).

      • The PPR will be provided to the student on paper during the AP Written Exam in May.

      • Collaboration is NOT allowed on the PPR.

      Students WILL be asked a variety of questions referring to their INDIVIDUAL PPR during the 3rd hour of the Written Exam :

      1. Component C: PPR: PROCEDURE: Capture and Paste code segments that you developed showing :

         • i. PROCEDURE
           • Define procedure's name and return type (if necessary)
           • Contains and uses one or more parameters that have an effect on functionality
           • Implements and algorithm that includes sequencing, selection, and iteration
         • ii. The second program code segment must show where your student-developed procedure is being called in your program.

         Insights

         • You can only specify ONE Procedure (method or function) even if you wrote several procedures in your program code [PC].

         • No comments or identifying information can be provided in PPR

         • College Board has a PPR Tip Sheet on their website including suggestions on : font-size, screen-captures, long or wide code segments, and rotations,

      2. Component C: PPR: LIST: Capture and Paste two program code segments that contains a list (or other collection type) being used to manage complexity.

         • i. Code segment that shows how data have been stored in the list
         • ii. The second program code segment must show the data in the same list being used, such as creating new data from the existing data or accessing multiple elements in the list, as part of fulfilling the program's purpose.

         Insights

         • Note that you can only select only ONE list (array) even if you used several lists in your program code [PC].

         • A list (or array) "manages complexity" by giving a single name to several similar items. Ex: a list called deck is less complex than 52 individual card variables such as twoOfClubs, threeOfClubs, etc.)

         • "stored in the list" means that at least two or more elements in the list must be assigned a value. Ex: deck[0] = twoOfClubs; deck[1] = threeOfClubs;

   After Create Task - Scoring

    

   Note to Students: The final scoring guideline will be published after the 2024 Reading held in June. The prompts provided are example questions that *may* show up on the Written Exam.

   NOTE to Teachers: These prompts are from the CED...there are 3 more sets of Prompts/Questions available in the 3 Practice Exams in AP Classroom

   Row 1: Video

   	Video:	input, function, output
   0 or 1 point	The video demonstrates the running of the program including: input functionality: how the program works output	Consider ONLY the video when scoring this point   Do NOT award a point if the following is true: The video does not show a demonstration of the program running (screenshots or storyboards are not acceptable and would not be credited)

   Row 2: Program Requirements [PC]

   	Program Code [PC]
   0 or 1 point	The program code [PC] includes: List Procedure Call to the procedure Selection Iteration	Consider the Personalized Project Reference [PPR] (or Program Code [PC] if necessary) when scoring this point If the program requirements do not appear in the PPR, consider the full program code file when scoring this point. The procedure does not need to have a parameter to earn this point. The code segments demonstrating selection and iteration do not need to appear in the same algorithm to earn this point. The code segments demonstrating selection and iteration do not need to be contained in a procedure to earn this point Do NOT award a point if any one or more of the following is true: The list is a one-element list. The use of the list is irrelevant or not used in the program. The use of either the selection or the iteration is trivial (i.e., does not affect the outcome of the program)

   Row 3: Written Response 1 from prompt during Written Exam based on your [PPR]

   Sample Prompt during Written Exam (last 60 min):

   "Identify an expected user of your program. Describe one way your program's design meets the needs of this user."

    

   	Program Function and Purpose
   0 or 1 point	The written response: identifies an expected user of the program describes one way the program's design meets the needs of the identified user.	Consider Written Response 1 and the student's Program Code when scoring this point. The response must relate the program design to the needs of the identified user Do NOT award a point if the following is true: The description of the design is implausible, inaccurate, or inconsistent with the program.

   Row 4: Written Response 2(a) from prompt during Written Exam based on your [PPR]

   Sample Prompt during Written Exam (last 60 min):

   "Consider the first iteration statement included in the Procedure section of your PPR. Identify the number of times the body of your iteration statement will execute. Describe a condition or error that would cause your iteration statement to not terminate and cause an infinite loop. If no such condition or error exists, explain how the loop could be modified to cause an infinite loop."

