Overview

This lesson contains a series of activities you can use to familiarize yourself with the Create Performance Task, how it is scored, and some example tasks provided by the College Board.

Students review the Submission Requirements and Scoring Guidelines for the Create PT. Subsequently they review three example scored Create PT submissions with commentary to better understand how the Submission Requirements and Scoring Guidelines are used together. In a wrap-up conversation they identify a piece of advice, a "gotcha", and a remaining question they have about the Create PT.

Note: Much of the sample tasks, scores, and commentary on scoring shared in this lesson come directly from the College Board.

Goals

Students will be able to:

Purpose

The Create PT is in many ways straightforward: you complete a self-directed programming project and respond to prompts about your program and process. As you dig into the details of the task, however, you quickly come across some of the nuances of individual components of the task and how they're scored. This lesson is designed to introduce what these nuances are, and begin to provide some answers to the questions that will inevitably arise. Keep in mind that the next lesson provides a more structured set of responses to those questions, and so today students are just diving in to what the task looks like.

Resources

College Board Handouts

College Board Explore PT Samples

Getting Started

Today the students are going to start looking more deeply at the Create PT, focusing specifically on understanding:

The students already have much of the knowledge and skills they need to do well on this task. The hardest part might be just understanding what is required of them. First, we'll quickly read the task description and look at some examples and how they were scored.

Review Create PT Submission Requirements and Scoring Guidelines

Distribute: For this activity students should each get a printed or digital copy of the AP Performance Task Directions.

Prompt: Read and then discuss with a partner (1) the "Submission Requirements" section on pages 10-11, and (2) the scoring guidelines on pages 24-25. For the scoring guidelines you can focus only on the first 3 columns for now: "Reporting Category", "Task", "Scoring Criteria". We'll dive into the decision rules later. Just get familiar with these documents.

After reading discuss with a partner:

Discuss: Give students time to read the pages, in pairs or individually, and then discuss both questions with one another. The first one is more important for now.

Pro Tip: In your reading, you should have concluded that for the Create PT you'll need to submit:

You should have also noticed that the Scoring Guidelines provide specific guidance on how each part of the task will be graded.

Activity 1: Review Scoring Guidelines and Sample Tasks

Create PT Sample Response C

Distribute: Provide pairs of students copies of Create - Written Responses: Sample C.

Prompt: This is a raw student submission - exactly what the student uploaded for their computational artifact and written responses. Read it to yourself first. Then with your partner and spend a few minutes reviewing it. Be ready to share answers to the following questions:

Discuss: Ask partners to spend a couple of minutes specifically discussing the prompts above. Then have the whole class quickly share the results of their discussion.

Create PT Annotated Sample C (7/8)

Sample C actually received a 7/8 score. Let's look at the student response side-by-side with the scoring guidelines and the actual AP scorer's notes to see why.

Distribute: Annotated Create Sample C.

Prompt: With your partner, look over this annotated version of the sample to see how each row of the scoring guidelines was applied. You should be reading specifically to answer any of the questions you had about the task earlier. After looking it over, discuss:

Discuss: Ask partners to spend a couple of minutes specifically discussing the prompts above. Then have the whole class share the results of their discussion.

Where possible call out ways that the discussion is answering questions raised earlier in the class about the Submission Requirements or Scoring Guidelines.

Pro Tip:

Create PT Annotated Samples D (7/8), I (2/8), J (4/8)

Distribute: Provide pairs of students copies of the Annotated Create PT Samples D, I, and J

Prompt: With your partner look at these samples - you can pick which to look at first. As you review this task with a partner, ask yourself:

Discuss: Ask partners to spend a couple minutes specifically discussing the prompt above. Then have the whole class share the results of their discussion. Where possible call out ways that the discussion is answering questions raised earlier in the class about the Submission Requirements or Scoring Guidelines.

Pro Tip: Here are key ideas to take from each sample:

Sample D:

Sample I:

Sample J:

Optional - Review Grumpy Cat Exemplar Create PT

Distribute: Grumpy Cat Create PT Exemplar

The Code.org curriculum team felt students could benefit from seeing an exemplar Create PT project in which they could see the entirety of the program code. This Create PT submission and program code we believe would earn full credit on the 2018 Create Performance Task.

Wrap Up

Create PT: Advice, Gotchas, Questions

Prompt: Based on the examples that you saw today write down on separate post-its / scratch piece of paper

Next time we meet we will look more deeply into the Create PT, using the three questions you just answered. We'll look closely at the algorithm and abstraction requirements and help you decide what kind of project to make. We'll also talk about strategies for avoiding many of the "gotchas" you identified in this lesson. Finally, we'll take time to address any remaining questions you have about the task.

Standards Alignment