Assessment Instruction Guide For

Assessment Instruction Guide for

CISS 201 - Agile Software Development

The purpose of this document is to provide you with key information regarding assessment in {Course Code}, including:

Instructions on the REQUIRED assessments for your course
The Course Learning Outcomes (CLOs) for your course
Instructions on how to implement and grade these assessments in D2L (these instructions are found after the list of assessments and CLOs).
Answers to commonly asked questions/problems regarding assessment implementation
An overview of the Assessment Process at Columbia College and why it is important

After reading this document, if you have questions about any of the assessments that are REQUIRED in your course, please contact one of the following people, depending on your venue of instruction:

· Online Instructors: Contact your program coordinator

· Evening Campus and Nationwide Campus Instructors: Contact your Campus Director

· Day Campus Instructors: Contact your department chair

This document was created by the Assessment Office for assessments given during the 2017-2018 Academic Year.

Last Updated: May 2017

Assessment Instruction Guide for

CISS 201 - Agile Software Development

What assessments are REQUIRED for CISS 201?

Assessment Opportunity Name / Activity Type / Method of Data Collection / Name of Rubric Used (if applicable) / Rubric Should Be Visible / Course Learning Outcomes Measured / Graded/ Non-Graded / When Administered / Time Limit/ Constraints
Agile Project Assessment / project / Rubric / MIS Outcome2 -individual project / yes / CLO2 / Graded / End of semester / N/A
Assessment Opportunity Name / Additional Instructions
Agile Project Assessment / The Tiny LLC needs an application that allows the user to enter employee payroll information. It allows the user to enter a new employee, add hours worked, and display all employee information. A sample MainForm is shown here

If the user clicks on “Add New Employee” button, a new form is displayed as shown below:

The save button in the above figure will save the new employee into a text file employee.txt in the default debug folder.
Back to the MainForm, if the “Add Hours Worked” button is clicked, a new form is displayed.

In the form, the first employee from employee.txt should be displayed, then the user enters hours worked and clicks on the next button. The hours worked should be added to a List of employees, and the second employee data is displayed and expects the user to enter hours worked. When all hours worked data are entered, a pop up will display “no more employees.” The user can then click on “Close & Save” which will close the form and save all data to the same employee.txt file.
Back to the MainForm, when the Display All button is clicked, the following form will be displayed.

Your tasks:
1. Write out all possible user stories based on the description above.
2. Submit a C# Windows Application that satisfies the requirements.

What are the Course Learning Outcomes for CISS 201?

CLO Number / Course Learning Outcome Text
CLO 01 / Describe the methodologies Scrum, Lean, Extreme Programming, and Kanban.
CLO 02 / Apply the principles and practices of agile software development.
CLO 03 / Practice pair programming
CLO 04 / Perform test-first development.
CLO 05 / Create and critique user stories.
CLO 06 / Refactor codes and tests for requirements changes.

This document was created by the Assessment Office for assessments given during the 2017-2018 Academic Year.

Last Updated: May 2017

Assessment Instruction Guide for

CISS 201 - Agile Software Development

What exactly are Course Learning Outcomes?

Course Learning Outcomes are specific statements that describe what students know, understand, and/or can do as a result of instruction in a course. These outcomes should lead to the Program Learning Outcomes which then lead to the Institutional Learning Outcomes.

What is the difference between formative and summative assessments?

In the assessment table, you may notice some assessments marked as being “Formative.” Formative and Summative assessments only differ in how they are used. Formative assessments occur during a course and result in feedback used for student improvement. Summative assessments occur at the end of a course or group of lessons to show what a student has accomplished.

What does “Rubric Should Be Visible to Students” mean?

In some cases, the faculty creating the required assessments do not want the assessment rubric to be visible to students. If this is the case, “Rubric Should Be Visible to Students” column in the table on page two will be marked “no.” This will require the creation of a hidden assessment item. For more information on how to create and use hidden assessment items, please refer to the instructions on how to set up and use assessments in D2L provided by Online Education (links to these documents are provided later in this document).

