1. APCSP Performance tasks
GBEA 2018
Pam Whitlock

2. Pam Whitlock Chattahoochee High School Johns Creek, GA

3. Performance Tasks Create Task: 24% of AP score
Students write a program (any language, any topic) and submit a video of the program running, written responses to prompts and program code.
12 hours of class time
Link to updated Grading Rubric
Explore Task:
16% of AP Score
Students select a computing innovation, create a digital artifact about the innovation and submit written responses to prompts.
8 hours of class time
Link to Updated Grading Rubric
Links to all Performance Task materials

4. Overall Tips: Use keywords in written responses
Use binary rubrics throughout the year
PDFs instead of docs
Make videos of code running
Practice any skill required…pdf, video, copy & paste code segments, add ovals and rectangles, etc.
Practice all WR prompts and give feedback prior to the students working on the real tasks.

5. Using keywords in written responses:

6. Create Task scoring insights by row
Row 1: Double check that video works, especially if purpose is included as a narration.
Row 2: MUST describe the process (incremental & iterative) and mention using feedback/testing/reflection to modify the program
Row 3: Must identify two distinct points. Be extremely specific, both in the description of the development point and in the resolution. Saying “I fixed it” will not earn them the point.
Row 3: Students should not focus on a design decision (what music to use for the background, what font style, etc.) Stick to code issues
Row 4: Algorithm(s) must be explicitly identified, either in written response or clearly marked with an oval in the program code.

7. Create task scoring insights by row…
Row 5: Algorithm must use math or logic. WR must explain how the algorithm work AND its purpose in the program.
Row 6: This is the most difficult point to get. The selected algorithm must include two embedded algorithms. One of those must use math or logic.
An algorithm is more than one instruction.
Row 7: Loops, variables, event handlers (onClick) are not scored as abstractions because they are existing control structures.
Abstractions must be student created (functions, custom blocks, lists, libraries)
Abstraction must be clearly identified either in WR or marked with a rectangle in the program code.
Row 8: Management of complexity is best related to calling the abstraction or use anytime/anywhere rather than statements like “makes simpler”, “makes shorter”, “makes easier to read”

8. Create Task scoring insights…
WR is more important than super complex code.
Have students start by designing algorithmic complexity
Any language or platform will score well. The key is in the written responses.
Have students create a checklist of required items as an assignment before you start the real task. Take the best checklist and distribute to class.
You can not solve coding problems or give any kind of feedback on the real tasks.
Students are not supposed to get feedback or help from anyone other than a collaborative partner (on code…not video or written responses)
The work days do not have to be consecutive. You could take an official day off and review guidelines with whole class.

9. Explore Task scoring insights by row:
Row 1: Pick a good computing innovation. Students should avoid theoretical concepts and pick a product/app/website/software. EX: virtual reality vs HoloLens
Artifact must identify the innovation
Artifact must explain (textually or non-textually) the intended purpose, effect or function of the innovation…not a feature of the innovation.
WR: describes the intended purpose, function or effect and explains how the artifact illustrates, represents or explains the intended purpose, function or effect.
Row 2: Innovation must be a computing innovation. States fact about the intended purpose or function.

10. Explore Task scoring insights by row…
An effect is the result of the intended use of the innovation.
Not pros & cons or a list of features.
Being “hacked” is NOT a harmful effect.
Row 5: Tie one of the effects to a larger group to describe an impact on society, economy or culture.
Row 6: Students MUST identify a specific type of data. See scoring notes for examples.
Row 7: This is where students can discuss the potential for hacking and loss of private information.

11. Explore task scoring insights…
Row 8: References
Minimum of 3 sources
Each source must be cited with inline citations
Inline citations must match the list of sources
Note: The easiest form of inline citations to score are numbered citations at the end of the sentence [2]. Superscript or subscript citations are easily missed. 2

12. If you are teaching APCSA or APCSP, you can follow my lesson plans at…
If you are teaching APCSA or APCSP, you can follow my lesson plans at… cswithwhitlock.com And, you can see pictures of activities on Twitter