Study Guide
Field 194: Computer Science
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Sample Constructed-Response Item 1
Competency 0005
Pedagogical Content Knowledge
start bold Use the information below to complete the task that follows. end bold
You are a computer science teacher preparing a lesson to address the following standard from the New York State Computer Science and Digital Fluency Learning Standards1 to the identified grade band.
Abstraction and Decomposition 7-8.CT.5
Identify multiple similar concrete computations in a program, then create a function to generalize over them using parameters to accommodate their differences.
Prepare a response of approximately 400to600 words in which you:
- state the student learning objective for this lesson;
- identify prerequisite knowledge and skills that students will need to understand new content in this lesson;
- describe, in detail, an instructional strategy that will promote student progress toward the learning objective, including the use of relevant technology and other resources;
- explain how the selected strategy will support students' knowledge and skills as they progress toward the objective;
- describe how the lesson will be conducted to inclusively access the assets and meet the needs of all learners; and
- describe a method of assessing students' progress toward the stated objective.
Sample Strong Response to Constructed-Response Item 1
Student Learning Objective: Students will be able to identify similarities in the creation of two-dimensional polygonal shapes represented in code, followed by writing a generalized function that creates any polygonal shape.
Prerequisite Knowledge: The knowledge and skills that the students will need to understand the new content in the lesson include:
- naming of closed polygons by number of sides (greater than 2 sides)
- naming closed polygons by total degrees in the angles of the polygon (180 degrees or more)
- the difference between interior and exterior angles to properly create shapes.
- creating blocks of code to create a square in coding software.
Instructional Strategy: This strategy will employ project-based, collaborative, and discovery learning using student friendly coding software. The teacher will activate prior knowledge by reviewing the components of the software and teasing out the variables to play with before releasing students to groups. Divide the class into groups of two or three students. The students will work together in heterogeneous groups, on a computer, by first logging into the software. They will recall previous knowledge and the earlier class discussion, to collaborate and enter a coding block that creates a square, using the understanding of number of sides (4) and degrees of each angle (90) in a square.
They must then discuss and collaborate to discover how to write a generalized block of code (function) that builds on the coding block for square and generalize it to create a polygon of any number of sides along with the equation for determining the size of each angle of the polygon. They should "run" the coding block several times to make sure it works and debug the code if necessary.
Supporting Students' Knowledge and Skills: As the students adjust/alter the coding block that creates a square into a coding block (function) that creates any regular polygon with any number of sides, they will be practicing computational thinking in the form of pattern recognition. By realizing that any polygon can be drawn with the same code with adjustments for number of sides and angle measure, they are learning how to identify how important details may be used to solve other similar problems. Pattern recognition and logical reasoning are crucial to the learning of coding.
Inclusivity For All Learners: Individual students may have individual differences and needs when completing coding projects. For example, the visually impaired will be provided, text-to-speech software. In addition, students will be heterogeneously grouped so that students with a stronger understanding will work with those who may struggle with these concepts, enhancing their own understanding at the same time.
Assessment: Teacher will give students an assignment to create a five-pointed star, which they will create individually. A self-reflection tool could be used as a summative assessment. The students would be asked the following questions individually to self-review the coding project used in the lesson:
- What did you learn about adjusting existing code to create new code related to it?
- Did you get the anticipated result when first creating your shape? If not, what steps did you need to take to remedy this?
- What challenges did you face and how did you overcome them?
- As you adjusted the existing code, what code (if any) didn't work. Why do you think it didn't?
- What do you learn by collaborating in a group to complete this coding project?
The answers to these questions will lead to making generalizations about how the process works, helping them to create other shapes.
Sample Constructed-Response Item 2
Competency 0005
Pedagogical Content Knowledge
start bold Use the information below to complete the task that follows. end bold
You are a computer science teacher preparing a lesson to address the following standard from the New York State Computer Science and Digital Fluency Learning Standards2 to the identified grade band.
Algorithms and Programming 9-12.CT.7
Design or remix a program that utilizes a data structure to maintain changes to related pieces of data.
