DSL Design Methodology EvaluationRubric

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CISC-603 DSL Design Methodology Evaluation Rubric.docx

DSL Design Methodology Evaluation Rubric

Course: CISC 603 Theory of Computation Instructor: Chad Van Chu Date: / /

Student Name:

Methodology Evaluation

Question	Clear and concise problem stated that is testable.	Identifies the question in an unclear manner, but is still testable.	Identifies only part of the question, but is still testable	No clear and concise problem stated .	2
Review of Literatures	You have to find at least 4 related journal/conference articles from e.g., IEEE, ACM, or any referred journal or conference publication related to your selected domain.	Evidence of 4	Evidence of 3	Evidence of 2 or less	2
Hypothesis	Follows “if…then… because” format. Is related to the question. Clearly defines controls vs. variables Predicts with correct facts.	Evidence of 4	Evidence of 3	Evidence of 2 or less	2
Material	Dataset, Codes, Scripts, etc.	Lists all materials	Lists some materials	Lists some of the materials
Body of Methodology	Data Mining project’s objectives, tasks, and steps.	Lists all in a sequential order that are not easily followed. Provides diagrams of all set ups.	Lists all steps in a sequential order that are not easily followed. . Provides some diagrams of set ups.	Lists steps in an order that are not sequential, not easily followed, or incomplete. Provides some diagrams of set ups.	2
Results	All data is recorded and organized in a clear manner. All visible observations are provided. Complete and correct analysis of data is provided. Errors of Experimentation are provided.	All data is recorded and organized in a clear manner. All visible observations are provided. Analysis of data is provided with a few errors. Errors of experimentation are provided.	All data is recorded and organized in a clear manner. Visible observations are missing. Analysis of data is provided with a few errors. Errors of experimentation are provided.	Incorrect data is provided regardless of inclusion or presentation of all other criteria.	2
Conclusion	Restates the hypothesis, supports or refutes it and explains the role of the test in making the decision	Restates the hypothesis and supports or refutes it	Supports or refutes the hypothesis without restating it	Does not address the hypothesis	2
Clarity of Topic	Includes a clear title which gives specific information about main topic.	Includes a title which gives information about the main topic.	Includes a title that gives some information about the main topic.	Missing a title or statement of the main topic.	2
Details of Research	Includes all details from research and has clear labels, phrases, or sentence descriptions.	Includes most details from research and has clear labels or phrases.	Includes some details from research and has labels or phrases.	Includes only a few details from research using labels or phrases.	2
Effectiveness	Viewer has a thorough understanding of topic researched. Backboard includes specific examples and/or illustrations in an organized manner.	Viewer has an understanding of the topic researched. Backboard includes examples and /or illustrations.	Viewer has some understanding of the topic researched. Backboard includes some examples and/or illustrations.	Viewer has difficulty understanding topic researched. Backboard includes few examples and/or illustrations.	2
Quality	Includes illustrations and labels. Content is edited for spelling and punctuation and has no errors.	Includes illustrations and labels. Content is edited for spelling and punctuation and has less than 3 errors.	Includes illustrations and labels. Content is not edited for spelling and punctuation and has more than 3 errors.	Does not include illustrations and labels and/or contains more than 3 errors in spelling and punctuation.	2

CISC-603 Research White Paper Presentation Evaluation Rubric.docx

Research White Paper al Presentation Rubric

Course: CISC 603 Theory of Computation Instructor: Chad Van Chu Date: / /

Student Name:

Oral Presentation

Language Use and Delivery The student communicates ideas effectively

 Effectively uses eye contact.

 Speaks clearly, effectively and confidently using suitable volume and pace.

 Fully engages the audience.

 Dresses appropriately,

 Selects rich and varied words for context and uses correct grammar.

 Maintains eye contact.

 Speaks clearly and uses suitable volume and pace.

 Takes steps to engage the audience.

 Dresses appropriately.

 Selects words appropriate for context and uses correct grammar.

 Some eye contact, but not maintained.

 Speaks clearly and unclearly in

different portions.

 Occasionally engages audience.

 Dresses inappropriately.

 Selects words inappropriate for context; uses incorrect grammar.

 Uses eye contact ineffectively.

 Fails to speak clearly and audibly and uses unsuitable pace.

 Does not engage audience.

 Dresses inappropriately.

 Selects words inappropriate for context; uses incorrect grammar.

2.5

Organization and Preparation The student exhibits logical organization.

 Introduces the topic clearly and creatively.

 Maintains clear focus on the

topic.

 Effectively includes smooth transitions to connect key points.

 Ends with logical, effective and relevant conclusion.

 Introduces the topic clearly.

 Maintains focus on the topic.

 Include transitions to connect key points.

 Ends with coherent conclusion based on evidence.

 Introduces the topic.

 Somewhat maintain s focus on the topic.