    

   	Algorithm Development
   0 or 1 point	The written response: identifies the number of times the body of the iteration statement will execute AND describes a condition or error that would cause an infinite loop OR if no such condition or error exists, explains how the loop could be modified to cause an infinite loop	Consider the Personalized Project Reference and Written Response 2(a) when scoring this point. If multiple iteration statements are included in the Procedure section of the Personalized Project Reference, use the first iteration statement to determine whether the point is earned. The iteration statement does not need to be contained in a procedure to earn this point. Do NOT award a point if the following is true: The identified number of times the body of the iteration statement will execute does not match the code.

   Row 5: Written Response 2(b) from prompt during Written Exam based on your [PPR]

   Sample Prompt during Written Exam (last 60 min):

   "Consider the procedure included in part (i) of the Procedure section of your PPR. Describe a change to your procedure that will result in a run-time error. Explain why this change will result in a run-time error."

   	Errors & Testing
   0 or 1 point	The written response: describes a change to the procedure that will result in a run-time error. explains why the change will result in a run-time error	Consider the Personalized Project Reference and Written Response 2(b) when scoring this point. If multiple procedures are included in part (i) of the Procedure section of the PPR, use the first procedure to determine whether the point is earned. Do NOT award a point if the following is true: A procedure is not identified in part (i) of the Procedure section of the PPR. The response does not apply to the procedure in part (i) of the Procedure section of the PPR. The response describes expected behavior that is implausible, inaccurate, or inconsistent witht the program.

   Row 6: Written Response 2(c) from prompt during Written Exam based on your [PPR]

   Sample Prompt during Written Exam (last 60 min):

   "Suppose your are provided with a procedure called isEqual(value1, value2). The procedure returns true if the two parameters value1 and value2 are equal in value and returns false otherwise. Using the list you identified in the List section of your PPR, explain in detailed steps an algorithm that uses isEqual to count the number of times a certain value appears in your list. Your explanation must be detailed enough for someone else to write the program code."

   	Data and Procedural Abstraction
   0 or 1 point	The written response: explains in detailed steps an algorithm that uses isEqual to count the number of elements in the list that are equal to a certain value	Consider the Personalized Project Reference and Written Response 2(c) when scoring this point.   If multiple lists are included in the List section of the PPR, use the first list to determine whether the point is earned.   The algorithm can be described in code, pseudocode, as a sequence of steps in English, or as a paragraph in english. The algoorithm must describe iterating over all the elements of the list, calling isEqual on each list element and maintaining a count of the number of list elements equal to a certain value The algorithm must correctly determine the number of elements that are equal to a certain value. Some ways this can be determined is by storing the value in a variable, returning it, or displaying it to the user. Do NOT award a point if the following is true:   A list is not identified in the List section of the PPR. The description of the algorithm is not detailed enough for someone else to write the code.

2. [2024 NOT AVAILABLE as of JUNE] Review Sample A from 2022 Pilot on AP Central:

   Find the most recent AP CSP Reading Sample on AP Central...note that the format may not be the same is specified in most-recent CED

   • Review the Sample A : Video and Written Response ...you may need to scroll down

   • Read the Student's Score

   • Read the Chief Reader's Scoring Commentary

   Delve Deep : Lesson 8 : PowerPoint (16-page PDF) : Scoring of Sample A from 2021 Pilot Sample Students

3. Iteration #2 : PB&J Create Task focused on Algorithm with Introduction to Exam Reference Sheet

   The Peanut Butter & Jelly Sandwich Algorithm : Individual Iterative Solution & Introduction to the Exam Reference Sheet (i.e. pseudoCode).

    

   • On a second piece of paper, re-write your 1st iteration steps from Day 2 : Lesson 6 (English or human-based language) to make a PB&J sandwich and start using pseudo-code.

     • Ideally try to use the psuedoCode shown in the Exam Reference sheet. Use // commenting to explain your pseudo-code.

