| Expert Context-free and situational. No longer relies on the analytical principle. Demonstrates a deep understanding of situation. Shows long background of experience; intuitive; holistic;and formal education preparation. |
| Expert in program design:
Selects appropriate structure from alternatives. Uses a standard structure and adapts it with extreme ease. Evaluates the costs and benefits of using structures and algorithms with extreme ease. Uses sophisticated design techniques with extreme ease. |
| Proficient Context-free and situational. Begins to make decisions rather than merely following rules. Hones in on accurate region of problem. Perceive situations as wholes, Maxims are used to guide with deep understanding of the situation and provide directions to what is important to take into consideration. |
| Proficient in program synthesis: Solves small "pattern" problems with reasonable ease. Writes good programs of 250 lines. Recognizes common opertions and easily names these operations. 6 - 7 pts. |
| Proficient in program analysis:
Context-free. Performs all
the following tasks without merely following rules. Hones in on the
problem relatively quickly for all the following:
-use abstract data types -identify bugs in a small program and fix them -identify the scope of an identifier -correlate assignments with potential uses of the value assigned -write a conditional dispatch -formulate the post-condition of a while loop -identify the base and recursive cases of a simple recursion -hand simulate a small piece of code |
| Proficient in program
design: Begins
to be able to select the appropriate structure from alternatives Beginning to: -use a standard structure and adapt it -evaluate the costs and benefits of using structures and algorithms -use some sophisticated techniques |
| Proficient in program
composition: Can easily define requirements and produce specifications. Has intamite knowledge of tools and environments. Effectively intergrates higher level programming components. Good team worker. |
| Proficient in program
assessment: Accurately determines measures for program assesment. Applies techniques for assessment with reasonable quickness. Certifies the program quality with reasonable ease. |
| Competent Context-free and situational. More experience acquired. Senses what is missing. Sees actions in terms of long-range plans and goals. Equivalent to two to three years on the job; establishes plan and perspective; Lacks speed and flexibility; efficient and organized; supported and reinforced institutionally. |
| Competent in program synthesis: Able to recognize common operations. With time is able to write program. Ability in solving small pattern problems acceptable. 4 - 5pts. |
| Competent in program analysis: :
uses abstract data types identify bugs in a small program and fix them identify the scope of an identifier correlate assignments with potential uses of the value assigned write a conditional dispatch formulate the post-condition of a while loop identify the base and recursive cases of a simple recursion hand simulate a small piece of code |
| Competent in program design: select appropriate structure from alternatives use a standard structure and adapt it evaluate the costs and benefits of using structures and algorithms use some sophisticated techniques |
| Competent in program
composition: Competent in defining requirements and producing specifications. Has knowledge of tools and environments Incoporates higher level programming components Effective team worker. |
| Competent in program
assessment: Beginning to show more experience acquired. Senses what is missing. Equivalent to two to three years in applying techniques for assessment; Sometimes shows an understanding of a plan and perspective in certifying the program quality; Lacks speed and flexibility; Shows efficient and organized understanding of program assessment measures; Still seems to need some support and reinforcement for assessment techniques. |
| Advanced beginner: Context-Free. Recognizes elements when present. Perceives similarity with prior examples. Demonstrates marginally acceptable performance; enough real situational experience to remember meaningful situational aspects; can not make aspects explicit and completely objective; tend to go on instructor’s guidelines; treat all attributes and aspects equally important; Needs support and help in setting priorities. |
| Advanced Beginner in program synthesis: Has some difficulty recognizing common operations. Writes programs with limited difficulty. Improved ability in solving small "pattern problems. 2-3 pts. |
| Advanced Beginner: use
abstract data types identify bugs in a small program and fix them identify the scope of an identifier correlate assignments with potential uses of the value assigned write a conditional dispatch formulate the post-condition of a while loop identify the base and recursive cases of a simple recursion hand simulate a small piece of code |
| Advanced Beginner in program
design: select appropriate structure from alternatives use a standard structure and adapt it evaluate the costs and benefits of using structures and algorithms use some sophisticated techniques |
| Advanced Beginner in program
composition: define requirements and produce specifications Has knowledge of tools and environments. higher level programming components Functional team worker. |
| Advanced Beginner in program
assessment: Slightly recognizes elements when present for measuring program assessment. Perceives similarity with prior examples. Demonstrates marginally acceptable understanding of assessment; can not make aspects explicit and completely objective; Still relies on instructor’s guidelines for assessment; treats all attributes and techniques for assessment equally important; Needs support and help in trying to certify the program quality. |
| Novice: Context-Free - . Acquisition of new skill. Recognizes objective facts, features and general rules. Actions based on fact and features. Beginner; No experience; Uses objective attributes, tends to go with what is taught, No discretionary judgment, go by context-free rules (does not know the exceptions to the rules). |
| Novice in program synthesis: Has difficulty recognizing common operations. Difficulty writing programs. Limited ability in solving small "pattern problems. 0 - 1 pts. |
| Novice in program analysis: Has
difficulty recognizing abstract data types Recognizes bugs in a small program and is beginning to understand how to fix them Beginning to: -identify the scope of an identifier -correlate assignments with potential uses of the value assigned -write a conditional dispatch -formulate the post-condition of a while loop -identify the base and recursive cases of a simple recursion -hand simulate a small piece of code |
| Novice in program
design: Has
difficulty selecting appropriate structure from alternatives. Has difficulty using a standard structure and adapting it. Unable evaluate the costs and benefits of using structures and algorithms Unable to use some sophisticated techniques |
| Novce in program composition: Can define requirements and produce specifications with limited difficulty. Has rudamentary knowledge of tools and environments Attempts to use higher level programming components. Can work in a team. |
| Novice in program assessment: Cannot measure for assessment of programs. Cannot apply the techniques for assessment. Has problems in understanding the process of certifying the program quality Cannot certify the program quality. |