 Includes some transitions to connect key points.

 Ends with a conclusion based on evidence.

 Does not clearly introduce the topic.

 Does not establish or maintain

focus on the topic.

 Uses ineffective transitions that rarely connect points.

 Ends without a conclusion.

2.5

Content

The student explains the process and findings of the project and the resulting learning.

 Clearly defines the topic or thesis and its significance.

 Supports the thesis and key findings with an analysis of relevant and accurate evidence

 Provides evidence of extensive and valid research with multiple and varied sources

 Provides evidence of complex problem solving and learning stretch.

 Combines and evaluates existing ideas to form new insights.

 Clearly defines the topic or thesis.

 Supports the thesis and key findings with evidence.

 Presents evidence of valid research with multiple sources.

 Provides evidence of problem solving and learning stretch.

 Combines existing ideas to form new insights.

 Defines the topic or thesis.

 Supports the thesis with evidence.

 Presents evidence of research with sources.

 Provides some evidence of problem solving and learning stretch.

 Combines existing ideas.

 Does not clearly define the topic or thesis.

 Does not support the thesis with evidence.

 Presents little or no evidence of valid research.

 Shows little evidence of problem solving and learning stretch.

 Shows little evidence of the combination of ideas.

2.5

Questions and

Answers

Demonstrates extensive knowledge of the topic by responding confidently, precisely and appropriately to all audience questions and feedback.

Demonstrates knowledge of the topic by responding accurately and appropriately to questions and feedback.

Demonstrates some knowledge of the topic by responding accurately and appropriately to questions and feedback.

Demonstrates incomplete knowledge of the topic by responding inaccurately and inappropriately to questions and feedback.

2.5

CISC-603 Research White Paper Writing Evaluation Rubric.docx

Research White Paper Writing Evaluation Rubric

Course: CISC 603 Theory of Computation Instructor: Chad Van Chu Date: / /

Student Name:

Paper Writing Evaluation

Category	Exceeds Standard	Meets Standard	Nearly Meets Standard	Does Not Meet Standard	Score
Title Page	Title, Your Name, Instructor’s Name, Course Period, Date, Neatly finished-no errors	Evidence of 4	Evidence of 3	Evidence of 2 or less	1
Statement	Clearly and concisely states the paper’s purpose in a single sentence, which is engaging, and thought provoking.	Clearly states the paper’s purpose in a single sentence.	States the paper’s purpose in a single sentence.	Incomplete and/or unfocused.	1
Introduction	The introduction is engaging, states the main topic and previews the structure of the paper.	The introduction states the main topic and previews the structure of the paper.	The introduction states the main topic but does not adequately preview the structure of the paper.	No clear introduction or main topic	2
Body	Each paragraph has thoughtful supporting detail sentences that develop the main idea.	Each paragraph has sufficient supporting detail sentences that develop the main idea.	Each paragraph lacks supporting detail sentences.	Fails to develop the main idea.	2
Contents	All required information is discerned with clarity and precision and contains all items listed in Meets category	Contains: application, abstract, research paper, lab report, observation log, reflective essay, guide and rubrics.	Contains 5 – 6 of criteria for meets; and /or poorly organized	Contains less than 5 criteria for meets.	2
Mechanics	No errors in punctuation, capitalization and spelling. No errors sentence structure and word usage.	Almost no errors in punctuation, capitalization and spelling. Almost no errors in sentence structure and word usage.	Many errors in punctuation, capitalization and spelling. Many errors in sentence structure and word usage.	No evidence on knowledge in language mechanics	2
Organization- Structural Development of the Idea	Demonstrates logical and subtle sequencing of ideas through well-developed paragraphs; transitions are used to enhance organization.	Paragraph development present but not perfected.	Logical organization; organization of ideas not fully developed.	No evidence of structure or organization.	2
Reflect personal learning stretch in Science Project	Shows great depth of knowledge and learning, reveals feelings and thoughts, abstract ideas reflected through use of details.	Relates learning with research and project, personal and general reflections included, uses concrete language.	Does not go deeply into the reflection of learning, generalizations and limited insight, uses some detail.	Little or no explanation or reflection on learning.	2
Conclusion	The conclusion is engaging and restates the thesis.	The conclusion restates the thesis.	The conclusion does not adequately restate the thesis.	Incomplete and/or unfocused.	2
Citation	All cited works, both text and visual, are done in the correct format with no errors.	Some cited works, both text and visual, are done in the correct format. Inconsistencies evident.	Few cited works, both text and visual, are done in the correct format.	Absent	2
Bibliography	Done in the correct format with no errors. Includes more than 5 major references (e.g. science journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet sites)	Done in the correct format with few errors. . Includes 5 major references (e.g. science journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet).	Done in the correct format with some errors. Includes 4 major references (e.g. science journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet).	Absent or done incorrectly.	2