assessment: course four column - el camino college · ecc: csci 30:advanced programming in c++...

El Camino: Course SLOs (MATH) - Computer Sciences

SPRING / SUMMER 2016Assessment: Course Four Column

ECC: CSCI 12:Programming for Internet Applications using PHP, JavaScript, and XHTML

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Interactive Web Pages -Design and implement an interactiveweb page.

Course SLO Assessment Cycle: 2016-17 (Fall 2016)

Course SLO Status: Active

Input Date: 11/19/2013Standard and Target for Success:Based on percentage: It is expectedthat at least 70% of students willsolve the problem with score of 75%or above on this SLO.

Exam/Test/Quiz - A problem wasincluded on test 1 that asked studentto complete a web page with withsome interactive component. Theywere supposed to ask the user fortheir name and print it back with agreeting message.

SLO #2 Side-Scripts - Develop a client-side script to create a drop downmenu for a web page.

Course SLO Assessment Cycle: 2015-16 (Fall 2015), 2017-18 (Fall 2017)


Input Date: 11/19/2013

Exam/Test/Quiz - A question wasincluded on test 2 to evaluate SLO#2, which asked students to solve aproblem and for each segment 2points were assigned.

SLO #2 Write client-side scripts usingJavascript

1. Given the following HTMLcode, write the JS function to replacethe contents of paragraph withcurrent date and time.<html>

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Standard and Target for Success: If astudent was able to get at least 7 outof 10 points it was deemedsuccessful in understanding thetopic.

<head><script> // your function goes here</script></head><body><h1>My First JavaScript</h1><p id="demo">This is a paragraph.</p><button type="button" onclick="displayDate()">DisplayDate</button></body></html>

SLO #3 Web Pages Date and Time -Design and implement a program orfunction to process data collectedfrom a web form.

Course SLO Assessment Cycle: 2015-16 (Spring 2016)



Faculty Assessment Leader: Massoud Ghyam

Action: Students in this course havealready taken some CS classes andmany are working in the field alreadyand are better prepared to handlethe course material. This is alsoreflected on their terms projectwhere majority of them went beyondrequired work and developed verycomplex and interesting web sites.Because of the population no actionreally is required. In the future, Iplan to increase the level of difficultyof the assessment and increase therequirements of the term project topush the students even more.(08/21/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetResults:Total students 87 completed correctly (7 - 10) 7/8 = 88%Completed0 Almost Completed (Score 4 - 6) 0/22 = 0%1 Did not complete (Score 0 - 3) 1/8 = 12%

Analysis:The group did extremely well, and demonstrated that theyhave mastered the material. One of the reason for this kindof success is the small size of the class and I was able towork closely with them, the other is they all had very goodprogramming background.1 student who did not complete the work, missed severalclasses and was not turning in his assignment or they weresubmitted late. (05/10/2016)

Exam/Test/Quiz - A quiz will beadministered where students willdevelop a function to validate dataentered on a web form.

Question: Given the following codesegment complete the javaScriptfunction to validate the input andmake sure at least 5 characters (A-Zor a-z) are typed in. If not return anerror message using an Alarm box.<!DOCTYPE html><html><head><script> Your code goes here</script></head><body>



Standard and Target for Success:Based on percentages: It is expectedthat 70% of students will score 75%or above on this SLO.

<form name="myForm"action="demo_form.asp"onsubmit="return validateForm()"method="post">Name: <input type="text"name="fname"><input type="submit"value="Submit"></form>

</body></html>

SLO #4 Processing Web Data - Designand implement a server-side programor function to a database and interact(insert, delete, update records) withit.

Course SLO Assessment Cycle: 2017-18 (Fall 2017)




ECC: CSCI 30:Advanced Programming in C++


SLO #1 Document ProgrammingSolutions - Students will design, code,compile, test and documentprogramming solutions to problemsrequiring the development of C++classes (by inheritance, bycomposition; templates), requiringC++ operator overloading, requiringeffective use of the StandardTemplate Library, requiring effectiveuse of pointers and dynamic memoryallocation.




Standard and Target for Success: Itis expected that 85% of students willdemonstrate understanding of andthe ability to apply the related C++concepts.Related Documents:CSCI 30 0124 2014 Spring Pgm01 -Delineated Version.docCSCI 30 0124 2014 Spring Pgm02Person Student-Voter-Faculty.doc

Laboratory Project/Report - Threeprogramming assignments wereassigned.

The first assignment has studentscreating a class, MyVector, to modelwhat is being done with theStandard Template Library classvector. In this assignment studentshad to implement C++ operatoroverloading and make effective useof pointers related to dynamicmemory allocation.

