Contents

• Preface
• Re-engineering for Continuous Feedback
  • Constituents
  • The feedback loops
  • Objectives
  • Outcomes
    • The CS&E profession
    • ABET-mandated outcomes
    • Discipline-specific interpretation of a-k outcomes
  
  
• The Archive
  • Requirements
  • Student Work
    • Capture of student work
    • Retention of student work
    • Access to student work
  • Implementing The Archive
    • Constraints.
    • Strategy.
    • Tools.
    • The database of scores.
    • User interface.
  • The models
    • The OKI model
    • Our model
  • Data mining
  
  
• Course Delivery
  • Course-Related Use-Cases
    • Before the term
    • During the term
    • After the term
  • Modes and Tools of Communication
    • General tools
    • Departmentally developed tools
    • Campus-provided tools
    • Course support via Internet tools
    • e-mail and netnews
    • World-Wide Web
  • Computer-equipped structured labs
  
  
• Exams
  • The instructional functions of exams
  • Selection of problems
  • Tests as proctored drill
  • Proctoring and grading
    • Proctoring
    • Recycling questions from a question bank.
    • On-line testing.
  • Grading formulas and policies
    • An experiment in extra credit
    • An extra five points for not complaining
    • Peer grading by students, especially for projects
    • Missing an exam
  • The mechanics of grading
    • Automated testing of programs
    • Static analysis tools
    • Grading of textual answers on exams
    • Textual feedback to students
  • Instructional Computing Facilities
  
  
• Motivations Toward Learning
• Glossary
• Bibliography
• The Capture, Analysis, and Presentation of Requirements
• Titus Winters' comments on CS 14, Summer 2003
  • Thoughts on Lecturing
  • Grades
    • Mudd
    • The Point System
    • The C-minus Rule
    • Final Course Grades: Graphs & Tables
  
  
• Anwar Adi's Comments re CS12 '03
  • The Value of Step-by-Step Worksheets
  • Tutoring ``Slow" Students
  • The Value of Giving a Student a Second Chance
  • The need to give students timely (constructive) feedback
  • How to simplify giving specific and constructive feedback
  • Design assignments with built-in feedback
  • Students as computers
  • The review game
  
  
• Recommendations of the Committee on Instruction
  • Guidelines for TA Assignments
    • Determining number of TAs per lab course
    • Mapping of TAs to duties
  • Predictive Grade Feedback
  
  
• The OKI Model
• Catching Cheating via MOSS
• Notes
• To Do
• About this document ...