Common Assessment – Bachelor of Information Technology, Version 4.0 Common Rubric Criteria for ITSD 322 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.

IT Content Criteria IT Content Criteria Blooms Taxonomy Level

Exemplary (A) Analysis

Accomplished (B) Application

Proficient (C) Comprehension

Partially Proficient (D) Knowledge

Unacceptable (F) Knowledge

Software Analysis and Development

Demonstrates complete understanding of programming concepts and principles such as algorithm design, problem solving, fundamental data structures, programming constructs, objectoriented principles and event-driven programming. A comprehensive understanding of concepts and principles is shown by application of design and analysis concepts, methodologies and tools. The program works and meets all of

Demonstrates sound understanding of programming concepts and principles such as algorithm design, problem solving, fundamental data structures, programming constructs, objectoriented principles and event-driven programming. A thorough understanding of concepts and principles is shown by application of design and analysis concepts, methodologies and tools. The program works and meets all of the specifications. The code is effectively well organized, modular, efficient and readable

Demonstrates adequate understanding of programming concepts and principles such as algorithm design, problem solving, fundamental data structures, programming constructs, objectoriented principles and event-driven programming. An adequate understanding of concepts and principles is shown by application of design and analysis concepts, methodologies and tools. The program works but only meets requirements, not all specifications. The code

Demonstrates a superficial understanding of programming concepts and principles such as algorithm design, problem solving, fundamental data structures, programming constructs, objectoriented principles and event-driven programming. Student does not demonstrate an adequate understanding of the principles of design and analysis. The program does not execute correctly and does not produce the required output, but it minimally meets some of the

Demonstrates a lack of understanding of programming concepts and principles such as algorithm design, problem solving, fundamental data structures, programming constructs, objectoriented principles and event-driven programming. The program does not execute correctly and does not produce the required output, nor does it meet a satisfactory number of requirements. The code is difficult to read, repetitive, insufficiently commented, or unnecessarily long.

Programming Fundamentals for Development

Common Assessment – Bachelor of Information Technology, Version 4.0 IT Content Criteria Blooms Taxonomy Level

Exemplary (A) Analysis the specifications exceptionally well. The code is remarkably well organized, modular, efficient and readable with appropriate comments.

Accomplished (B) Application with appropriate comments.

Proficient (C) Comprehension is adequately readable but not well commented, somewhat repetitive or unnecessarily long.

Partially Proficient (D) Knowledge requirements. The code is difficult to read, repetitive, insufficiently commented, or unnecessarily long.

Unacceptable (F) Knowledge

Software Analysis and Development

Demonstrates comprehensive understanding of programming concepts and principles such as algorithm design and problem solving by delivering detailed explanations regarding the terms and concepts. Explanations involve differentiating and distinguishing between concepts such as data structures, programming constructs, objectoriented principles and events.

Demonstrates thorough understanding of programming concepts and principles such as algorithm design and problem solving by delivering detailed explanations regarding the terms and concepts. Explanations involve differentiating and distinguishing between concepts such as data structures, programming constructs, objectoriented principles and events.

Demonstrates adequate understanding of programming concepts and principles such as algorithm design and problem solving by delivering detailed explanations regarding the terms and concepts. Explanations involve comprehension of concepts such as data structures, programming constructs, objectoriented principles and events.

Demonstrates a superficial understanding of programming concepts and principles such as algorithm design and problem solving. Explanations involve only the necessary identification or definitions of concepts such as data structures, programming constructs, objectoriented principles and events.

Does not demonstrate an acceptable understanding of programming concepts and principles such as algorithm design and problem solving. Unable to identify or define concepts such as data structures, programming constructs, objectoriented principles or events.

