diff --git a/CourseOutline/LearningOutcomes/Attributes_Indicators_LOs.pdf b/CourseOutline/LearningOutcomes/Attributes_Indicators_LOs.pdf
index 191cf6e74e728081fd3de7b06c4405a0dba16501..5fc9d7f51d5d17edf92eb1d9aa3931d233be82ce 100644
Binary files a/CourseOutline/LearningOutcomes/Attributes_Indicators_LOs.pdf and b/CourseOutline/LearningOutcomes/Attributes_Indicators_LOs.pdf differ
diff --git a/CourseOutline/LearningOutcomes/Attributes_Indicators_LOs.tex b/CourseOutline/LearningOutcomes/Attributes_Indicators_LOs.tex
index 4f4f078002fa52bc0802a9b05b0ea907cb8e8558..b75b6248a03e17024303d48605c8222ea106cef0 100644
--- a/CourseOutline/LearningOutcomes/Attributes_Indicators_LOs.tex
+++ b/CourseOutline/LearningOutcomes/Attributes_Indicators_LOs.tex
@@ -6,12 +6,12 @@
\subsection*{1. Knowledge Base for Engineering}
\begin{description}
-\item[1.] Competence in Mathematics
+\item[1.] Competence in Mathematics *
\begin{itemize}
\item Specification mathematics (first order logic, set theory, Parnas
tables, etc.)
\end{itemize}
-\item[3.] Competence in Engineering Fundamentals [Not Measured]
+%\item[3.] Competence in Engineering Fundamentals [Not Measured]
\item[4.] Competence in Specialized Engineering Knowledge
\begin{itemize}
\item Specification (Module interface specification (Abstract objects, ADTs,
@@ -25,20 +25,19 @@
\subsection*{2. Problem Analysis [Not Measured]}
\begin{description}
-\item[2.] Ability to identify reasonable assumptions
-\item[4.] Ability to decompose and organize a problem into manageable
- sub-problems
-\item[6.] The ability to use modern/state of the art tools
+\item[1.] Ability to identify reasonable assumptions
+\item[2.] Demonstrates an ability to identify a range of suitable engineering
+ fundamentals (including mathematical techniques) that would be potentially
+ useful for analyzing a technical problem.
\end{description}
\subsection*{3. Investigation [Not Measured]}
\begin{description}
-\item[1.] Able to recognize and discuss applicable theory knowledge base
-\item[2.] Capable of selecting appropriate model and methods and identify
- assumptions and constraints
-\item[5.] Assess the accuracy and precision of results and recognize limitations
- of the approach
-\item[6.] Properly documents and communicates processes and outcomes
+\item[1.] Recognizes and discusses applicable theory knowledge base
+\item[2.] Selects appropriate model and methods and indentifies assumptions and
+ constraints
+\item[3.] Estimates outcomes, uncertainties and determines appropraite data to
+ collect
\end{description}
\subsection*{4. Design}
@@ -55,7 +54,6 @@
\item Design patterns
\end{itemize}
\item[3.] Obtains experience with open-ended problems [A4]
-\item[7.] Properly documents and communicates processes and outcomes [A1--A4]
\end{description}
\subsection*{5. Use of Engineering Tools}
@@ -70,8 +68,8 @@
\subsection*{8. Professionalism}
\begin{description}
\item[1.] Understands the role of the engineer in society, especially in
- protection of the public and public interest [Midterm, Final]
-\item[3.] Is aware of the PEO and the role of licensing [Midterm, Final]
+ protection of the public and public interest [Midterm, Final] *
+\item[3.] Is aware of the PEO and the role of licensing [Midterm, Final] *
\end{description}
\end{document}
\ No newline at end of file
diff --git a/CourseOutline/LearningOutcomes/SE2AA4_CS2ME3_LOs.pdf b/CourseOutline/LearningOutcomes/SE2AA4_CS2ME3_LOs.pdf
index 30714611198732bd4e3b262f3827217dd90500e9..0e04add051c3b1c908788f101ed0c94ef840f700 100644
Binary files a/CourseOutline/LearningOutcomes/SE2AA4_CS2ME3_LOs.pdf and b/CourseOutline/LearningOutcomes/SE2AA4_CS2ME3_LOs.pdf differ
diff --git a/CourseOutline/LearningOutcomes/SE2AA4_CS2ME3_LOs.tex b/CourseOutline/LearningOutcomes/SE2AA4_CS2ME3_LOs.tex
index 06878d9f140d06c978ecc8289891c77cfe4dab2f..ec10acaab69720d71d7fe7ca2ec5b95cd719cfd3 100644
--- a/CourseOutline/LearningOutcomes/SE2AA4_CS2ME3_LOs.tex
+++ b/CourseOutline/LearningOutcomes/SE2AA4_CS2ME3_LOs.tex
@@ -1,17 +1,11 @@
\documentclass[12pt]{article}
-\usepackage{rotating,fullpage,tabularx,xcolor,hyperref,caption,enumerate}
+\usepackage{rotating,fullpage,tabularx,xcolor,hyperref,caption}
