Applications of Discrete Mathematics and Statistics in IT

Common Assessment – Bachelor of Information Technology, Version 2.0

Common Rubric Criteria for ITCO 341

Expectations: Student work at the undergraduate level is expected to focus on a broad overview of an academic discipline, along with—where appropriate— basic theoretical frameworks of professional practices and familiarity with discipline‐specific tools and their application. Blooms taxonomy levels only apply for IT content criteria. Blue color refers the basic expectation on the criterion for the assignment. Besides the five level letters, "N/A" option is also available for 1) The student didn't submit the work. 2) The topics in the criterion are not covered in the assignment requirements.

Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)

QUANTITATIVE LITERACY: UNDERSTANDING APPLICATION OF DISCRETE MATHEMATICS

Demonstrates outstanding or exemplary ability to provide accurate understanding and explanations of the three important topics in discrete mathematics: logic, sets, and functions. For example, accurately explains the rules of logic that specifies the meaning of mathematical statements; understands what makes up a correct mathematical argument, such as proof used for program verification and algorithm correctness.

Calculations attempted are essentially successful and sufficiently comprehensive to solve the problem.

Demonstrates sound or accomplished ability to provide accurate understanding and explanations of the three important topics in discrete mathematics: logic, sets, and functions. For example, accurately explains the rules of logic that specifies the meaning of mathematical statements; understands what makes up a correct mathematical argument, such as proof used for program verification and algorithm correctness. Calculations attempted are mostly successful and sufficiently comprehensive to solve the problem.

Demonstrates adequate or proficient ability to provide somewhat accurate understanding and explanations of the three important topics in discrete mathematics: logic, sets, and functions, but occasionally makes minor errors related to application of functions or logic. For instance, accurately explains the rules of logic that specifies the meaning of mathematical statements; understands what makes up a correct mathematical argument, such as proof used for program verification and algorithm correctness.

Calculations attempted are often successful and sufficiently comprehensive to solve the problem

Attempts to understand and explain the three important topics in discrete mathematics: logic, sets, and functions, but draws incorrect conclusions about what these important concepts means. For example, attempts to explain the rules of logic that specifies the meaning of mathematical statements, but will frequently misinterpret what makes up a correct mathematical argument, such as proof used for program verification and algorithm correctness, perhaps by confusing the logic and functions.

Calculations attempted are either unsuccessful or represent only a portion of the calculations required to comprehensively solve the problem.

Understanding and explanations of the three important topics in discrete mathematics, including logic, sets, and functions are unacceptable, with consistently incorrect conclusions about what these important concepts means. For example, attempts to explain the rules of logic that specifies the meaning of mathematical statements, but will consistently misunderstand and misinterpret what makes up a correct mathematical argument, such as proof used for program verification and algorithm correctness.

Calculations may be attempted but are both unsuccessful and are incomprehensive.

Common Assessment – Bachelor of Information Technology, Version 2.0

Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)

QUANTITATIVE LITERACY: UNDERSTANDING APPLICATION OF STATISTICS TECHNIQUES

Demonstrates outstanding ability to provide accurate understanding and explanations of statistical concepts and applications. For example, accurately explains standard deviation and variance, tendency and dispersion, and shows statistical trends in charts and graphs, and makes reasonable predictions regarding what the data suggest about future events.

Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem.

Demonstrates sound or accomplished ability to provide accurate understanding and explanations of statistical concepts and applications. For example, accurately explains the standard deviation and variance, tendency, dispersion, and shows statistical trends in charts and graphs, and makes reasonable predictions regarding what the data suggest about future events.

Calculations attempted are mostly successful and sufficiently comprehensive to solve the problem.

Demonstrates adequate or proficient ability to provide somewhat accurate understanding and explanations of statistical concepts and applications, but occasionally makes minor errors related to statistical concepts and application, including functions and data interpretation. For instance, accurately explains standard deviation and variance, tendency and dispersion, and shows statistical trends in charts and graphs, and makes reasonable predictions regarding what the data suggest about future events, but may miscalculate and misinterpret these statistical concepts.

Calculations attempted are often successful and sufficiently comprehensive to solve the problem

Attempts to understand and explain statistical concepts and applications, but draws incorrect conclusions what these important statistical concepts mean, including standard deviation and variance, tendency and dispersion. For example, attempts to explain the statistical trends in charts and graphs, but will frequently misinterpret the nature of such trends, confusing statistical functions and incorrectly predicting what the data suggest about future events.

Calculations attempted are either unsuccessful or represent only a portion of the calculations required to comprehensively solve the problem.

Understanding and explanations of statistical concepts and applications are unacceptable, with consistently incorrect conclusions about what these important statistical concepts mean, including standard deviation and variance, tendency and dispersion. For example, attempts to explain the statistical trends in charts and graphs, but will consistently misinterpret the nature of such trends, confusing statistical functions and incorrectly predicting what the data suggest about future events.

Calculations may be attempted but are both unsuccessful and are not comprehensive.

Common Assessment – Bachelor of Information Technology, Version 2.0

Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)

QUANTITATIVE LITERACY: UNDERSTANDING, INTERPRETATION, AND CALCULATION

PRACTICAL REASONING

HUMAN PERSPECTIVES

Demonstrates outstanding ability to provide accurate understanding and explanations of information presented in mathematical forms. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events.

Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem.

Demonstrates sound or accomplished ability to provide accurate understanding and explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph.

