Se252 Exam Prep
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Tests and worksheets are meant to provide feedback, not marks. Students must revise all tests and complete worksheet exercises to improve for their exam. Many students did poorly on tests because they did not do worksheets or seek feedback. Students should practice using past exam papers and get feedback to prepare for the exam. The exam will cover requirements and use case modeling, classes and relationships, dynamic diagrams, and object state charts. Students must demonstrate competency in these areas which are fundamental for software development careers.
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Robotics Syllabus 2016 2017
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docx
The document provides instructions for a 3-part assessment for a unit on leading organizational learning strategies. It includes:
1) Written questions to answer about concepts like authority, research approaches, and legislation.
2) A practical assessment involving role-playing a meeting to review an organization's learning practices and options for quality policies. The student must document the meeting.
3) Designing and developing an organizational learning strategy for a case study organization. This involves analyzing technology, human resource, and learning requirements and designing the strategy.
The assessment aims to test the student's knowledge of key concepts and ability to practically lead the development of an organizational learning strategy through tasks like meetings, analysis, and strategy design. Feedback
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docx
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
Wk1 - L1.ppsx
This document provides an introduction and overview for the course "Computer and Problem Solving - DISC 112". The course aims to improve students' problem solving and decision making skills using computers. It will have both lecture and lab components. Lectures will cover theory and key concepts while labs will focus on developing skills in Excel and Python. The course objectives are to develop an understanding of managing information technology, introduce modeling and data representation using tools like Excel, and teach basic computer programming fundamentals. Students will be assessed through class participation, labs, quizzes, midterms and a final lab exam. Communication with instructors and teaching assistants will be via email, office hours and WhatsApp groups. Students are expected to be professional
UCD Awareness Research
The study examined whether students in MIT's Course 6 (Electrical Engineering and Computer Science) placed less emphasis on users' interests in design compared to other MIT students. A design scenario and open-ended questions were used to assess user-centeredness. Results showed Course 6 students scored significantly lower on questions about prototype iteration and design success criteria, though not initially on problem exploration. This suggests the technical curriculum decreases consideration of users' needs in later design stages. Limitations included sampling bias and need for more diverse studies.
Assignments .30%
This document provides information about the CSC 448/548 - Machine Learning course offered at South Dakota School of Mines and Technology in Fall 2007. It outlines the instructor details, class schedule, catalog description, textbook, topics to be covered, course goals and outcomes, grading criteria, attendance policy, and other policies. The course will introduce students to machine learning algorithms and have them implement assignments using the Weka machine learning tool to apply what they learn to datasets. Evaluation will be based on homework, exams, class activities, and a final project involving implementing and comparing machine learning algorithms on a dataset.
Assignment 2 Directions Enter your Name Here =è XXXXXXXXXX.docx
Assignment 2 Directions
Enter your Name Here =
è
XXXXXXXXXX
Assignment 2 is divided into two documents: Assignment 2 Theory (50% of the assignment grade) and Assignment 2 Hands-on (50% of the assignment grade).
Most requirements of this assignment will require you to research answers from your text book (you must read the text book to get some answers), from the Internet, or any other reasonable source. Many Internet sources, video links, text book and Blackboard presentation reference are provided to help you START your research. I have found that any single Internet source is very incomplete and the format may not conducive for most answers required. Some students do not READ the text book or review the Power Point presentation provided to you in Blackboard.
Some answers are only available from my power point presentations or update notes.
You may cut-and-paste answers whenever appropriate, you should take care to synthesize your answers to include multiple sources. I would be impressed that you consult a Google image search and paste and
appropriate
image to supplement your answer.
While I permit cut-and-paste, I do expect you use your own words so that you:
1. Organize the answer
2. Demonstrate that you have read what you have cut-and-pasted
3. Use any means that clearly displays that you have gained knowledge.
If you are LEARNING the subject matter there should be no problem. If you cut-and-paste and pray that it might answer the question you will be penalized. I hate irrelevant cut-and-paste BS.
The content of each student's assignment may NOT be copied from any other current or past student enrolled in this class. Each assignment is to be prepared by ONE student.
Assignments are NOT a group-prepared assignment. Copying and pasting assignment any portion of the requirements from another student either enrolled in the current semester and or a previous semester is an act of plagiarism according to the RMU Academic Integrity Policy.
Any assignment found to be "too much alike" will be subject to a grade of zero for all parties concerned. Such an act constitutes a violation of the Robert Morris University Academic Integrity Policy.
The instructor reserves the right to review past assignments with students who are unable to prepare assignments during the hands-on portion of the exam to determine the student's mastery of the assignment's objectives. The assignment grade based upon the result of the instructor's review.
On-ground tests may be used to compare the student’s knowledge to performance on assignments.
