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.
Students will be able to:
- Describe the major components of the Create Performance Task(PT)
- Describe how the Create PT Scoring Guidelines will be used to assess the task
- Evaluate sample Create PT submissions by applying the scoring guidelines
- Identify remaining questions about the Create PT
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.
College Board Handouts
College Board Explore PT Samples
- Create - Written Responses: Sample C, PDF
- Annotated Create Sample C, PDF
- Annotated Create Sample C, Word
- Annotated Create Sample D, PDF
- Annotated Create Sample D, Word
- Annotated Create Sample I, PDF
- Annotated Create Sample I, Word
- Annotated Create Sample J, PDF
- Annotated Create Sample J, Word
Today the students are going to start looking more deeply at the Create PT, focusing specifically on understanding:
- The different components of the Create PT
- How the task will be scored
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 GuidelinesDistribute: 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:
- What will you actually be turning in to the College Board?
- What are you hoping will become more clear after looking at example projects?
- Video showing your program running
- A PDF of your program code
- Written responses
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 CDistribute: Provide pairs of students copies of Create - Written Responses: Sample C.
- Did anything surprise you in looking at this sample?
- Do you think this scored well based on what you know about the scoring guidelines?
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:
- What characteristics of this response made it score well?
- Why specifically did this submission not earn Row 6?
- What questions do you still have about the Scoring Guidelines or Task description?
Where possible call out ways that the discussion is answering questions raised earlier in the class about the Submission Requirements or Scoring Guidelines.
- The specific algorithm requirements are fairly nuanced. It's very possible to write a good complex algorithm that doesn't actually feature a main algorithm with two sub-algorithms.
- The rest of the responses are very precise in their language. They use the language of the prompts and make it very easy to find the information the prompts are asking for.
- You should understand from this example that the Scoring Guidelines are in many ways as important as the task description. The responses in this sample not only match the task description, but address the particular "gotchas" of the scoring guidelines.
- This response didn't earn Row 6 even though they wrote a fairly complex set of algorithms. Call out that the very specific algorithm requirements are something that will be covered in detail in the next lesson.
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:
- Where and how specifically did this fall short?
- Was there one major problem that caused ripple effects through the scoring?
- Or were there several smaller issues?
- Try to point out specific aspects of the Scoring Guidelines or Submission Requirements.
- Most of this submission is very strong. Call attention in particular to the algorithm and abstraction submissions and how they meet the requirements of the task.
- This response did NOT earn row 2 even though it provides a very clear description of two points in the development process. It neglected to make mention to the overall development process.
- For Rows 2 and 3 this response neglects to talk about the actual programming process, instead talking about making the video.
- For Rows 5 and 6 the algorithm does not earn the credit since it does not include two sub-algorithms or mathematical / logical concepts.
- For Rows 7 and 8 the response both doesn't identify a student-developed abstraction nor does it describe how it manages complexity.
- This is a nice-looking app with a clear purpose. Since it doesn't address the requirements of the Create PT, however, it's not well scored.
- For Row 2 this response only describes ONE difficulty / opportunity.
- For Rows 5 and 6 the response again does not meet the bar for an algorithm.
- Row 7 was missed because the response wasn't very specific. In short, the student probably could have earned the point for their work if their response was more specific.
- This project is another example of a strong program for which the written responses do not directly address the requirements for the Create PT and so a lot of credit is lost.
Optional - Review Grumpy Cat Exemplar Create PTDistribute: 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.
Create PT: Advice, Gotchas, QuestionsPrompt: Based on the examples that you saw today write down on separate post-its / scratch piece of paper
- The number one piece of advice you have for the Create PT
- One "gotcha" to look out for
- One question you'd still like answered about the Create PT
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.
- Computer Science Principles: 1.1.1 (B)
- Computer Science Principles: 1.2.4 (A, B, C, D, E, F)
- Computer Science Principles: 5.1.2 (A)
- Computer Science Principles: 5.1.3 (A, B, C, D, E, F)