\hypersetup{colorlinks=true, linkcolor=red, % color of internal links
urlcolor=cyan % color of external links
}
-%\usepackage{refcheck}
-\renewcommand{\tablename}{Rubric}
-\newcommand{\comment}[1]{{\vspace{5pt} \noindent \em #1\vspace{5pt}}}
-\newcommand{\Result}[5]{ #1 & \multicolumn{1}{c|}{ #2\%}& \multicolumn{1}{c|}{ #3\%} & \multicolumn{1}{c|}{ #4\%} & \multicolumn{1}{c|}{#5\%} \\ \hline}
-\newcommand{\result}[5]{ #1 & \multicolumn{1}{c}{ #2}& \multicolumn{1}{c}{ #3} & \multicolumn{1}{c}{ #4 } & \multicolumn{1}{c}{#5} \\ \hline}
-
-% Outcomes
-\newcommand{\outcome}[7]{{\bf #1} \newline #3 & #4 & #5 & #6 & #7 \\ } % Expectations
+% Command for writing rows in the outcome table (rubric)
+\newcommand{\outcome}[7]{{\bf #1} #2 \newline #3 & #4 & #5 & #6 & #7 \\ \hline} % Expectations
%#1 topic
%#2 links to "know" and "able to do"
%#3 problem description
@@ -23,18 +17,18 @@
% Use this environment for outcome tables
\newenvironment{OutcomesTabular}{
\begingroup
- \tabularx{\linewidth}{|X|X|X|X|X|}\hline
- \multicolumn{1}{|c}{Topic} & \multicolumn{1}{|c}{\bf Below} &
- \multicolumn{1}{|c}{\bf Marginal} & \multicolumn{1}{|c}{\bf Meets} & \multicolumn{1}{|c|}{\bf Exceeds} \\ \hline
+ \tabularx{\linewidth}{XXXXX}
+ & \multicolumn{4}{c}{\sc Expectations}\\ \cline{2-5}
+ \multicolumn{1}{c}{Topic} & \multicolumn{1}{c}{\bf Below} &
+ \multicolumn{1}{c}{\bf Marginal} & \multicolumn{1}{c}{\bf Meets} & \multicolumn{1}{c}{\bf Exceeds} \\ \hline
}
{
\endtabularx
- \newline\newline
\endgroup
}
% Use these for entering attributes and indicators
-\newcommand{\ATTRIBUTE}[1]{\smallskip\bf #1 & \\ }
+\newcommand{\ATTRIBUTE}[1]{\bf #1 & \\ }
\newcommand{\indicator}[2]{#1 & #2 \\ }
\newcommand{\indic}[2]{#1& #2 }
% #1 name
@@ -50,44 +44,70 @@
\endgroup
}
-
\title{SE 2AA4 / CS 2ME3 Software Design I}
-\author{Alan Wassyng and Spencer Smith}
+\author{Spencer Smith}
\begin{document}
\maketitle
-\section{What the students should know and be able to do}
-\begin{enumerate}
-\item Students should know and understand
+\section{Prerequisites}
+
\begin{enumerate}
- \item the software engineering life cycle and the role of software design \label{1slc}
- \item the need for rigour \label{1r}
- \item software design processes that enable us to cope with complex projects \label{1p}
- \item the importance of modularity \label{1m}
- \item the role of specification -- requirements and module interfaces \label{1s}
- \item Mill's black-box model and the finite state machine model \label{1fsm}
- \item the principle of information hiding \label{1ih}
- \item verification -- especially testing \label{1t}
- \item the difference between black-box and white-box testing \label{1bb}
+\item SE 2S03, SE 2XA3
\end{enumerate}
-\item Students should be able to
+\section{Learning Objectives}
+
\begin{enumerate}
- \item understand \& create tabular expressions \label{2tables}
- \item understand \& create pre- and post-conditions \label{2pre}
- \item decompose a requirements spec into a modular design \label{2modules}
- \item evaluate the quality of a design \label{2quality}
- \item create an information hiding design \label{2infohid}
- \item create a module interface specification \label{2mis}
- \item create a module internal design \label{2mid}
- \item implement the design in code \label{2code}
- \item create black-box tests for a class \label{2bboxtest}
- \item create white-box tests for a class \label{2wboxtest}
-\end{enumerate}
+\item Students should know and understand
+ \begin{enumerate}
-\end{enumerate}
+ \item Mathematics used for specification (first order logic, set theory,
+ Parnas tables, etc.) \label{kmath}
+
+ \item Software specification (Module interface specification (Abstract objects, ADTs,
+ Generic), modules with external interaction, finite state machines,
+ descriptive versus operational, UML, etc. ) \label{kspec}
+ \item Verification (White box, black box, analysis, etc.) \label{kverific}
+ \item Functional programming \label{kfp}
+ \item Object oriented programming \label{koop}
+
+ \item Software quality \label{ksoftq}
+ \item Software design principles (correctness, verifiability, etc);
+ information hiding \label{kdprinc}
