Grading
First
Reporting Category | Student Score | College Board Score | Comments |
---|---|---|---|
Program Purpose and Function | 0 | 0 | The program's function is described in the program's inputs and outputs but not in the program's purpose, which is also poorly described. |
Data Abstraction | 0 | 0 | The list includes two distinct code segments, but it doesn't state what they are used for. |
Managing Complexity | 0 | 0 | There is absolutely nothing here.. |
Procedural Abstraction | 1 | 0 | demonstrates that the action is being called. |
Algorithm Implementation | 0 | 0 | There is a loop with iteration and sequencing, however it is not well explained.. |
Testing | 1 | 1 | He demonstrates that he was competent to meet all the demands made of him. |
Second
Reporting Category | Student Score | College Board Score | Comments |
---|---|---|---|
Program Purpose and Function | 1 | 1 | It demonstrates how well the software was executed.. |
Data Abstraction | 1 | 1 | There are two code segments that demonstrate how to store a list and call it from a procedure.. |
Managing Complexity | 1 | 1 | He does a great job of illustrating the complexity of the problem.. |
Procedural Abstraction | 1 | 1 | employs procedures and does so successfully. |
Algorithm Implementation | 1 | 1 | The algorithm integrates seamlessly with the rest of the program. |
Testing | 1 | 1 | Analogrithm demonstrating that it addresses all of the various aspects and displaying a respectable level of complexity. |
Third
Reporting Category | Student Score | College Board Score | Comments |
---|---|---|---|
Program Purpose and Function | 1 | 0 | It demonstrates how well the program was managed. With inputs and outputs, programming runs smoothly. |
Data Abstraction | 1 | 1 | demonstrates two pieces of code and explains the significance of the list's meaning. |
Managing Complexity | 1 | 1 | By managing multiple, difficult alternatives in lists, he effectively illustrates the issue's complexity. |
Procedural Abstraction | 1 | 1 | displays a function with input parameters. Shows that it was also called inside the framework of the program. |
Algorithm Implementation | 1 | 1 | The algorithm integrates seamlessly with the rest of the program. |
Testing | 1 | 1 | explains two calls, the conditions they each test, and the outcomes of each. |
Fourth
Reporting Category | Student Score | College Board Score | Comments |
---|---|---|---|
Program Purpose and Function | 1 | 1 | It demonstrates how well the program was managed. |
Data Abstraction | 0 | 0 | There is a list here, but it doesn't say what it's for, which is a concern. |
Managing Complexity | 0 | 0 | includes a list, but the complexity is not managed by the list. |
Procedural Abstraction | 1 | 1 | employs procedures and does so successfully. |
Algorithm Implementation | 1 | 1 | The algorithm integrates seamlessly with the rest of the program. |
Testing | 1 | 0 | describes both calls and the circumstances |