Unit Create Performance Task
Revision Date: Nov 11, 2019 (Version 3.0)Pre-lesson Preparation
Students should have practice in the following areas before starting on the Create Performance Task:
Summary
In the Create Performance Task (CPT), students bring ideas to life through software development. The CPT requires students to design and iteratively develop a program. The College Board encourages but does not require students to collaborate with a partner, and once students begin the development of the CPT, they may receive help only from the collaborative partner. While not requiring it, this lesson supports a collaborative effort. Even if collaboration is used, each student must independently complete a significant level of planning, designing, and developing the program. Students will have 12 hours of class time to complete, and submit:
The program must:
This lesson plan provides a schedule for 15 50-minute sessions to meet the 12-hour in-class minimum required by the College Board.
Outcomes
Overview
Session 1: Identify performance task requirements and choose a topic to develop.
Session 2: Design the program, identifying both multiple -evel algorithms and multiple abstractions used in their design. Students work with collaborative partners to verify the adequacy of their designs to meet the performance task requirements.
Session 3: Program Development: Code top-level functions.
Session 4: Program Development: Code second-level functions.
Session 5: Program Development Checkpoint: Assess progress and revise design and development strategies.
Session 6: Program Development: Continue revised function development.
Session 7: Program Development: Complete function development.
Session 8: Program Development Checkpoint: Assess progress and make final revision to development strategies.
Session 9: Program Development: Make final revisions to program code.
Session 10: Program Development: Complete program and plan video.
Session 11: Video Development: Record and optionally narrate video.
Session 12: Video Development: Assess video and make final revisions.
Session 13: Written Responses: Respond to prompts 2a, 2b, and 2c.
Session 14: Written Responses: Respond to prompts 2d and 2e.
Session 15: CPT Submission: Submit and share projects.
In the Lesson Resources Folder (Teacher Only)
In the Lesson Resources Folder (Public)
Possible Screen Capture/Recording Tool
VLC Media Player
Dowload: http://www.videolan.org/vlc/index.html
Instructions for screen recording: http://www.wikihow.com/Screen-Capture-to-File-Using-VLC
Objectives:
Tell students: Today you will begin the Create Performance Task. In the CPT, you will be developing a program of your choice. The goal of this task is for you to develop a program to solve a problem, create an innovation, or express a personal interest.
Provide students with a copy of the Create Performance Task (AP Computer Science Principles Performance Task Create–Applications from Ideas) description from the College Board.
Jigsaw the Program Purpose and Development section. Assign each of the written responses a-e to one of five groups. Each group answers the questions below. (2 min)
Written Response a
What must the response explain?
What is the approximate word limit?
Written Response b
In addition to describing the difficulties, what must be described about them?
At least one of the difficulties must have been addressed in what manner?
What is the approximate word limit?
Written Response c
What is to be described?
What is the approximate word limit?
Written Response d
What is to be explained?
What is the approximate word limit?
Written Response e
What is to be marked with an oval?
What is to be marked with a rectangle?
When are comments are required?
Each group shares its results. (5 min)
Assign students collaborative partners. Distribute Preliminary Topic Selection Guide. Students decide on the topic they will address and the form of collaboration they will use. (10 min)
Distribute the CPT rubric and CPT Rubric Assignment.
Objectives:
Tell students:
Today we have four goals. We will commit to a program topic and develop a collaboration strategy, a program design, and an implementation schedule.
Meet with collaborative partners and discuss the CPT rubric assignment. Each individual submits programming topic and purpose.
Each partner group submits a plan for collaboration.
Each individual submits a program design.
Each individual submits a daily program development schedule.
Tell students: Today will be our first program design day.
At the end of class:
Tell students: Today will be our second program design day.
At the end of class:
Tell students: Today we will evaluate program development progress and revise our program development schedules as needed. We will also discuss with partners the difficulties we encountered and the strategies we used to address them.
Note: Partners collaborating in their program development in the first session stages will switch to individual development at this point.
Each individual submits a revised schedule of program development,
Partners discuss the major difficulties they have faced to this point and the strategies they used to overcome them.
At the end of class:
Tell students: Before starting our research we will examine the rubric that readers will use when scoring your computational artifact and written response.
At the end of class:
At the end of class:
Tell students: Today we will evaluate program development progress and revise a program development schedule as needed. We will also once again discuss with partners the difficulties we encountered and the strategies we used to address them.
Note: Partners collaborating in their program development in the second session stages will switch to individual development at this point.
Each individual submits a revised schedule of program development.
Partners discuss the major difficulties they have faced to this point and the strategies they used to overcome them.
At the end of class:
Tell students: Today will be our next to last program development day.
At the end of class:
Tell students: Today will be our last program development day.
At the end of class:
This session is the first of two scheduled to develop the video. It's possible to create the video in a single day, so if students need more time to work on their program implementation, it may be done here with video planning assigned as homework.
Tell students: Today will be our first of two days dedicated to producing the CPT video.
Each individual selects features that demonstrate the programs overall purpose.
Students plan how to show the purpose of the program and the running of related features.
Students record required clips.
Collaborative partners assess the video clips and recommend any additional clips or changes to existing clips.
Students complete the CPT video in mp4, wmv, avi or mov format.
Students write the explanation of the programming language used, their program's purpose, and what the video illustrates.
Objectives:
Tell students: There are three goals for this session.
Students upload both files.
Students set up workstations to show their video and to give access to their program, Students perform a gallery walk to review the programs.
Students respond to these two questions.
Note: Teachers may want to record students making these comments to be used to introduce the project next year.
Students may not receive assistance regarding the content of their CPT documents until after they have been submitted to the College Board.
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 should use the CPT rubric to assess performance task documents.
To convert the rubric score to a percentage teachers may want to use the following scale:
Program Development Progress: 50 pts
Over 10 days, students submit a project assessment, a program development plan and 6 daily progress reports and complete 2 program checkpoints. 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
5 points for each day
0 points no progress
1 point sporadic or minimal progress
2 points inconsistent progress
5 points consistent progress
Written Report Progress: 10 pts
5 points for each day
0 points no progress
1 point sporadic progress
2 points inconsistent progress
5 points consistent progress
Rubric score 30 pts
Unit Create Performance Task
Revision Date: Jun 24, 2020 (Version 3.0)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:
Outcomes:
Objectives:
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.
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.
(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.
(15 min) Jigsaw the six required elements. For each element have students report on the following.
(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.
(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.
(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.
Objectives:
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:
(5 minutes) Students read row 2 of the scoring guidelines and answer the following questions:
(5 minutes) Students read row 3 of the scoring guidelines and answer the following questions:
(5 minutes) Students read row 4 of the scoring guidelines and answer the following questions:
(5 minutes) Students read row 5 of the scoring guidelines and answer the following questions:
(5 minutes) Students read row 6 of the scoring guidelines and answer the following questions:
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.
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.
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.
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 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.
Students write responses to prompts 3a and 3b
Students write responses to prompts 3c and 3d
Upload CPT documents
Students upload all three files..
Students respond to these two questions.
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