+ \item Modularization and interface design (assumptions, exceptions, methods,
+ minimal, effective, etc.) \label{kmod}
+ \item Design patterns \label{kdp}
+
+ \item git, make, LaTeX, doxygen, pyunit, junit \label{ktools}
+
+ \end{enumerate}
+
+\item Students should be able to
+ \begin{enumerate}
+ \item Identify reasonable assumptions \label{a2assum}
+ \item Demonstrate an ability to identify a range of suitable engineering
+ fundamentals (including mathematical techniques) that would be potentially
+ useful for analyzing a technical problem. \label{a2range}
+
+ \item Recognize and discusses applicable theory knowledge base \label{a2kbase}
+ \item Select appropriate model and methods and identify assumptions and
+ constraints \label{a2model}
+ \item Estimate outcomes, uncertainties and determine appropriate data to
+ collect \label{a2est}
+ \item Recognize and follows an engineering design process \label{a2desproc}
+
+ \item Propose solutions for open-ended design problems \label{a2open}
+
+ \item Understand the role of the engineer in society, especially in
+ protection of the public and public interest \label{a2society}
+
+ \item Show an awareness of the PEO and the role of licensing \label{a2PEO}
+
+ \end{enumerate}
+
+\end{enumerate}
\pagebreak
\section{Mapping to Attributes with their Indicators}
@@ -96,312 +116,442 @@
\begin{AttributesTabular}
\ATTRIBUTE{Knowledge Base for Engineering}
-\indicator{1. Competence in Mathematics}{\ref{1s}, \ref{2tables}--\ref{2pre}}
-\indicator{3. Competence in Engineering Fundamentals}{\ref{1r}--\ref{1m}, \ref{2modules}--\ref{2quality}}
-\indicator{4. Competence in Specialized Engineering Knowledge}{\ref{1slc}--\ref{1bb}, \ref{2infohid}--\ref{2wboxtest}}
+\indicator{1. Competence in Mathematics}{\ref{kmath}}
+\indicator{4. Competence in Specialized Engineering Knowledge}{\ref{kspec},
+ \ref{kverific}, \ref{kfp}, \ref{koop}}
\ATTRIBUTE{Problem Analysis}
-\indicator{2. Ability to identify reasonable assumptions}{\ref{1p}--\ref{1ih}, \ref{2tables}--\ref{2modules}}
-\indicator{4. Ability to decompose and organize a problem into manageable sub-problems}{\ref{1slc}, \ref{1p}--\ref{1m}, \ref{2modules}, \ref{2infohid}--\ref{2mid}}
-\indicator{6. The ability to use modern/state of the art tools}{\ref{2code}}
-
+\indicator{1. Ability to identify reasonable assumptions}{\ref{a2assum}}
+\indicator{2. Ability to identify suitable engineering fundamentals}{\ref{a2range}}
\ATTRIBUTE{Investigation}
-\indicator{1. Able to recognize and discuss applicable theory knowledge base}{\ref{2tables}--\ref{2pre}}
-\indicator{2. Capable of selecting appropriate model and methods and identify assumptions and constraints}{\ref{2mis}, \ref{2bboxtest}--\ref{2wboxtest}}
-\indicator{5. Assess the accuracy and precision of results and recognize limitations of the approach}{\ref{2quality}, \ref{2bboxtest}--\ref{2wboxtest}}
-\indicator{6. Properly documents and communicates processes and outcomes}{\ref{2modules}--\ref{2wboxtest}}
+\indicator{1. Able to recognize and discuss applicable theory knowledge base}{\ref{a2kbase}}
+\indicator{2. Selects appropriate model and methods and identifies assumptions
+ and constraints}{\ref{a2model}}
+\indicator{3. Estimates outcomes, uncertainties and determines appropriate data
+to collect}{\ref{a2est}}
\ATTRIBUTE{Design}
-\indicator{1. Recognizes and follows an engineering design process}{\ref{1slc}--\ref{1bb}, \ref{2tables}--\ref{2wboxtest}}
-\indicator{2. Recognizes and follows engineering design principles}{\ref{1r}--\ref{1m}, \ref{1ih}, \ref{2modules}--\ref{2mid}}
-\indicator{3. Obtains experience with open-ended problems}{\ref{2modules}--\ref{2wboxtest}}
-\indicator{7. Properly documents and communicates processes and outcomes}{\ref{2modules}--\ref{2wboxtest}}
-% \indicator{10. Able to work in a group ...}{\ref{2modules}--\ref{2wboxtest}}
+\indicator{1. Recognizes and follows an engineering design process}{\ref{a2desproc}}
+\indicator{2. Recognizes and follows engineering design
+ principles}{\ref{ksoftq}, \ref{kdprinc}, \ref{kmod}, \ref{kdp}}
+\indicator{3. Proposes solutions to open-ended problems}{\ref{a2open}}
\ATTRIBUTE{Use of Engineering Tools}