Calculations attempted are mostly successful and sufficiently comprehensive to solve the problem.

Demonstrates adequate or proficient ability to provide somewhat accurate understanding and explanations of information presented in mathematical forms, but occasionally makes minor errors related to computations or units. For instance, accurately explains trend data shown in a graph, but may miscalculate the slope of the trend line

Calculations attempted are often successful and sufficiently comprehensive to solve the problem

Attempts to understand and explain information presented in mathematical forms, but draws incorrect conclusions about what the information means. For example, attempts to explain the trend data shown in a graph, but will frequently misinterpret the nature of that trend, perhaps by confusing positive and negative trends. Calculations attempted are either unsuccessful or represent only a portion of the calculations required to comprehensively solve the problem.

Understanding and explanations of information presented in mathematical forms are unacceptable, with consistently incorrect conclusions about what the information means. For example, attempts to explain the trend data shown in a graph, but will consistently misunderstand the basic elements of the graph or the data.

Calculations may be attempted but are both unsuccessful and are not comprehensive.

Common Assessment – Bachelor of Information Technology, Version 2.0

General Education Criteria

Exemplary (A) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)

EFFECTIVE COMM UNICATION

Approach and Purpose, Organization, Style, Grammar, Mechanics, Format, Presentation and Delivery (where applicable)

Demonstrates outstanding or exemplary application of written, visual, or oral skills.

Demonstrates outstanding expression of topic, main idea, and purpose.

Audience is addressed appropriately.

Language clearly and effectively communicates ideas and content relevant to the assignment.

Errors in grammar, spelling, and sentence structure are minimal.

Organization is clear.

Format is consistently appropriate to assignment.

Presentation and delivery are confident and persuasive (where applicable).

Demonstrates sound or accomplished application of written, visual, or oral skills.

Demonstrates sound or accomplished expression of topic, main idea, and purpose.

Audience is usually addressed appropriately.

Language does not interfere with the communication of ideas and content relevant to the assignment.

Errors in grammar, spelling, and sentence structure are present, but do not distract.

Organization is apparent and mostly clear.

Format is appropriate to assignment, but not entirely consistent.

Presentation and delivery are mostly confident and persuasive (where applicable).

Demonstrates adequate or proficient application of written, visual, or oral skills.

Demonstrates adequate expression of topic, main idea, and purpose.

Audience is generally addressed appropriately.

Language is adequate, generally communicating ideas and content relevant to the assignment.

Errors in grammar, spelling, and sentence structure are present and sometimes distract from meaning or presentation.

Organization is adequate, though confusing or unclear at times.

Format is adequate, but inconsistent.

Presentation and delivery are adequate, with evident lack of confidence and persuasive power (where applicable).

Demonstrates inadequate or partially proficient application of written, visual, or oral skills.

Demonstrates inadequate or partial expression of topic, main idea, and purpose.

Audience is often not addressed appropriately.

Language often impedes the communication of ideas and content relevant to the assignment.

Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation.

Organization is inadequate, confusing, and distracting.

Format is inadequate and obscures meaning.

Presentation and delivery are inadequate, lacking confidence and persuasive power (where applicable).

Demonstrates unacceptable application of written, visual, or oral skills.

Demonstrates unacceptable, unclear expression of topic, main idea, and purpose.

Audience is not addressed appropriately. Language does not clearly and effectively communicate ideas and content relevant to the assignment.

Errors in grammar, spelling, and sentence structure are pervasive and consistently distracting.

Format is absent or consistently appropriate to assignment.

Organization is not apparent and completely inadequate.

Presentation and delivery are unacceptable, with little or no confidence and persuasive power (where applicable).

Common Assessment – Bachelor of Information Technology, Version 2.0

General Education Criteria

Exemplary (A) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)

PRACTICAL REASONING

Critical and Creative Thinking, Problem‐ Solving

Demonstrates outstanding or exemplary ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates outstanding or exemplary ability to use creativity and originality in problem‐ solving.

Demonstrates sound or accomplished ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates sound or accomplished ability to use creativity and originality in problem‐ solving.

Demonstrates adequate or proficient ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates adequate or proficient ability to use creativity and originality in problem‐solving.

Demonstrates inadequate or partially proficient ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates inadequate or partially proficient ability to use creativity and originality in problem‐solving.

Demonstrates unacceptable ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Where required, demonstrates unacceptable ability to use creativity and originality in problem‐ solving.

General Education Criteria

Exemplary (A) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)

PRACTICAL REASONING

Research and Information Literacy

Demonstrates outstanding selection and use of high quality, credible, and relevant sources to develop ideas that are appropriate to the assignment.

Sources are consistently cited according to required documentation (e.g., APA), with almost no errors.

Demonstrates sound selection and use of credible, relevant sources to support ideas that are appropriate to the assignment.

Sources are generally cited according to required documentation (e.g., APA), with few errors.

Demonstrates adequate selection and use of credible and/or relevant sources to support ideas that are appropriate to the assignment.

Sources are cited according to required documentation (e.g., APA), with some errors.

Demonstrates inadequate selection and use of sources to support ideas in the assignment.

Sources are inconsistently cited according to required documentation (e.g., APA), with frequent errors.

Demonstrates unacceptable selection and use of sources to support ideas in the assignment.

Sources are not cited according to required documentation (e.g., APA).