Prepare a response of approximately 400to600 words in which you:
- state the student learning objective for this lesson;
- identify prerequisite knowledge and skills that students will need to understand new content in this lesson;
- describe, in detail, an instructional strategy that will promote student progress toward the learning objective, including the use of relevant technology and other resources;
- explain how the selected strategy will support students' knowledge and skills as they progress toward the objective;
- describe how the lesson will be conducted to inclusively access the assets and meet the needs of all learners; and
- describe a method of assessing students' progress toward the stated objective.
Sample Strong Response to Constructed-Response Item 2
The answers to these questions will lead to making generalizations about how the process works, helping them to create other shapes.
Students should understand programming concepts such as variables, loops, and conditionals, familiarity with at least one programming language (e.g., Python), knowledge of basic data structures such as arrays, lists, and dictionaries, and experience with writing and debugging simple programs.
I will begin with a brief review of basic data structures (arrays, lists, dictionaries) and their uses, then introduce the concept of maintaining changes to related pieces of data using data structures. I'll present a real-world scenario where data structures are essential (e.g., a library system managing books and their statuses).
I'll explain how to organize data to efficiently keep track of changes. For example, in a library system, each book can be represented as an object with attributes like title, author, and availability status. We will discuss the importance of choosing the right data structure to ensure efficient data manipulation and retrieval such as arrays/lists, useful for ordered collections of items, or dictionaries/hash maps, ideal for key-value pairs, allowing quick lookups.
I'll demonstrate how to add, update, and delete data within these structures. For example, adding a new book to a list, or updating the availability status of a book in a dictionary. The teacher will show a simple example in a chosen programming language. For instance, in Python: ```python library = { "book1": {"title": "1984", "author": "George Orwell", "available": True}, "book2": {"title": "To Kill a Mockingbird", "author": "Harper Lee", "available": False} } # Adding a new book library["book3"] = {"title": "The Great Gatsby", "author": "F. Scott Fitzgerald", "available": True} # Updating a book's availability library["book1"]["available"] = False # Deleting a book del library["book2"] ```
I'll put students in groups of 3-4. Each group will be tasked with designing an inventory system for a clothing store. Products and stock levels will be provided, as will access to computers with relevant programming environments.
I will circulate among groups, providing guidance, answering student questions and asking questions such as, "How will you categorize your inventory and structure your data to keep track of changes efficiently?" "What data structure will you use and why?", "How will you handle out of stock items, price changes, and new items within your program?"
Each group will present their program design to the class, and class will discuss different approaches and data structures used. Discussion questions could include, "What challenges did you face while designing your program?" "How did you decide which data structure to use?"
The project-based learning strategy promotes active learning and collaboration, allowing students to apply theoretical knowledge to practical problems. By working in groups, students can share ideas and learn from each other, enhancing their understanding of data structures and their applications. By using this structured approach, students will gain a deeper understanding of how to design programs that effectively use data structures to manage related data.
To provide inclusivity and accessibility, I will provide additional support and resources for students who need it, such as step-by-step guides or one-on-one assistance, visual aids, written instructions, and verbal explanations to cater to different learning styles. I will also make the groups heterogeneous so that students can learn from one another.
As a summative assessment, I will evaluate the final program designs or remixes based on a rubric that includes criteria such as correct use of data structures, ability to maintain changes to related data, code readability and documentation, and group collaboration and presentation.
Sample Constructed-Response Item 3
Competency 0005
Pedagogical Content Knowledge
start bold Use the information below to complete the task that follows. end bold
You are a computer science teacher preparing a lesson to address the following standard from the New York State Computer Science and Digital Fluency Learning Standards3 to the identified grade band.
Safeguards 9-12.CY.4
Evaluate applications of cryptographic methods.
Prepare a response of approximately 400to600 words in which you:
- state the student learning objective for this lesson;
- identify prerequisite knowledge and skills that students will need to understand new content in this lesson;
- describe, in detail, an instructional strategy that will promote student progress toward the learning objective, including the use of relevant technology and other resources;
- explain how the selected strategy will support students' knowledge and skills as they progress toward the objective;
- describe how the lesson will be conducted to inclusively access the assets and meet the needs of all learners; and
- describe a method of assessing students' progress toward the stated objective.
Sample Strong Response to Constructed-Response Item 3
Students will be able to evaluate various cryptographic methods, understand their applications, and assess their effectiveness in securing digital information.