Why is the quiz in my course “inactive,” and how do I make it visible?

For assessment, all quizzes and exams loaded into D2L are set to inactive. This prevents students from taking the quiz/exam prematurely, before faculty want them to. Faculty activate the quiz/exam on a time schedule that is best for their class. Instructions for how to change a quiz’s status to active can be found in the D2L instruction documents provided by Online Education (links to these documents are provided later in this document).

Can I use the comments box in the D2L rubric to communicate concerns with Main Campus faculty?

No. You should only leave comments on D2L rubrics to communicate information to your students. These comments will not be included in the data export provided to the Main Campus faculty. If you want to provide additional context for your rubric scores, please send them to the appropriate contact listed on page 1 of this document and they will make sure the comments reach the appropriate faculty members.

How Do I Set Up an Assessment in D2L?

Online Education has created documents that go step-by-step through how to set up assignments in D2L and how to link them to assessment rubrics. These files can be found by clicking on “Quick Guides” on the D2L homepage or by following the links below:

For instructions on how to set up assessments in D2L for In-Seat Instructors, please consult the document linked here:

https://ccis.ucourses.com/shared/D2LDocumentation/Assessment-InSeat.pdf

For instructions on how to set up assessments in D2L for Online Instructors, please consult the document linked here:

https://ccis.ucourses.com/shared/D2LDocumentation/Assessment-Online.pdf

Do you have any tips to help make sure the assessment process runs smoothly?

· Set up your assessments early –This will help alleviate a lot of issues in the future. Doing this at the beginning of a session will ensure enough time to fix any problems that may arise.

· Read the rubrics and ask questions – Please read through the assessment rubrics fully before you need to use them. Don’t hesitate to ask questions if you are not sure how a particular rubric criterion applies to an assignment. Ask questions early because it is much easier to help troubleshoot in Week 1 than in Week 7.

· Double check your assessments – The assessment process is one of continual improvement and change. Assessments and rubrics used in a previous semester will most likely change before being used again. Also make sure you are using the most recent version of the Assessment Instructions for your course. Please ask if you have any questions about which version is most recent.

· Fill out the entire rubric – Many rubrics will require you to input an overall score. If this overall score is not filled out, the data will not be visible to the Assessment Office and the assessment will appear to be incomplete.

· Ask for confirmation – If you are unsure whether an assessment has been properly recorded in D2L, don’t hesitate to ask the appropriate contact listed on page 1 of this document for confirmation. It is easier to troubleshoot missing assessment records while the course is still in session rather than after the fact.

Institutional Outcomes

Knowledge:

1a. Describe and evaluate models of the natural and physical world through collection and scientific analysis of data, and through the use of mathematical or computational methods.

1b. Use knowledge, theories, methods, and historical perspectives appropriate to the social sciences to explain and evaluate human behavior and social institutions.

1c. Use knowledge, historical perspectives, analysis, interpretation, critical evaluation, and the standards of evidence appropriate to the humanities to address problems and explore questions.

1d. Use knowledge, historical perspectives, theories, or methods appropriate to the arts to describe their context, function and impact.

Skills:

2a. Write, read, speak, and listen effectively in various contexts using a variety of means including appropriate information sources and technologies.

2b. Use mathematical, computational, statistical, or formal reasoning to solve problems, draw inferences, and determine the validity of stated claims.

2c. Create original work, perform original work, or interpret the work of others.

Responsibility:

3a. Use critical and analytical skills to evaluate assumptions and challenge existing structures in ways that respect diversity and foster equity and inclusivity.

3b. Evaluate the impact of systems, institutions and issues in local and global contexts and across cultures.

3c. Use critical and creative thinking to address civic, social, and environmental challenges.

Integrate Learning:

4a. Apply knowledge, skills or responsibilities gained in one academic or experiential context to other contexts.

This document was created by the Assessment Office for assessments given during the 2017-2018 Academic Year.

Last Updated: May 2017