Pre Lesson Preparation

Students should have practiced the following before starting on the Create Performance Task.

 

Video

Capturing program execution in a video

 

Documentation

Adding comments to code

 

Input and Output

Obtaining input that can be shown in a video.

Producing output that can be shown in a video.

 

Algorithms

Use sequence, selection and iteration to implement an algorithm.

Explaining how an algorithm accomplishes it task

Functions

Creating, calling and reusing student developed functions that use parameters.

Use parameters to determine which section of code executes.

Describing what a function does

Explaining what each call to a function tests?

 

Lists

Storing data in a list (collection)

Processing the data in a list

Explaining how lists help manages complexity by explaining how the program would be different without the list.

 

The Program must:  

• Be developed to achieve a specific goal or purpose.
• Produce a result that demonstrates output, uses at least one list and a student developed function that uses at least one parameter.
• Include comments that acknowledge any code written by someone other that the student or their collaborative partner.
• Implement an algorithm that uses sequence, selection and iteration.

 

Outcomes:

• Students will design and implement a program to accomplish the program’s intended purpose
• Students will use functional and data abstraction to manage program complexity.
• Students will be able to implement sequence, selection, iteration, and functions.

 

• EU CRD-2 - Developers create and innovate using an iterative design process that is user-focused, that incorporates implementation/feedback cycles, and that leaves ample room for experimentation and risk-taking.
  • LO CRD-2.G - Describe the purpose of a code segment or program by writing documentation.
  • LO CRD-2.H - Acknowledge code segments used from other sources.

Session 1 CPT Requirements 

Objectives:

• Introduce the Create Performance Task (CPT).
• Students develop understanding of the CPT requirements.
• Students assess the performance task requirements.

Introduction:

Tell students:

Today’s class will introduce the Create Performance Task. In the CPT, you will develop a program of your choice, create a video displaying a run of the program and create written response to a series of prompts about your program. Tomorrow you will review how the CPT will be scored, select a partner, and choose a program to create.

Once this performance task has been assigned, immediately after this introduction, you are expected to complete the task without assistance from anyone except for your partner(s) and then only when developing the program code.

Collaborative Review of the CPT Requirements

Provide each student a copy of the Create Performance Task for the Student Handouts of the AP CSP Course and Exam Description.

(5 min) Students read page 189 the Create Performance Task handout and answer the following questions. Use think-pair-share to obtain class consensus of the answers.

1. What parts of the CPT must you do individually?
2. What part can you receive assistance on?
3. Who may assist you?

 

(5 min) Students read page 190 of the Create Performance Task handout and answer the following questions about the CPT program code. Use think-pair-share to obtain class consensus of the answers.

4. What type of file is used to submit you program code to the College Board?
5. When must comments be used in the program code?
6. What six required elements must be included in the program code you develop?

(15 min) Jigsaw the six required elements.  For each element have students report on the following.

• What is the element?
• What is an example of a program that meets the requirements?
• What is an example of a program that comes close but does not meet the requirement?

 

(5 min) Students read page 191 of the Create Performance Task handout and answer the following questions about the CPT video. Use think-pair-share to obtain class consensus of the answers.

7. What are three things the video must contain?
8. What are three things it may not contain?
9. What are three requirements of the video file you will submit?

(5 min) Students read page 192 of the Create Performance Task handout and answer the following questions about the written responses. Use think-pair-share to obtain class consensus of the answers.

10. How many sets of written responses are required?
11. What is the maximum number of words from all parts of the written responses, combined?
12. What three things must the video show?

 

(5 min) Students read pages 193-196 of the Create Performance Task handout and answer the following questions about the written responses. Use think-pair-share to obtain class consensus of the answers.

13. Based on the prompts in 3b, what two things about the list used in the program must be shown by the first and second code segments?
14. Based on the prompts in 3c, what two things about a student-developed procedure in the program must be shown by the first and second code segments?
15. Based on the prompts in 3d, how must the two calls to the procedure identified in 3c differ from each other?

 

 

Session 2  Scoring Guidelines

Objectives:

• Students assess the CPT scoring guidelines.
• Students establish partnerships and do preliminary topic selection.

Tell students:

Today we will review the guidelines on which on your CPT will be evaluated.  (Provide each student with a copy of the CPT Scoring Guidelines.) Your program and its corresponding written response will be evaluated using a 6 point rubric.  Each row can earn 0-1 points.

(5 minutes) Students read row 1 of the scoring guidelines and answer the following questions:

1. What are the three required components of the written response?
2. What would cause the video component to not be awarded a point?