-\indicator{2. The ability to use modern/state of the art tools}{\ref{2code}}
+\indicator{2. The ability to use modern/state of the art tools}{\ref{ktools}}
+
+\ATTRIBUTE{Professionalism}
+\indicator{1. Demonstrates an understanding of the role of the engineer in
+ society}{\ref{a2society}}
+\indicator{3. Shows an awareness of the PEO and the role of licensing}{\ref{a2PEO}}
-% \ATTRIBUTE{Inidividual and Team Work}
-% \indicator{4. Able to work in a group ...}{\ref{2modules}--\ref{2wboxtest}}
-%
\end{AttributesTabular}
-\newcommand{\results}[4]{& \multicolumn{1}{c|}{\bf #1\%} & \multicolumn{1}{c|}{ \bf #2\%} & \multicolumn{1}{c|}{ \bf #3\%}& \multicolumn{1}{c|}{\bf #4\%}\\ \hline}
-%%%
+\section{Rubrics}
+The following learning objectives were not measured:
-\section{Rubrics}
+ \begin{enumerate}
+ \item Identify reasonable assumptions \ref{a2assum}
+ \item Demonstrate an ability to identify a range of suitable engineering
+ fundamentals (including mathematical techniques) that would be potentially
+ useful for analyzing a technical problem. \ref{a2range}
+
+ \item Recognize and discusses applicable theory knowledge base \ref{a2kbase}
+ \item Select appropriate model and methods and identify assumptions and
+ constraints \ref{a2model}
+ \item Estimate outcomes, uncertainties and determine appropriate data to
+ collect \ref{a2est}
+
+ \end{enumerate}
+
+\noindent The measured learning objectives are summarized on the following pages.
+
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Specification mathematics (first order logic, set theory, Parnas tables, etc)}{\ref{kmath}}
+ {}
+ {Unable to read and understand mathematics of specification}
+ {Able to read mathematical spec, but cannot write math for a spec}
+ {Can read and write mathematical specification}
+ {Can read and write mathematical specification, including more advanced mathematics}
+\outcome{Exam Questions}{}{}
+ { }
+ {36 C}
+ {1 B, 20 E}
+ {21 C}
+\outcome{Num Students}{}{}
+ {5}
+ {32}
+ {6}
+ {7}
+\end{OutcomesTabular}
+\end{sidewaystable}
+
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Software specification}{\ref{kspec}}
+ {}
+ {Poor performance on these topics}
+ {Okay performance}
+ {Average performance}
+ {Above average performance}
+\outcome{Exam Questions}{}{}
+ { }
+ {26 B}
+ {22 B, 23 C, 24 D, 25 D, 42 C}
+ {43 D}
+\outcome{Num Students}{}{}
+ {17}
+ {4}
+ {16}
+ {12}
+
+\end{OutcomesTabular}
+\end{sidewaystable}
+
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Verification}{\ref{kverific}}
+ {}
+ {Poor performance on these topics}
+ {Okay performance}
+ {Average performance}
+ {Above average performance}
+\outcome{Exam Questions}{}{}
+ { }
+ {8 A, 39 B}
+ {9 A, 10 B, 13 C, 14 D, 15 D, 16 B, 17 B, 37 E}
+ {38 D, 40 A}
+\outcome{Num Students}{}{}
+ {3}
+ {28}
+ {15}
+ {3}
+
+\end{OutcomesTabular}
+\end{sidewaystable}
+
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Functional programming}{\ref{kfp}}
+ {}
+ {Poor performance on these topics}
+ {Okay performance}
+ {Average performance}
+ {Above average performance}
+\outcome{Exam Questions}{}{}
+ { }
+ {27 C}
+ {3 A, 12 D}
+ {35 E, 44 A}
+\outcome{Num Students}{}{}
+ {4}
+ {13}
+ {11}
+ {17}
+
+\end{OutcomesTabular}
+\end{sidewaystable}
+
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Object oriented programming}{\ref{koop}}
+ {}
+ {Poor performance on these topics}
+ {Okay performance}
+ {Average performance}
+ {Above average performance}
+\outcome{Exam Questions}{}{}
+ { }
+ {28 D}
+ {45 F}
+ {45 F}
+\outcome{Num Students}{}{}
+ {10}
+ {40}
+ {0}
+ {0}
+
+\end{OutcomesTabular}
+\end{sidewaystable}
+
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Software quality}{\ref{ksoftq}}
+ {}
+ {Does not understand meaning of software qualities}
+ {Understands meaning of software qualities, but does not understand interaction between qualities}
+ {Understand meaning and interaction between qualities}
+ {Understands meaning and interaction between qualities and has ideas on how to measure different qualities}
+\outcome{Exam Questions}{}{}
+ { }
+ {30 A}
+ {29 D}
+ {45 F}
+\outcome{Num Students}{}{}
+ {9}
+ {27}
+ {14}
+ {0}
+
+\end{OutcomesTabular}
+\end{sidewaystable}
-% The class had 170 students.
