The document outlines assessment principles and performance indicators for student learning in computer science, emphasizing the importance of both direct and indirect measures of student outcomes. It includes detailed descriptions of performance indicators linked to specific student outcomes related to technical skills, communication, and professional responsibilities, along with a scoring rubric for evaluating student performance. The aim is to enhance educational practices by ensuring assessments serve to educate and improve student performance rather than just auditing it.

1. Assessment
Professor Stephen Ekwaro-Osire
Professor Lloyd R. Heinze
(May 9, 2023)

2. 2
Outline

3. 3
Prerequisite
https://www.youtube.com/watch?v=gkQW3AcGmUY
February 16, 2022
• The aim of assessment should be “to educate and improve student
performance, not merely to audit it”
• Course Grades Assessment

4. 4
Measures
• Direct Measures
• Provide the direct examination or observation of student knowledge or skills
against measurable student outcomes
• Student demonstrates learning
• Exams, project reports, presentations
• Indirect Measures
• Indirect measures of student learning ascertain the opinion or self-report of
the extent or value of learning experiences
• Student describes learning
• Exit questionnaires, student feedback from evaluations

5. 5
Performance Indicators
• Student outcomes
• outcomes that students should demonstrate by the end of the academic
program (upon graduation)
• intended to provide general information about the focus of student learning
and are broad statements of the expected learning
• Performance indicators
• concrete measurable performances students must meet as indicators of
achievement of the student outcome
• facilitate the development of the curriculum
• critical in developing a systematic and meaningful data collection process
around program assessment and improvement
• observable action verb such as demonstrate, interpret, identify, or apply

6. 6
Performance Indicators
• Subject content
• Content that is the focus of the instruction and learning
• Verb
• Specific level of performance

7. 7
Performance Indicators
• Blooms Taxonomy

8. 8
Rubrics
• Tool to score student performance in an assessment environment
(e.g., oral presentation, performance observation)
• Can be used for both formative and summative purposes
• Defines expectations, and especially useful when dealing with
processes or abstract concepts
• Provides a common “language” to help faculty and students talk
about expected learning
• Increases reliability of the assessment when using multiple raters

9. 9
Scoring the level of student performance
Student Outcome
Unsatisfactory
(1)
Developing
(2)
Satisfactory
(3)
Exemplary
(4)
Indicator #1
Indicator #1
Indicator #1
Level of performance
Dimension
Descriptors

10. 10
Scoring the level of student performance
OUTCOME 1. Analyze a complex computing problem and to apply principles of computing and other relevant
disciplines to identify solutions.
Unsatisfactory
(1)
Developing
(2)
Satisfactory
(3)
Exemplary
(4)
1.1 Apply formal methods,
such as abstract machines and
formal grammars, for defining
infinite sets of strings by finite
means
Fails to apply…
Shows limited and less than
adequate ability to apply…
Demonstrates satisfactory
ability to apply…
Understands and properly and
accurately applies…
1.2 Classify these methods
according to their expressive
power
Fails to classify…
Shows limited and less than
adequate ability to classify…
Demonstrates satisfactory
ability to classify…
Understands and properly and
accurately classifies…
1.3 State Church’s Thesis, its
significance, and arguments in
its favor
Fails to state…
Shows limited and less than
adequate ability to state…
Demonstrates satisfactory
ability to state…
Understands and properly and
accurately states…
BS Computer Science
CS3383 Theory of Automata Number

11. 11
Scoring the level of student performance
OUTCOME 2. Design, implement, and evaluate a computing-based solution to meet a given set of computing
requirements in the context of the program’s discipline.
Unsatisfactory
(1)
Developing
(2)
Satisfactory
(3)
Exemplary
(4)
2.1. Evaluate performance
issues, data representation
and fixed/flp arithmetic1
Fails to evaluate…
Shows limited and less than
adequate ability to evaluate…
Demonstrates satisfactory
ability to evaluate…
Understands and properly and
accurately evaluates…
2.2. Describe the design of
processors, addressing modes,
instruction types1
Fails to describe…
Shows limited and less than
adequate ability to describe…
Demonstrates satisfactory
ability to describe…
Understands and properly and
accurately describes…
2.3. Understand verification
and validation techniques2 Fails to understand…
Shows limited and less than
adequate ability to
understand…
Demonstrates satisfactory
ability to understand…
Understands and properly and
accurately applies the…
CS3375 Computer Architecture1
; CS3365 Software Engineering I2
BS Computer Science