(5 minutes) Students read row 2 of the scoring guidelines and answer the following questions:

1. How many program code segments are included in the written response and what do they show?
2. When would a point not be awarded for this row?

(5 minutes) Students read row 3 of the scoring guidelines and answer the following questions:

1. What should the written response explain in order to receive a point for this row?
2. Why would this explanation not be awarded a point?

(5 minutes) Students read row 4 of the scoring guidelines and answer the following questions:

1. What should the two program code segments show in order to earn a point for row 4?
2. What does the written response need to describe about the procedure?
3. Why would a procedure not be awarded a point?

(5 minutes) Students read row 5 of the scoring guidelines and answer the following questions:

1. What has to be true about the explanation of the algorithm in the written response?
2. Why would the response not be awarded a point?

(5 minutes) Students read row 6 of the scoring guidelines and answer the following questions:

1. What are the three requirements of the written response?
2. What would be true about the two calls to the procedure that would result in a point not being awarded for this row?

Extension/Homework: Provide students link to 2021 Pilot Student Sample Responses.  Sample A earns all 6 points.  Have students work in pairs to score one sample response other than A and then check their answer.

(10 minutes) Students choose partners or elect to work independently and work on proposal for initial program idea.

Session 3  The Performance Task Begins

NOTE: Students may only receive help from the collaborative partner from this point on until the CPT documents are ready to be submitted. Teachers may collect topics, collaboration and implementation strategies, and designs in order to help manage student progress, but may not provide any feedback to students on the content.

Tell students: Today we have four goals.

• Commit to a program topic
• Develop a collaboration strategy
• Develop a program design
• Develop an implementation schedule

 

Each individual or partnership submits a preliminary program design that answers the following questions.

Describe the program you will create?

What input will it use?

What output will it produce?

What function(s) will you use?

Describe how the program will work and at least one important algorithm it will use.

Describe a plan for collaboration.

 

Sessions 4 - 8 Program Development

• Students complete a daily progress report.
• Teachers will collect the progress report in order to monitor progress but may not provide any feedback to students on content.

Session 9: Checkpoint

Tell students:  Today we will evaluate program development progress and revise a program development schedule as needed. All program development should be completed by the end of session 10.

• Students complete a daily progress report.
• Teachers will collect the progress report in order to monitor progress but may not provide any feedback to students on content.

Sessions 10 - 12

• Tell students: These should be the last program development days.
• Students complete a daily progress report.
• Teachers will collect the progress report in order to monitor progress but may not provide any feedback to students on content.
• If finished, students should begin storyboarding their video,

 

Session 13 and 14: Video Development

Students are to work individually from this point forward.

Tell students: Today will be dedicated to producing the CPT video.

Students should storyboard and develop captions for their video.

Students should plan and record their video.

 

 

Session 15 and 16: Written Responses:

Students write responses to prompts 3a and 3b 

Students write responses to prompts 3c and 3d 

Session 17: CPT Competion and Submission

Upload CPT documents 

Students upload all three files..

Post Task Reflection Assign as homework if time is not availalble.

Students respond to these two questions.

• What did you learn about application development?
• What advice would you give to students in next year's class?

Note: Teachers may want to robtain permission to save and share these with next year's classes. 

Students may not receive assistance regarding the content of their CPT documents until after they have been submitted to the College Board from nyone other than collaborative partner(s).

 

 

Students may not receive assistance regarding the content of their CPT documents until after they have been submitted to the College Board.

Once the documents have been submitted teachers may use the CPT rubric to assess performance task documents.  The table below is a suggested weigthing.

Rubric Points	100 Point scale
No project submitted	0
1 Component Completed	20
2 Components Completed	40
1	50
2	60
3	70
4	80
5	90
6	100

To obtain a score for the period of time students are developing the CPT, teachers may want to use the following scale:

Project Development Progress: 50 pts

Over 15 days, students submit a project assessment, a program development plan and at least 6 daily progress reports and complete a program checkpoint. 

Program Code Development (30 points)

Weighted as 5 points for each day:

0 points no progress

1 point sporadic or minimal progress

2 points inconsistent progress

5 points consistent progress

Video Progress: 10 pts

2 Days of video development

5 points for each day

0 points no progress

1 point sporadic or minimal progress

2 points inconsistent progress

5 points consistent progress

 

1 Day of video development

10 points for each day

0 points no progress

2 point sporadic or minimal progress

4 points inconsistent progress

10 points consistent progress

Written Report Progress: 10 pts

2 Days of video development

5 points for each day

0 points no progress

1 point sporadic or minimal progress

2 points inconsistent progress

5 points consistent progress

Rubric score 30 pts