From mboxrd@z Thu Jan 1 00:00:00 1970 X-Spam-Checker-Version: SpamAssassin 3.4.5-pre1 (2020-06-20) on ip-172-31-74-118.ec2.internal X-Spam-Level: X-Spam-Status: No, score=1.0 required=3.0 tests=BAYES_40,TO_NO_BRKTS_PCNT autolearn=no autolearn_force=no version=3.4.5-pre1 Date: Tue, 19 Nov 91 09:18 MST From: Ray Harwood Subject: Re: Software Engineering Education Message-ID: List-Id: > [stuff deleted] [T]he student team can get a max of > 15 points from correctly working (8 points) and correct styles etc (7 points) . > Now this is out of a possible 100 points for the project which is 50% of the > grade for the class. The rest of the 100 points for the project are awarded > for thinking through, defining, and implementing the strategy (process) for > the project. At the risk of a little bandwidth, I have attached a text-copy of the program grading sheet I use in my CS2-based course. It addresses many issues: the program must be documented; adequate tests must be run to prove "correctness"; proper style must be followed, both in layout and construct; and it must look profession. Students are STRINGLY encouraged to turn in assignments in a pocket-folder, documentation on the left, source and test output on the right. Those that just wrap a rubber band around a bundle of "stuff" learn the value of "professionalism" very quickly! I developed this form primarily because I felt I was not giving out POSITIVE feedback, simply marking Bad Things. Now, there is a block for my comments in each category, and I don't leave any block blank -- even if I just scribble "Good!" or "OK". > To be honest, the students have a very hard time with this. They can easily > see the solution to the project. In fact, some of the student could sit > down in one day and complete the project and have it work (these again are > two week courses). Having them describe the approach and manage it is much, > much more difficult. Some students will NEVER get the hang of it. Many readers of this digest are most likely four-year college PhDs with pick-of-the-litter students... I'm "just" a two-bit associate faculty member at a community college. Yes, we do have quite a few top-notch students, but we also attract those that can't "cut it" at the U. It makes my 2 cents worth it when "the light comes on" for one of THESE students. (My apologies to our foreign readers for my use of idioms!) Unfortunately, we as instructors are not given good training in how to *gracefully* tell a student, "You don't seem to have an aptitude for this!" > [...] My students would have a much > easier time if the end goal were well engineered systems versus getting it > to work and moving on the the next task. Well, I'm not sure the students would have an EASIER time, but they sure would LEARN a lot more! Ray ----- Ray Harwood |Data Basix |Associate Faculty, East Campus, Voice: (602)721-1988 |PO Box 18324 | Pima Community College FAX: (602)721-7240 |Tucson, AZ 85731 |Instructor in Ada and Pascal CompuServe: 76645,1370|AppleLink: DATA.BASIX|Internet: rharwood@east.pima.edu ========================= Cut Here =================================== Program Grading Sheet +-------------------------------------------------------+---------------------+ | Programmer Name: |Date Due: | +-------------------------------+-----------------------+---------------------+ | Program Number: | Option: A B C |Date In: | +-------------------------------+-----------------------+------+--------------+ | Grading Item Description: [] Items | % of Points | | Comments | Max | Earned| +--------------------------------------------------------------+------+-------+ |Accompanying Narrative & Documentation: [] Test Design | 12 | | | [] Structure Chart [] Program Listing [] Test Input | | | | [] ^ w/Data Flows [] Algorithm Descr. [] Test Output | | | | | | | | | | | +--------------------------------------------------------------+------+-------+ |Indentation & Layout: [] Var/Const/Proc/Func indented | 16 | | | [] Program/Begin/End align [] Procedure/Begin/End align | | | | | | | | | | | +--------------------------------------------------------------+------+-------+ |Comments: [] Program purpose [] Proc/Func purpose | 16 | | | [] Var/Const declarations [] Section header [] In-line | | | | | | | | | | | +--------------------------------------------------------------+------+-------+ |Naming Conventions: [] Procedures (verb/subject) | 8 | | | Useful, descriptive: [] Vars [] Const [] Func | | | | | | | | | | | +--------------------------------------------------------------+------+-------+ |Proper Langauge Constructs: [] Simple "main" routine | 12 | | | [] Passed parameters [] Limited "global" vars | | | | [] Proper var types [] Structures model real data | | | | | | | | | | | +--------------------------------------------------------------+------+-------+ |Illustration of Technique & Objective: | 10 | | | [] Required outputs [] Required computations | | | | | | | | | | | +--------------------------------------------------------------+------+-------+ |Proper Operation: [] Complete test output [] Full test suite | 10 | | | [] Computations correct [] Outputs correct [] Labels/format| | | | | | | | | | | +--------------------------------------------------------------+------+-------+ |Ease of Understanding: [] Neatness [] Organization | 16 | | | [] Readability [] Completeness [] Professional appearance | | | | | | | | | | | | | | | +----------------------+--------+------------------------------+------+-------+ | Late Penalties |Classes | Percent of Total Points..... | 100 | | | 1 class - 2% |Late | +------+-------+ | 2 classes - 5% | | Total Points Possible............. |x | | 3 classes - 10% +--------+ +-------+ | 4 classes - 16% |Penalty | Total Score....................... | | | More - 5% per class | | +-------+ +----------------------+--------+