Demonstrates complete understanding of System integration and software

Demonstrates sound understanding of System integration and software architecture concepts and principles such as

Demonstrates adequate understanding of System integration and software architecture concepts and principles

Demonstrates a superficial understanding of system integration and software architecture

Does not demonstrate an acceptable understanding of System integration and software architecture

Programming Fundamentals for Research

Software Analysis and Development Integrative

Common Assessment – Bachelor of Information Technology, Version 4.0 IT Content Criteria Blooms Taxonomy Level Programming & Technologies

Exemplary (A) Analysis architecture concepts and principles such as Software Security Practices, Scripting Techniques, Intersystems communications, and programming languages. A comprehensive understanding of concepts and principles is shown by planning, applying and controlling the process of system integration concepts and methodologies, including testing each software components and combining them into a well integrated product. The system integration process is exceptionally demonstrated, very easy to identify and follow, and meets all of the specifications exceptionally well. The software architecture and integration process is flexible and remarkably efficient

Accomplished (B) Application Software Security Practices, Scripting Techniques, Intersystems communications, and programming languages. A thorough understanding of concepts and principles is shown by planning, applying and controlling the process of system integration concepts, and methodologies including testing each software components and combining them into an effectively integrated product. The system integration process is meticulously demonstrated, easy to identify and follow, and meets all of the specifications well. The software architecture and integration process is flexible and effectively efficient and well organized.

Proficient (C) Comprehension such as Software Security Practices, Scripting Techniques, Inter-systems communications, and programming languages. An adequate understanding of concepts and principles is shown by planning, applying and controlling the process of system integration concepts and methodologies, including testing each software components and combining them into an effectively integrated product. The system integration process is sufficiently demonstrated, fairly easy to identify and follow, and satisfactorily meets all of the specifications. The software architecture and integration process is objectively flexible and effectively efficient and organized.

Partially Proficient (D) Knowledge concepts and principles such as software security practices, scripting techniques, inter-systems communications, and programming languages.

Unacceptable (F) Knowledge concepts and principles such as software security practices, scripting techniques, inter-systems communications, and programming languages.

Student does not demonstrate an adequate understanding of concepts and principles through planning, applying and controlling the process of system integration concepts and methodologies including testing each software components and combining them into a fairly integrated product. The system integration process is insufficiently demonstrated, difficult to identify and follow, and minimally meets some of the requirements. The software architecture and integration process is neither flexible and efficient, nor is it organized.

Student does not demonstrate an understanding of concepts and principles through planning, applying and controlling the process of system integration concepts and methodologies, including testing each software components and combining them into an acceptably integrated product. The system integration process is not demonstrated, very difficult to identify and follow, and does not meet a satisfactory number of requirements, is neither flexible and efficient, nor is it organized.

Common Assessment – Bachelor of Information Technology, Version 4.0 IT Content Criteria Blooms Taxonomy Level

Exemplary (A) Analysis and well organized.

Accomplished (B) Application

Proficient (C) Comprehension

Partially Proficient (D) Knowledge

Unacceptable (F) Knowledge

Common Assessment – Bachelor of Information Technology, Version 4.0 General Education Criteria General Education Criteria EFFECTIVE COMMUNICATION Approach and Purpose, Organization, Style, Grammar, Mechanics, Format, Presentation and Delivery (where applicable)

Exemplary (A)

Accomplished (B)

Proficient (C)

Partially Proficient (D)

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

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

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

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

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

Demonstrates inadequate or partially proficient 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.

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 clear.

Organization is apparent and mostly clear.

Format is consistently appropriate to assignment.

Format is appropriate to assignment, but not entirely consistent.

Presentation and delivery are confident and persuasive (where

Presentation and delivery are mostly confident and

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.

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.

Format is adequate, but inconsistent.

Organization is inadequate, confusing, and distracting.

Presentation and

Format is inadequate

Unacceptable (F) 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.

Common Assessment – Bachelor of Information Technology, Version 4.0 General Education Criteria

Exemplary (A) applicable).

PRACTICAL REASONING Critical and Creative Thinking, ProblemSolving

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 problemsolving.

Accomplished (B)

Proficient (C)

Partially Proficient (D)

Unacceptable (F)

persuasive (where applicable).

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

and obscures meaning.

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

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.

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

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 problemsolving.

Common Assessment – Bachelor of Information Technology, Version 4.0 General Education Criteria PRACTICAL REASONING Research and Information Literacy

Exemplary (A)

Accomplished (B)

Proficient (C)

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

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

Demonstrates adequate selection and use of credible and/or 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.

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

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

Partially Proficient (D)

Unacceptable (F)

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

Demonstrates unacceptable 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.

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