-% The course work involved three assignments (20\%), one midterm exam (35\%), and a final exam (45\%).
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Software design principles}{\ref{kdprinc}}
+ {}
+ {Does not understand}
+ {Can repeat definitions}
+ {Can apply principles}
+ {Understands reason for and tradeoffs between principles}
+\outcome{Exam Questions}{}{}
+ { }
+ {6 A, 41 E}
+ {7 B}
+ {45 F}
+\outcome{Num Students}{}{}
+ {15}
+ {21}
+ {14}
+ {0}
-% The numbers in the rubrics are obtained by measuring each learning outcome using the above course work.
+\end{OutcomesTabular}
+\end{sidewaystable}
+
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Modularization and interface design}{\ref{kmod}}
+ {}
+ {Does not understand}
+ {Can repeat definitions}
+ {Can read and write MIS}
+ {Can create an MIS that could be used by someone else to implement a module}
+\outcome{Exam Questions}{}{}
+ { }
+ {2 B}
+ {31 E, 32 C}
+ {45 B}
+\outcome{Num Students}{}{}
+ {2}
+ {44}
+ {4}
+ {0}
+
+\end{OutcomesTabular}
+\end{sidewaystable}
\begin{sidewaystable}
-\caption{Student work used: assignments.
-\label{assignments}}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
\begin{OutcomesTabular}
-\outcome{Decompose into modules}{}{decompose requirements into well-structured modules}
- {cannot account for all requirements in the decomposed system}
- {can include all requirements, but design has too few or too many modules}
- {can include all requirements, and decomposition is reasonable but inforation hiding not achieved }
- {can decompose into well-structured modules complying with information hiding, secrets traced}
- \Result{\ref{2modules},\ref{2quality}, \ref{2infohid}}{}{}{}{}
-
-\outcome{Document module behaviour}{}{document MIS and MID for each module}
- {cannot create adequate MIS and MID for each module}
- {can create MIS but not MID for each module}
- {can create both MIS and MID for each module}
- {can create both MIS and MID for each module, and MIS does not violate information hiding}
- \Result{\ref{2mis}, \ref{2mid}, \ref{2infohid}}{}{}{}{}
-
-\outcome{Implement design}{}{create executable code from design}
- {cannot create implementation - not complete or cannot execute adequately}
- {can create code, but code does not match design}
- {can create code that matches design, but code is not efficient}
- {can create efficient code that matches design}
- \Result{\ref{2code}}{}{}{}{}
-
-\outcome{Testing}{}{testing of the implementation }
- {cannot create adequate tests}
- {can create black-box tests but not white-box tests}
- {can create white-box tests but not black-box tests}
- {can create both black-box and white-box tests}
- \Result{\ref{2bboxtest}, \ref{2wboxtest}}{}{}{}{}
+\outcome{Design patterns}{\ref{kdp}}
+ {}
+ {Does not understand}
+ {Can repeat definitions}
+ {Can identify and use a few patterns}
+ {Can identify and use patterns that were not explicitly covered in the course}
+\outcome{Exam Questions}{}{}
+ { }
+ {34 A}
+ {33 B}
+ {45 F}
+\outcome{Num Students}{}{}
+ {9}
+ {8}
+ {33}
+ {0}
+
\end{OutcomesTabular}
\end{sidewaystable}
\begin{sidewaystable}
-\caption{Student work used: midterm exam\label{m2}}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Tools}{\ref{ktools}}
+ {}
+ {Cannot use git, Python or Java}
+ {Can do basics in git, Python and Java}
+ {Very comfortable in git, Python and Java}
+ {Uses technology beyond what is covered in the class}
+\outcome{Exam Questions}{}{}
+ { }
+ {19 E}
+ {45 F}
+ {45 F}
+\outcome{Num Students}{}{}
+ {9}
+ {41}
+ {0}
+ {0}
+\end{OutcomesTabular}
+\end{sidewaystable}
+
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
\begin{OutcomesTabular}
-\outcome{Modular design}{}{quality of modular design}
- {cannot understand what makes a quality decomposition}
- {can understand basic decomposition quality, but not finer points}
- {can understand basic decomposition quality, including finer structural points}
- {can understand advanced decomposition quality, and information hiding}
- \Result{\ref{1p}--\ref{1m}, \ref{1ih} \ref{2quality}--\ref{2infohid}}{}{}{}{}
-
-\outcome{MIS and MID}{}{understand MIS and MID}
- {cannot understand MIS or MID}
- {can understand MIS but not MID}
- {can understand basic concepts of both MIS and MID}
- {can understand advanced concepts of both MIS and MID}
- \Result{\ref{1s}, \ref{2mis}--\ref{2mid}}{}{}{}{}
-
-\outcome{Tabular expressions}{}{create and understand tabular expressions}
- {cannot understand or create tabular expressions}
- {can understand tabular expressions but cannot create them}
- {can understand and create tabular expressions, but don't understand completeness and disjointness}
- {can understand and create tabular expressions including completeness and disjointness}
- \Result{\ref{2tables}}{}{}{}{}
-
-\outcome{FSM}{}{work with models, especially FSMs}
- {cannot understand or create FSMs}
- {can understand FSMs but cannot create them}
- {can understand and create FSMs}