All acts of plagiarism will be submitted the RMU Academic Integrity Board to determine university-wide penalties.
You, however, may discuss assignment requirements, assist other students with debugging programs or other hands-on-requirements, tutor students, or provide other advice that may assist the students in acquiring knowledge. But the actual preparation of an individual assignment must hav.
dolan_SAM_syllabus_spring_2017
This 3-sentence summary provides the high-level essential information about the document:
This document outlines the syllabus for the Spring 2017 semester of the IAKM 60370: Semantic Analysis Methods and Technologies course taught online at Kent State University. The 15-week course will introduce students to practical contexts, methods and tools for semantic analysis through weekly discussions, quizzes, evaluations of semantic analysis methods, and a final project modeling a semantic solution. Students will learn to critically evaluate semantic technologies and develop semantic architectures, profiles, and solutions for addressing business problems.
UML-test Application for Automated Validation of Students’ UML Class Diagram
Slides for our presentation at The 29th IEEE Conference on Software Engineering Education and Training (CSEE&T) 2016 conference, Dallas, TX USA
Testing & bem guide 2018
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
2012 templatesA Template with Ideas for the structure of the Co.docx
Systems engineering concepts and methodologies can help project managers organize projects in several ways. The readings discuss systems engineering tools and techniques for solving project problems, and assessing how systems engineering applies to specific project cases like those at BP. They also describe the systems approach and how systems engineering concepts relating to organizing engineered systems can be utilized. Questions are raised about whether systems engineering and project management principles could have helped prevent disasters at BP if properly implemented.
CIS_170_05_F15F2F_Paurus
This document provides information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
Cad syllabus 2016 2017
This document provides information about a 3D Design with CAD course offered in 2016-2017. The course will meet in room 103 during block B and teach fundamental 3D drawing techniques using SketchUp CAD software. Students will learn to design objects that can be 3D printed or laser cut. Over the semester students will develop their skills in CAD, fabrication, design process, and communication through various assignments, exercises and a final independent design project.
Pragmatic software testing education - SIGCSE 2019
See our paper: https://pure.tudelft.nl/portal/en/publications/pragmatic-software-testing-education(b36407d1-b5ff-4825-9318-f36124f08e7b).html
Pass your-exams
This document provides advice to students on how to succeed in exams at the University of Bradford School of Management. It discusses common reasons students do poorly, such as not answering the question fully, poor time management, and superficial answers. Tutors emphasize the need to answer the specific question, support ideas with evidence, and demonstrate a clear understanding of topics through accurate descriptions and analysis. The document provides tips for exam preparation, including revising beyond assigned readings, carefully planning answers, and practicing handwriting legibly under time constraints.
Assessment in a constructivist, technology supported learning
1) Authentic assessment is most appropriate for constructivist and technology-supported learning environments as it measures higher-order thinking skills, application of skills to real-world tasks, and collaborative abilities.
2) Performance-based and product assessments are direct forms of authentic assessment that evaluate students' integrated skills through presentations of solutions to assigned problems or group projects involving technology.
3) Scoring rubrics clearly define standards and allow for self-assessment, integrating assessment into the learning process rather than relying on fear-based testing.
Cisa 101 summer syllabus
This document provides information about a computer literacy course offered at the College of Western Idaho during summer 2012. The course is designed to help students develop basic computer skills and covers topics like hardware, operating systems, applications, and computer literacy requirements for graduation. It meets on Tuesdays and Thursdays in two sections and focuses on software like Windows, Internet Explorer, Word, Excel and PowerPoint. Students will complete exams in these areas, and the course uses a combination of assignments, projects and exams for grading.
Project Description ppts.pptx
The document provides details about a project for a Human Computer Interaction course. It includes:
- A survey link for students to fill out
- An introduction to the semester-long project on usability evaluation of mobile applications
- Requirements that students have a mobile device and familiarity with basic usage
- Modes of completion including quizzes, assignments on Google Docs
- A 15-20% weight in the overall grading
- Student roles observing usage and identifying usability issues
- Plans for discussion, quizzes and assignments to introduce concepts and have students complete tasks and evaluate mobile applications.
LeadTeam start-up: step 11 Validating hypothesis
The document discusses validating hypotheses for a university collaboration platform. It summarizes surveys and interviews with students and teachers:
- 80% of students responded positively to a proposed Facebook app for the platform, though some preferred it be connected but separate from Facebook.
- 75% of students found the minimum viable product (MVP) easy to use, though some suggested improvements like changing colors to be more "serious".
- Communication between students and their university received average ratings of 5-6 out of 10, with most saying it depends on individual teachers.
- The top features students wanted from integrating the platform with their university were automated calendar/scheduling, direct assignment uploads, a class page, and viewing assignment descriptions
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