12. 12
Scoring the level of student performance
OUTCOME 3. Communicate effectively in a variety of professional contexts.
Unsatisfactory
(1)
Developing
(2)
Satisfactory
(3)
Exemplary
(4)
3.1. Comprehend the formal
semantics of simplified
programming
languages1
Fails to comprehend…
Shows limited and less than
adequate ability to
comprehend…
Demonstrates satisfactory
ability to comprehend…
Understands and properly and
accurately comprehends…
3.2. Communicate effectively
with project stakeholder2 Fails to communicate…
Shows limited and less than
adequate ability to
communicate…
Demonstrates satisfactory
ability to communicate…
Understands and properly and
accurately communicates…
3.3. Write effectively and
clearly through project
documentation2
Fails to write… Shows limited and less than
adequate ability to write…
Demonstrates satisfactory
ability to write…
Understands and properly and
accurately writes…
CS3361 Concepts of Programming Languages1
; CS4366 Senior Capstone Project Number2
BS Computer Science

13. 13
Scoring the level of student performance
OUTCOME 4. Recognize professional responsibilities and make informed judgments in computing practice
based on legal and ethical principles.
Unsatisfactory
(1)
Developing
(2)
Satisfactory
(3)
Exemplary
(4)
4.1. Understand local/global
impacts of computing
solutions on individuals,
organizations, and society1
Fails to understand…
Shows limited and less than
adequate ability to
understand…
Demonstrates satisfactory
ability to understand…
Understands and properly and
accurately the…
4.2. Exhibit professionalism
and ethics1 Fails to exhibit…
Shows limited and less than
adequate ability to exhibit…
Demonstrates satisfactory
ability to exhibit…
Understands and properly and
accurately exhibits…
4.3. Understand local/global
impacts of computing
solutions on individuals,
organizations, and society2
Fails to understand…
Shows limited and less than
adequate ability to
understand…
Demonstrates satisfactory
ability to understand…
Understands and properly and
accurately the…
CS3365 Software Engineering1
; CS2365 Object-Oriented Programming2
BS Computer Science

14. 14
Scoring the level of student performance
OUTCOME 5. Function effectively as a member or leader of a team engaged in activities appropriate to the
program’s discipline.
Unsatisfactory
(1)
Developing
(2)
Satisfactory
(3)
Exemplary
(4)
5.1 Function effectively
through teamwork1 Fails to function…
Shows limited and less than
adequate ability to function…
Demonstrates satisfactory
ability to function…
Understands and properly and
accurately functions…
5.2. Develop project
management leadership skills2 Fails to develop…
Shows limited and less than
adequate ability to develop…
Demonstrates satisfactory
ability to develop…
Understands and properly and
accurately develops…
5.3. Elicit and analyze
customer requirements
individually and with team
member3
Fails to elicit… Shows limited and less than
adequate ability to elicit…
Demonstrates satisfactory
ability to elicit…
Understands and properly and
accurately elicits…
CS4354 Concepts of Database System1
; CS4366 Senior Capstone Project2
; CS3365 Software Engineering3
BS Computer Science

15. 15
Scoring the level of student performance
OUTCOME 6 [CS Program Criteria]. Apply computer science theory and software development fundamentals to
produce computing-based solutions.
Unsatisfactory
(1)
Developing
(2)
Satisfactory
(3)
Exemplary
(4)
6.1. Demonstrate a
mathematical foundation in
analysis of algorithm1
Fails to demonstrate…
Shows limited and less than
adequate ability to
demonstrate…
Demonstrates satisfactory
ability to demonstrate…
Understands and properly and
accurately demonstrates…
6.2. Analyze the efficiency of
algorithms using time and
space complexity theory1
Fails to analyze…
Shows limited and less than
adequate ability to analyze…
Demonstrates satisfactory
ability to analyze…
Understands and properly and
accurately analyzes…
6.3. Choose appropriate
conditional and iteration
constructs for a given
programming task2
Fails to choose…
Shows limited and less than
adequate ability to choose…
Demonstrates satisfactory
ability to choose…
Understands and properly and
accurately chooses…
CS3364 Design and Analysis of Algorithms1
; CS3361 Concepts of Programming Languages2
BS Computer Science

16. 16
Scoring the level of student performance
OUTCOME 6 [IT Program Criteria]. Use systemic approaches to select, develop, apply, integrate, and administer
secure computing technologies to accomplish user goals.
Unsatisfactory
(1)
Developing
(2)
Satisfactory
(3)
Exemplary
(4)
BS Information Technology

17. Questions?
Stephen.Ekwaro-Osire@ttu.edu
Lloyd.Heinze@ttu.edu