- {can understand and create FSMs and use them for analysis}
- \Result{\ref{1fsm}}{}{}{}{}
+\outcome{Follows an engineering design process}{\ref{a2desproc}}
+ {}
+ {Poor performance on these topics}
+ {Okay performance}
+ {Average performance}
+ {Above average performance}
+\outcome{Exam Questions}{}{}
+ { }
+ {4 A}
+ {5 B}
+ {45 F}
+\outcome{Num Students}{}{}
+ {3}
+ {7}
+ {40}
+ {0}
+
+\end{OutcomesTabular}
+\end{sidewaystable}
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Assignment 4 (Battleship)
+}
+\begin{OutcomesTabular}
+\outcome{Open Ended}{\ref{a2open}}
+ {}
+ {Overwhelemend by open-ended problem}
+ {Trivial attempt to solve}
+ {Reasonable attempt to solve in a straightforward way}
+ {Excellent attempt to solve, think abstractly and generally}
+\outcome{Assig Performance}{}{}
+ { }
+ {Low grade}
+ {Average grade}
+ {Above average grade (complete bonus)}
+\outcome{Num Students}{}{}
+ {3}
+ {4}
+ {6}
+ {65}
\end{OutcomesTabular}
\end{sidewaystable}
+\begin{sidewaystable}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
+}
+\begin{OutcomesTabular}
+\outcome{Understand the role of the engineer in society}{\ref{a2society}}
+ {}
+ {Does not understand}
+ {Understands definitions, but cannot apply them to a real world context}
+ {Can apply definitions to a real world problem.}
+ {Passionate about the importance of the role of engineers in society}
+\outcome{Exam Questions}{}{}
+ { }
+ {18 A}
+ {45 F}
+ {45 F}
+\outcome{Num Students}{}{}
+ {5}
+ {45}
+ {0}
+ {0}
+
+\end{OutcomesTabular}
+\end{sidewaystable}
\begin{sidewaystable}
-\caption{ Student work used: final exam\label{f1}
+\caption{Rubrics\\
+ Student work used: Final Exam (See 2aa4 Repo for Exam Details and Questions)
}
\begin{OutcomesTabular}
-\outcome{Software life-cycle}{}{general software engineering life cycle and role of software design}
- {cannot explain the phases in the life-cycle or the role of software design}
- {can understand the basic life cycle phases, but not relationships between them}
- {can understand relationships between life cycle phases, but not the role of people}
- {can understand the software life cycle and the role of people}
-\Result{\ref{1slc}, \ref{1p}}{}{}{}{}
-
-\outcome{Modular design}{}{quality of modular design}
- {cannot understand what makes a quality decomposition}
- {can understand basic decomposition quality, but not finer points}
- {can understand basic decomposition quality, including finer structural points}
- {can understand advanced decomposition quality, and information hiding}
- \Result{\ref{1p}--\ref{1m}, \ref{1ih} \ref{2quality}--\ref{2infohid}}{}{}{}{}
-
-\outcome{MIS and MID}{}{understand MIS and MID}
- {cannot understand MIS or MID}
- {can understand MIS but not MID}
- {can understand basic concepts of both MIS and MID}
- {can understand advanced concepts of both MIS and MID}
- \Result{\ref{1s}, \ref{2mis}--\ref{2mid}}{}{}{}{}
-
-\outcome{FSM}{}{work with models, especially FSMs}
- {cannot understand or create FSMs}
- {can understand FSMs but cannot create them}
- {can understand and create FSMs}
- {can understand and create FSMs and use them for analysis}
- \Result{\ref{1fsm}}{}{}{}{}
-
-\outcome{Tabular expressions}{}{create and understand tabular expressions}
- {cannot understand or create tabular expressions}
- {can understand tabular expressions but cannot create them}
- {can understand and create tabular expressions, but don't understand completeness and disjointness}
- {can understand and create tabular expressions including completeness and disjointness}
- \Result{\ref{2tables}}{}{}{}{}
-
-\outcome{Pre- and post- conditions}{}{create and understand pre- and post- conditions}
- {cannot understand or create pre- and post- conditions}
- {can understand tpre- and post- conditions but cannot create them}
- {can understand and (almost) create pre- and post- conditions, but don't understand logic expressions well enough}
- {can understand and create pre- and post- conditions, including well-formed logic expressions}
- \Result{\ref{2tables}}{}{}{}{}
-
-\outcome{Testing}{}{black-box and white-box tests}
- {cannot create adequate tests}
- {can create black-box tests but not white-box tests}
- {can create white-box tests but not black-box tests}
- {can create both black-box and white-box tests}
- \Result{\ref{2bboxtest}, \ref{2wboxtest}}{}{}{}{}
+\outcome{Show an awareness of the PEO}{\ref{a2PEO}}
+ {}
+ {Not aware}
+ {Understands facts}
+ {Can apply facts in a new context, to case examples}
+ {Passionate about the importance of licensing and the PEO}
+\outcome{Exam Questions}{}{}
+ { }
+ {11 B}
+ {45 F}
+ {45 F}
+\outcome{Num Students}{}{}
+ {13}
+ {32}
+ {0}
+ {0}
+
\end{OutcomesTabular}
\end{sidewaystable}
-\clearpage
+\section{Identified areas for continuous improvement}
+
+From the Vena Course Report:
+
+\begin{itemize}
+\item Design patterns should be emphasized to a greater extent next year; the
+ lecture on translating between English and math could be shortened.