The second assignment and the thirdassignment, taken together, wereused to demonstrate knowledge ofC++ matters related to a C++inheritance hierarchy. The topics ofbase classes, derived classes, virtualfunctions, dynamic memoryallocation, and detailed, completetesting of an inheritance hierarchy ofclasses were covered and studentsdemonstrated their knowledge ofthese topics.


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CSCI 30 0124 2014 Spring Pgm03Add StudentVoter.doc

SLO #2 Tracing and Verifying -Students, when given a code segmentinvolving use of a class, will be able totrace the construction of classobjects, trace the destruction of classobjects, verify whether memory leakshave occurred, trace objectassignment operations, verify whencopy constructors are invoked andwhen overloading of copyconstructors is required.




Standard and Target for Success: Itis expected that 85% of students willscore 70% or higher.See attached documents for rubric.Related Documents:MemberInitializationListDetails.cppMemberInitializationListDetailsSample Runs.txt

Exam/Test/Quiz - You have beengiven copies of the fileMemberInitializationListDetails.cppthat contains code for a class Name,a class Student, and a main function.On page 2, in the Student class thereis code delineated as Version 1 andas Version 2. Similarly, on pages 2and 3, in the main function, there iscode that is also delineated asVersion 1 and as Version 2. Your jobis to: (a) Write the output that is writtento the monitor when both Version 1components are active. (b) Write the output that is writtento the monitor when both Version 2components are active.

Exam/Test/Quiz - 1. You have beengiven copies of the fileMemberInitializationListDetails.cppthat contains code for a classesName and Student, and a mainfunction. On page 2, in the Studentclass there is code delineated asVersion 1 and as Version 2. Similarly,on pages 2 and 3, in the mainfunction, there is code that is also


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Related Documents:MemberInitializationListDetails.cpp

delineated as Version 1 and asVersion 2.(a) Write the output that is writtento the monitor when both Version 1components are active.(b) Write the output that is writtento the monitor when both Version 2components are active.2. Regarding classes with at least onemember data item that is a pointerthat is used for dynamic memoryallocation, provide examples of whythe system generated copyconstructor is not acceptable, whythe system generated destructor isnot acceptable, and why the systemgenerated assignment operator isnot acceptable. You should use yourversion of the Person class fromassignment Pgm01. The examplesshould be code segments, along withsketches related to those codesegments, detailing exactly what ishappening.

SLO #3 Identifying and EliminatingErrors - Students, when given C++code with errors, will be able toidentify what those errors are and willbe able to modify the C++ code toeliminate those errors.




Action: Continue to give sample codethat illustrates effectively thefeatures of the C++ programminglanguage.Continue to assign work wherestudents must demonstrateunderstanding of the C++programming language.Continue to give quizzes to teststudent understanding of C++features as they are taught to be sure

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met36 students took the quiz.8 of the 36 scored 10 and 4 scored 9, so that 33.33% scoredat the generally complete understanding level.13 of the 36 scored 8, so that 36.111% scored at the goodunderstanding level.11 of the 36 scored 7, so that 30.556% scored at thereasonable understanding level.The people that scored in the higher ranges were able to

Exam/Test/Quiz - Students are givencopies of text files containing thesame information included in thefiles"MyStringStudentVersionToDebug.h" and"MyStringBaseFormForStudentsToFillOut.cpp". See attached files.The ".h" file contains many errorsthat students must recognize andcorrect. The ".cpp" file contains the


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Standard and Target for Success: Itwas expected that about 25% ormore of the class would score at thelevel of 9 or 10, 25% or more of theclass would score at the 8 level, 25%would score at the 7 level, and theremainder at the 6 or below level.

Faculty Assessment Leader: Ralph TaylorFaculty Contributing to Assessment: Ralph TaylorRelated Documents:MyStringBaseFormForStudentsToFillOut.cppMyStringStudentVersionToDebug.h

to be able to target those studentswho may have not completelyunderstood the material that hadbeen presented. (10/04/2017)Action Category: TeachingStrategies

recognize and correct errors in the code they were given.The distinction between the 9 and 10 levels was in theefficiency of the code that was written. The people whoscored at the 8 level did not recognize one of the errors, butthe code they wrote to correct the remainder of the errorswas good. The people at the 7 level did not recognize either1 or two of the errors, but the code they wrote to correctthe remainder of the errors was good. A student would alsoscore at the 7 level if they did not recognize just 1 of theerrors, but the code they wrote to correct the remainder ofthe errors had a few errors in it. (10/04/2016)

basic form for the students to createthe C++ code necessary to completethe meaning of the code in the ".h"file.The students were graded on thenumber of errors found, how theycorrected those errors, and howthey developed the correspondingnecessary C++ code..A 10-point scale was used.A score of 9 or 10 indicated generallycomplete understanding of thematerial.A score of 8 indicated generally goodunderstanding of the material withnot much needed to get to thecomplete understanding level.A score of 7 indicated a level ofunderstanding that would allowthem to get to the completeunderstanding level with someadditional work.A score of 6 or below indicated alevel of understanding that wouldrequire a fair amount of work to getto the complete understanding level.