     • Encourage a re-writing and refining using CED terms such as "select" "if", "iterate", "list", and "sequence"

   • Note: In some contexts, food can be a culturally sensitive topic. If PB&J is offensive to you or someone you know--especially your students--please let John know...any simple food recipe that students are familiar with and enjoy will work pedagogically for learning about algorithmic development and learning the Create Task.

    

   Example: Try not to look at this until you have at least tried the Exam Reference sheet!

   j ← 3 b ← 2	// use variables to store (or use) 3 ounces jelly, 2 slices bread
   pb ← INPUT()	// get input value from the user for the amount of peanut butter
   if (pb ≤ 0) {      pb ← 2 }	// selection with conditional. If the amount of peanut butter is less than or equal to 0 ounces of peanut butter, then default to 2 ounces
   sandwich ← b + pb + j + b	// a sandwhich has bread + peanut butter + jelly + bread...math teachers tend to *not* like this type of improper use of addition // except my sandwhich has 4 pieces of bread! ...think error-correction! // Scaffolding: could we use a LIST of ingredients?

Lesson 9: AP Classroom with Formative and Summative Questions

Key Understandings

• 4.A Assessments, instruction, and resources should be aligned to learning goals and matched to performance standards.

• 4.B Students should be progressively challenged, just beyond where they are, to apply their knowledge and skills in different contexts to deepen their understanding.

• 4.C Learning requires time, practice, and regular feedback.

• 4.D Understanding is earned over time.

• 5.C At the start of the year, teachers and students will complete a short digital activation process that will allow them immediate access to classroom resources and the AP Digital Portfolio.

Delving Deep : Lesson 9 : PowerPoint (17-page pdf) : AP Classroom : Topic Questions, Create Task and the CED

• Note: the PowerPoint is an "early" version of AP Classroom for AP CSP...the current version may look slightly different

Lesson 10 : AP Communities

The College Board maintains a set of moderated community message board for each AP Course. This is where any AP teacher may ask questions and receive responses from either fellow experienced AP CSP teachers or from the College Board representative directly.

Snapshot : AP CSP Community

Iteration #3 : PB&J Create Task focused on Abstractions & Collaboration

The Peanut Butter & Jelly Sandwich Algorithm : Pair-wise Solution

• As your classroom allows, assign pairs of students (ideally similar skills) to collaborate on a single solution to the PB&J sandwich problem using as much of the Exam Reference sheet as possible.

• Combine your individual solutions from Day 3 : Morning : PB&J Iteration #2 as much as possible to come up with one solution

• Some supporting ideas for your classroom (think scaffolding and have students complete Iterations #2.1, #2.2, #2.3, etc.):

• Note: In some contexts, food can be a culturally sensitive topic. If PB&J is offensive to you or someone you know--especially your students--please let John know...any simple food recipe that students are familiar with and enjoy will work pedagogically for learning about algorithmic development and learning the Create Task.

• Iteration #2.1 : Introduce Complexity : Students may use their previous Iteration #1 and #2 but now allow as many steps (instructions) as they wish to make five (5) PB&J sandwich(es). Note: Students should look for patterns that summarize code that is repeated or copy-n-pasted...this will lead to to managing complexity minimizing the number of steps later on and using abstractions.

• Iteration #2.2 : Introduce Iteration/loops : Students should consider making 1000 PB&J sandwiches for their school. Note: "iteration" is used in 2 different contexts...iterative development (more complex programs being created from simpler programs) and iterative programming (using loops to repeat algorithms in code).

• Iteration #2.3 : Introduce Procedures : Students should consider how to put multiple steps inside a named PROCEDURE?

• Iteration #2.4 : Introduce Parameters : Students should consider how to use parameters to the named PROCEDURE...maybe consider a list of ingredients for sandwiches other than PB&J (i.e. 500 PB&J sandwiches and 500 Ham & Cheese sandwiches)

• Iteration #2.5 : Introduce Returns : Students should consider how the named procedure will return some variable (or list)