+
+\item One final exam is easier to translate into measurement data. The
+ assignment grades should be broken down further so that they can be used for
+ more fine grained measurement. Should investigate whether it is possible to
+ have at least one written question on the final exam (TA hours are the main
+ problem with this.)
-% \section{Identified areas for continuous improvement}
-% %\comment{I use the above table to make conclusions about what to
-% %improve next time this course is taught.}
-% The students have performed well on nearly all the topics. However, there are three main difficulties -- and these have not really changed enough since last year, in spite of added emphasis:
+\end{itemize}
-% \begin{enumerate}[$\bullet$]
+\section{Actions to take for implementation of continuous improvement}
-% \item Students have difficulty in understanding and implementing tests. In particular, they do not have a sound grasp of the difference between black-box and white-box testing. Results were definitely better than last year.
+From the Vena Course Report:
-% \item Too many students still struggle with the basic logic constructs that they need for pre- and post- conditions, and for tabular expressions, but the results were significantly better than last year.
+\begin{itemize}
+\item The tutorials were not fully utilized. Additional exercises should be
+ added so that the tutorials are more productive. Examples from the previous
+ year can be used
-% \item Too many students are still struggling with implementing their designs in code. Their coding skills/techniques are not as advanced as they should be.
+\item In the future, discrete math should be required as a pre-req. This
+ recommendation has been through the curriculum committee and is now going to
+ the department.
-% \item One surprise was that students did not have as good an understanding of software life cycle events, mainly related to human reviews.
+\item Some learning outcomes do not really seeem to fit with 2AA4. These Los
+ were not measured this year. Maybe they should be deleted in the future?
-% %\item In the summary Table~\ref{indy}, nearly half of the students
-% %are ``marginal'' in terms of using modern state of the art tools and using appropriate techniques to collect data.
-% \end{enumerate}
+\end{itemize}
-% \section{Actions to take for implementation of continuous improvement}
+\section{Mapping back to indicators}
-% It was difficult to restructure the course to cover testing earlier in the course. The course was restructured to cover more concrete design techniques earlier and principles and attributes later. This did result in measurable improvement.
+This information is available in Vena.
-% \begin{enumerate}[$\bullet$]
-
-% \item It is reasonably straightforward to cover the testing section of the course towards the end of the course. However, that makes it difficult to get students to use what is taught in class to test the designs/implementations they produce in their assignments. In the first two assignments they suggest how they think they should test their product and perform those tests, and in the last assignment, they augment/modify those tests by applying what they have studied in class. It may still be possible to restructure the course even more so that testing is covered much earlier, and so the students have more opportunity for practical implementation of the theory they cover in class, but it will be difficult to achieve.
-
-% \item More practice examples for tabular expressions and pre- and post- conditions may alleviate the problem with their math skills as regards logic. This was improved over past years.
-
-% \item Lack of coding skill has been a long term problem. This is yet another indication that it is a problem. The Department implemented a lab course to help in this regard. It did not seem to help enough -- perhaps more analysis of what they need in the lab course is still required. It has only been run once so far.
-
-% \item Software life cycle and reviews need to be emphasized more than I achieved. Possibly because the reviews came towards the end of the course and perhaps did not seem as important to the students after all the emphasis on rigour.
-
-% \end{enumerate}
-
-
-
-% \section{Mapping back to indicators}
-
-% %\comment{I believe the faculty will need numbers for each measured indicator. It is recommended also to produce bar charts, but I do not see the need for them: the numbers in Table~\ref{indicators}
-% %are sufficient, I think.}
-
-% For each indicator, we take averages over the measurements
-% corresponding to objectives that are mapped to this indicator.
-% %For example, for {\em Competence in mathematics}, we average over
-% %each of below, marginal, meets, and exceeds for
-% %{\ref{3X03:fp}--\ref{3X03:ode}, \ref{3X03:rf}--\ref{3X03:end}}. That is,
-% %we calculate averages along the columns Table~\ref{summary}.