SLO #4 Explaining the Concept of C++- Students will be able to explain theconcept of C++ class templates andhow they relate to the concept ofgenerics, the concept of virtual


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functions and polymorphism, theconcept of multiple inheritance andvirtual base classes, the concept ofcontainer types and thecircumstances where specificcontainers should or should not beused.





ECC: CSCI 40:Introduction to UNIX/LINUX Operating Systems


SLO #1 Shell Script Solutions - Given aspecification for a set of operatingsystem tasks, students will create,edit, move, display, copy and deletefiles and subdirectories.




Laboratory Project/Report - lAB 5 -Create subdirectories, move, copy,delete files.(15 pts)

__1. Create subdirectories namedlab01, lab02,..,lab04, and shells inyour home directory.

__2. Move all files created in lab01to the subdirectory lab01: cat.desc hello today cal.jun.03 cal.2003 dir.lab1

__3. a) Similarly, move all filescreated in lab02-lab04 to their subdirectories. Use wildcardswhere possible. b) create hard links to mail filesand mbox (now in lab02 subdir) inyour HOME directory.

__4. Copy all files with the extensionof .sh , .csh, or .ksh from the /usr/cs40sh dir into your shellsdirectory using a ? or [] in thepattern in the command(s).

__5. Use the ls command with the -lR options to list the contents of your HOME and all subdirectories inone command. Print the listing and



Standard and Target for Success:We expect 85% of the students toreceive 75% or better on thisquestion.

turn it in, along with thecommands you used for each step.

SLO #2 Using Shell Programming -Students use shell programming tocreate file processing applications andcontrol user interaction.




Standard and Target for Success: Itis expected that 80% of the studentswill receive a 70% score or better.Related Documents:CS40_SLO2_Question_Spring2015.txtCS 40 Rubric for Grading the SLOQuestion.docx

Laboratory Project/Report - Seeattached file.

SLO #3 Input/Output of Programsand Processes - Students create,schedule, filter, monitor, format, sortand redirect and delete input / outputof programs and processes.




Standard and Target for Success:Standard (Scoring Rubric):0 –No understandingThe student is unable to create,schedule, filter, monitor, format,sort and redirect and delete input /output of programs and processes.1 –Some understandingThe student is somewhat able tocreate, schedule, filter, monitor,format, sort and redirect and deleteinput / output of programs andprocesses, but has noticeable issueswith knowing what and how input /output gets sorted at what times(e.g. multiple instances of missing aninput or returning an incorrectoutput).

Faculty Assessment Leader: Edwin AmbrosioRelated Documents:CS 40-0132 SLO 3 Spring 2016 - Edwin Ambrosio.docxCS 40 0132 Spring 2016 SLO Assessment.xls

Action: The next time this SLO isassessed, we will preview theassessment and give more directionin presenting the material which thisSLO is designed to assess.(09/19/2016)

Follow-Up: This action is stillbeing assessed at this time.(09/19/2016)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not Met8 out of 19 students (42%) assessed scored 70% or higher.Three of the 5 students falling below the pass line wereclose, with 3 scoring 50% and the other 2 scoring 60%.Given that this was the part-time instructor's second timeteaching the course, we can expect that the pass rate willimprove. (09/19/2016)

Laboratory Project/Report - Seeattached file


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2 –Most understandingThe student is generally able tocreate, schedule, filter, monitor,format, sort and redirect and deleteinput / output of programs andprocesses, but has some minorissues with knowing what and howinput / output gets sorted at whattimes (e.g. missing an input orreturning an incorrect output).3- Complete understandingThe student is able to completelycreate, schedule, filter, monitor,format, sort and redirect and deleteinput / output of programs andprocesses.

Target for Success:It is expected that 80% of thestudents will receive a 70% score orbetter.Related Documents:unxlab13.htm

SLO #4 Basic AdministrationFunctions - Students perform basicadministration functions in systeminstallation and maintenance,network services, user services.





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