It is finally time for students to take on the Explore Performance Task. For a minimum of 8 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas). The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Explore PT requires a minimum of 8 hours of class time. At the end, students will submit their computational artifact and written responses through their AP digital portfolio.
Students will be able to:
- Complete and submit the Explore Performance Task
There are no new CS concepts covered in this lesson. Students will individually work on the Explore Performance Task.
The students will need the work they completed in the last lessons to complete your Explore Performance Task.
- Teacher's Guidelines
- AP CSP Performance Task Directions for Students - College Board Student Handout
- AP CSP Performance Task Scoring Guidelines and Notes
- AP Digital Portfolio Website
- Student Guide - AP Digital Portfolio
- Explore PT Survival Guide, PDF
- Explore PT Survival Guide, Word
- Explore PT Survival Guide, Google Doc
- Guide to Evaluate Internet Resources
Role of the teacher during Explore task completion: You can help with process, but not evaluate or influence ideas.
The teachers can use these guidelines to help the students to complete the tasks.
Therefore, it is good to remind the students that:
- For the next ~8 days, you will be completing the Explore Performance Task.
- All of the work for this task must be done independently.
- I (teacher) can help you with process and timeline and keep you on task.
- But from this point on, all ideas, and work are your own.
After asking the students to open the "AP CSP Performance Task Directions for Students - College Board Student Handout," ask the students to read page 3 to prepare for the through-course performance tasks.
- Instruction for the students:
- With a partner - one person reading from the top down, the other reading from bottom up - check off things we've done to prepare so far. Identify anything we haven't done.
After reading ask the students, with their partner, to summarize anything new or unexpected that they have discovered.
- Note for teachers:
- Some of the items do not pertain to the Explore PT so can be ignored.
- Everything else should have been covered in one way or another if you've done the prep lessons prior to this and used the Explore PT Survival guide.
- Address any questions students have.
Now, ask the students to read page 7.
Again, using the divide and conquer method, ask the students to:
- Scan the page with a partner and check off things you feel confident about, and pull out things you're not sure about.
The teachers should see if they have missed any steps specifically pertaining to the Explore Performance Task. They should be all checked except the following: 'practice searching and evaluating sources relevant to computing innovations; all sources cited must be relevant, credible, and easily accessible'.
Now, ask the students to read page 2, the Plagarism Policy.
- The students should have the following question in mind when they read:
- According to the performance task guidelines what constitutes plagiarism
and what are the consequences?
The teachers can reference the following:
Make sure students understand what's required in terms of citing sources. At the very least they probably want to keep track of links to articles they found during their research process so they can easily include them later on. Use the Survival Guide as a place to do this.
Ask the students to read page 8, which has a final set of Do's, Don'ts, and Reminders for the Explore PT.
- Instruction for the students:
- with your partner, read especially the "you may" and "you may not" sections of this page. Then with you partner summarize: what kinds of things can your teacher help you with?
- Instruction for the teachers:
- Let students read and discuss with partners.
- Discuss specifically how you (teacher) are allowed to help and not. Short version: you can help students with the process of completing the task, you cannot help by evaluating their work or ideas in any way.
- There is some gray area around this item: "as needed, seek assistance from your teacher for AP Coordinator in defining your focus and choice of topics." This means the teacher can help the students brainstorm ideas and talk students through making a good choice of topic, but cannot assign or suggest a particular one.
- The Innovation Brainstorm activity from Page 2 of the Explore PT survival guide fits this category.
- Remind students of the overall timeline and that the official PT time is about to start
- Take out your Explore PT timeline that we developed
The Students Must
- Be aware of the performance task directions, timeline, and scoring criteria;
- Support your written analysis of your computing innovation when responding to all the prompts by using details related to the knowledge and understanding of computer science you have obtained throughout the course and your investigation;
- Provide evidence to support your claims using in-text citations;
- Use relevant and credible sources to gather information about your computin innovation;
- Provide acknowledgments for the use of any media or program code used in the creation of your computational artifact that is not your own; and
- Allow your own interests to drive your choice of computing innovation and computational artifact.
The Students May
- Follow a timeline and schedule for completing the performance task;
- Seek clarification from your teacher or AP Coordinator pertaining to the task, timeline, components, and scoring criteria;
- Seek clarification from your teacher or AP Coordinator regarding submission requirements;
- As needed, seek assistance from your teacher or AP Coordinator in defining your focus and choice of topics; and
- Seek assistance from your teacher or AP Coordinator to resolve technical problems that impede work, such as a failing workstation or difficulty with access to networks, or help with saving files or making movie files.
The Students May NOT
- Collaborate on the Explore Performance Yask;
- Submit work that has been revised, amended, or corrected by another individual;
- Submit work from a practice performance task as your official submission to the College Board to be scored by the AP Program; or
- Seek assistance or feedback on answers to prompts.
After reviewing the list above, get your timeline out. You are about to start your 8 hours on the Explore Performance Task.
GO! (8 Hours)
- Instructions for students:
- You may now begin your work. Before you submit your final work,
look over your notes, and the scoring rubric, to make sure you have included all required parts.
Submitting: At the designated end of the Task administration (having allowed for at least 8 hours of class time for work) students should submit their computational artifacts, and written responses to their AP Digital Portfolio
- Before the students submit their final work:
- Encourage students to check over the rubric one more time to make sure they met the requirements
- Make sure they have all the components necessary for the Explore Performance Task
You (the teachers) may spread out submission over a few days if you like since students can save progress in the AP Digital Portfolio. As long as they finalize submission by the closing date of the PTs it's fine.
Extended Learning (Optional: Review research practices and strategies)
In working through these practice PTs, students have built skills with researching and talking about innovations and creating computational artifacts.
Prompt: In your small groups create a list of best practices for research.
Students should record what they did in earlier projects first, but may choose to look at outside resources to augment their lists. Have groups report out to the whole room their lists of best practices for research. The students can consider using the 'Evaluate Online Resources' guide posted in the resources section above.
Discussion Goals: Students need to know what's required of them in terms of citing sources in the task, as well as getting a reminder about best practices.
Make sure the students' list include:
One of the most frequently asked questions is about how students should cite sources with their Explore PTs. The citations need to be inline citations but you can basically invent any format for doing that that you want. As long as it's clear which information came from where that's the goal. The students can look to the sample PTs in the previous lesson for examples.
- Computer Science Principles: 1.2.1 (A, B, C, D, E)
- Computer Science Principles: 1.2.2 (A, B)
- Computer Science Principles: 1.2.3 (A, B, C)
- Computer Science Principles: 1.2.5 (A, B, C, D)
- Computer Science Principles: 3.1.3 (A, B, C, D, E)
- Computer Science Principles: 3.2.1 (A, B, C, D, E, F, G, H, I)
- Computer Science Principles: 3.3.1 (A, B, C, D, E, F, G, H, I)
- Computer Science Principles: 7.1.1 (A, B, C, D, E, F, G, H, I)
- Computer Science Principles: 7.2.1 (A, B, C, D, E, G)
- Computer Science Principles: 7.3.1 (A, B, C, D, E, F, G, H, I)
- Computer Science Principles: 7.4.1 (A, B, C, D, E)
- Computer Science Principles: 7.5.1 (A, B, C)
- Computer Science Principles: 7.5.2 (A, B)