-% The results are shown in Rubric~\ref{indicators}.
-
-% \begin{table}[ht]
-% \caption{Indicators and measurements\label{indicators}}
-% \centering
-% \begin{tabularx}{\linewidth}{Xcccccc}
-% \multicolumn{1}{c}{attributes \& indicators} & object.& below & marg. &meets &exc.\\ \hline
-% %
-% \ATTRIBUTE{Knowledge Base for Engineering}
-% \indic{1. Competence in Mathematics}{\ref{1s}, \ref{2tables}--\ref{2pre}}
-% &8& 23& 74& 19\\
-% \indic{3. Competence in Engineering Fundamentals}{\ref{1r}--\ref{1m}, \ref{2modules}--\ref{2quality}}
-% &12& 36& 62& 5\\
-% \indic{4. Competence in Specialized Engineering Knowledge}{\ref{1slc}--\ref{1bb}, \ref{2infohid}--\ref{2wboxtest}}
-% &11& 30& 59& 16\\
-
-% \ATTRIBUTE{Problem Analysis}
-% \indic{2. Ability to identify reasonable assumptions}{\ref{1p}--\ref{1ih}, \ref{2tables}--\ref{2modules}}
-% &9& 27& 69& 10\\
-% \indic{4. Ability to decompose and organize a problem into manageable sub-problems}{\ref{1slc}, \ref{1p}--\ref{1m}, \ref{2modules}, \ref{2infohid}--\ref{2mid}}
-% &11& 30& 61& 16\\
-% \indic{6. The ability to use modern/state of the art tools}{\ref{2code}}
-% &14& 31& 47& 8\\
-
-% \ATTRIBUTE{Investigation}
-% \indic{1. Able to recognize and discuss applicable theory knowledge base}{\ref{2tables}--\ref{2pre}}
-% &7& 23& 81& 2\\
-% \indic{2. Capable of selecting appropriate model and methods and identify assumptions and constraints}{\ref{2mis}, \ref{2bboxtest}--\ref{2wboxtest}}
-% &10& 23& 58& 21\\
-% \indic{5. Assess the accuracy and precision of results and recognize limitations of the approach}{\ref{2quality}, \ref{2bboxtest}--\ref{2wboxtest}}
-% &11& 26& 67& 9\\
-% \indic{6. Properly documents and communicates processes and outcomes}{\ref{2modules}--\ref{2wboxtest}}
-% &9& 23& 64& 17\\
-
-% \ATTRIBUTE{Design}
-% \indic{1. Recognizes and follows an engineering design process}{\ref{1slc}--\ref{1bb}, \ref{2tables}--\ref{2wboxtest}}
-% &10& 28& 65& 12\\
-% \indic{2. Recognizes and follows engineering design principles}{\ref{1r}--\ref{1m}, \ref{1ih}, \ref{2modules}--\ref{2mid}}
-% &11& 25& 69& 21\\
-% \indic{3. Obtains experience with open-ended problems}{\ref{2modules}--\ref{2wboxtest}}
-% &9& 23& 64& 17\\
-% \indic{7. Properly documents and communicates processes and outcomes}{\ref{2modules}--\ref{2wboxtest}}
-% &9& 23& 64& 17\\
-% \indic{10. Able to work in a group ...}{\ref{2modules}--\ref{2wboxtest}}
-% &9& 23& 64& 17\\
-
-% \ATTRIBUTE{Use of Engineering Tools}
-% \indic{2. The ability to use modern/state of the art tools}{\ref{2code}}
-% &14& 31& 47& 8\\
-
-% \ATTRIBUTE{Inidividual and Team Work}
-% \indic{4. Able to work in a group ...}{\ref{2modules}--\ref{2wboxtest}}
-% &9& 23& 64& 17\\
-
-
-% \end{tabularx}
-% \end{table}
-
-\end{document}
-
-%
-%\end{document}
-%
-%
-%\section{Summary of Results}
-%
-%For the first rubric, we have used the final exam. The measurements are based on 106 students, who have written the exam.
-%
-%\subsection{Summary}
-%\begin{itemize}
-%\item Large number of students do not understand how memory works, local vs. global variables, and do not understand parameter passing
-%
-%\item Most of them are comfortable with shell programming and makefile.
-%
-%\item They have shown good understanding of profiling, performance measurement,
-%and code optimizations.
-%\end{itemize}
-%
-%\subsection{Suggestions for Improvements}
-%
-%\begin{itemize}
-%\item For next year, we need to spend more time explaining to the students how
-%computer memory is organized in terms of local, global, stack and heap memory.
-%
-%\item Since they have done well on most of the other items, perhaps the course
-%should be more challenging.
-%
-%
-%\end{itemize}
-%
-%\end{document}
\ No newline at end of file
+\end{document}
\ No newline at end of file