Prerequisite knowledge includes:
- basic knowledge of computer science principles, including data representation and algorithms
- familiarity with fundamental concepts of cybersecurity, such as encryption, decryption, and the importance of data security
- basic mathematical skills, particularly in number theory and algebra, essential for understanding cryptographic algorithms and
- an understanding of historical cryptographic methods, such as the Caesar cipher and the Enigma machine, to provide context for modern cryptographic techniques.
The lesson will be divided into three main parts:
Introduction:
- Begin with a brief lecture on the importance of cryptography in modern digital communication, by ensuring the confidentiality, integrity, authenticity, and non-repudiation of data. Discuss different forms of cryptography including symmetric and asymmetric encryption, hashing, and digital signatures.
- This will be followed by a PowerPoint presentation with visual aids and real-world examples, such as how HTTPS secures web traffic using SSL/TLS protocols. Interactive Activity:
- Students will use an online cryptography tool (such as Cryptool or an online RSA calculator) to encrypt and decrypt messages using different cryptographic algorithms.
- Working in pairs, students will complete a worksheet guiding them through encrypting a plaintext message, sharing the encrypted message with their partner, and decrypting the received message.
I will circulate the classroom, observing students' work and asking probing questions to check for understanding. For example, "Can you explain why this encryption method is considered secure?" or "What challenges might arise when using this method in real-world applications?" I will use exit tickets at the end of the lesson, where students write down one thing they learned and one question they still have.
Collaborative Evaluation:
- Students will be divided into small groups and assigned a specific cryptographic method (e.g., AES, RSA, SHA-256). Each group will research their assigned method, focusing on its strengths, weaknesses, and common use cases (ex. RSA is generally slower than symmetric algorithms like AES due to the complexity of operations involving large prime numbers)
- Each group will create a short presentation to share their findings with the class and prepare a one-page summary to distribute to their peers.
The selected strategy supports students' knowledge and skills by providing a balanced approach to learning. The introduction ensures a foundational understanding of cryptographic methods. The interactive activity allows students to apply theoretical knowledge in a practical context, reinforcing their understanding through hands-on experience. Collaborative evaluation encourages critical thinking and peer learning.
To meet the needs of all learners, I will:
- Provide multiple means of representation, including visual aids, written instructions, and verbal explanations, to accommodate different learning styles.
- Offer additional support and resources for students with learning disabilities, such as providing notes in advance and allowing extra time for activities.
- Encourage peer support and collaboration, ensuring that students with diverse abilities can work together and learn from each other.
To assess students' progress toward the stated objective, I will use a combination of formative and summative assessments:
The group presentations and one-page summaries will serve as summative assessments. I will evaluate these based on criteria such as accuracy, depth of analysis, clarity of explanation, and the ability to answer questions from peers. I will also administer a short quiz at the end of the lesson, with questions that require students to evaluate the effectiveness of different cryptographic methods. For example, "Compare and contrast symmetric and asymmetric encryption. Which method would you recommend for securing email communication and why?"
Performance Characteristics for Constructed-Response Item
The following characteristics guide the scoring of the response to a constructed-response item.
| Completeness | The degree to which the response addresses all parts of the assignment |
|---|---|
| Accuracy | The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively |
| Depth of Support | The degree to which the response provides appropriate examples and details that demonstrate sound reasoning |
Score Scale for Constructed-Response Item
A score will be assigned to the response to a constructed-response item according to the following score scale.
| Score Point | Score Point Description |
|---|---|
| 4 |
The "4" response reflects a thorough command of the relevant knowledge and skills:
|
| 3 |
The "3" response reflects a general command of the relevant knowledge and skills:
|
| 2 |
The "2" response reflects a partial command of the relevant knowledge and skills:
|
| 1 |
The "1" response reflects little or no command of the relevant knowledge and skills:
|
| U | The response is unscorable because it is unrelated to the assigned topic or off task, unreadable, written in a language other than English or contains an insufficient amount of original work to score. |
| B | No response. |
Acknowledgments
1acknowledgement 1 9-12.CT.7 From New York State Department of Education. New York Computer Science and Digital Fluency Standards (2020). Internet. Available from https://www.nysed.gov/sites/default/files/programs/standards-instruction/computer-science-digital-fluency-standards-k-12.pdf. Accessed on February 12, 2025