BUS MIS Rubrics

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Assessment Rubric for MIS 3200
Lab Projects


Fall 2012


Criteria

Level of Comprehensiveness

0

1

2

3

4

Installing and
configuring a
network operating
system (NOS).

Demonstrates no or
little skills for
installing and
configuring a NOS.

Demonstrates
limited
skills for installing
and configuring a
NOS.


Demonstrates basic
skills for installing
and configuring a
NOS.


Demonstrates good
skills for installing
and configuring a
NOS.

9

Demonstrates
extensive skills for
installing and
configuring a NOS.

10

Disk management
including
partitioning, de
-
fragmenting, quotas.


Demonstrates no or
little skills for
managing disks.

Demonstrates limited
skills for managing
disks.



Demonstrates basic
skills for managing
disks.


1

Demonstrates good
skills for managing
disks.


7

Demonstrates
extensive skills for
managing disks.


1
1

Managing user and
group accounts.
Assigning access
rights.


Demonstrates no or
little skills for
managing user and
group accounts, and
assigning rights.

Demonstrates limited
skills for
managing
user and group
accounts, and
assigning rights.


Demonstrates basic
skills for managing
user and group
accounts, and
assigning rights.

1

Demonstrates good
skills for managing
user and group
accounts, and
assigning rights.

8

Demonstrates
extensive s
kills for
managing user and
group accounts, and
assigning rights.

10

Implementing
directory services
and managing
domain users.


Demonstrates no or
little skills for
implementing
directory services
and managing
domain users.

Demonstrates limited
skills
for
implementing
directory services and
managing domain
users.


Demonstrates basic
skills for
implementing
directory services and
managing domain
users.


Demonstrates good
skills for
implementing
directory services and
managing domain
users.

9

Demonstrates

extensive skills for
implementing
directory services
and managing
domain users.

10

Implementing group
policies.

Demonstrates no or
little skills for
implementing
group policies.


Demonstrates limited
skills for
implementing group
policies.


Demonstrates
basic
skills for
implementing group
policies.

1

Demonstrates good
skills for
implementing group
policies.

8

Demonstrates
extensive skills for
implementing
group policies.

10

Configuring Web
services.

Demonstrates no or
little skills for
configuring Web
services.

Demonstrates limited
skills for configuring
Web services.


Demonstrates basic
skills for configuring
Web services.

1

Demonstrates good
skills for configuring
Web services.

7

Demonstrates
extensive skills for
configuring Web
services.


11

Assessment Rubric for MIS 3200
Final Exam


Fall 2012


Criteria

Level of Comprehensiveness

0

1

2

3

4

Understanding of
the OSI and the
TCP/IP models
including
encapsulation.

No understanding
of the OSI and the
TCP/IP model.

Limited
understanding of

the
OSI and the TCP/IP
models.



Basic understanding
of the OSI and the
TCP/IP models.



1

Good understanding
of the OSI and the
TCP/IP models.



8

Complete
understanding of the
OSI and the TCP/IP
models.


10

Knowledge of
internetworking
devices
(switch,
bridge, routers)


No knowledge of
internetworking
device.

Limited knowledge
of internetworking
devices.



Basic knowledge of
internetworking
devices.



Good knowledge of
internetworking
devices.


9

Complete knowledge
of internetworking
devices.


1
0

Understanding of
data and signal
transmission.


No understanding
of data and signal
transmission.

Limited
understanding of data
and signal
transmission.

1

Basic understanding
of data and signal
transmission.



Good understanding
of data and signal
transmission.


8

Complete
understanding of data
and signal
transmission.

11

Knowledge of
physical and
wireless media.


No knowledge of
physical and
wireless media.

Limited knowledge
of physical and
wireless media.


Basic knowledge of
physical and wireless

media.


Good knowledge of
physical and wireless
media.

9

Complete knowledge
of physical and
wireless media.

10

Understanding of
the Internet
operation and IP
addressing.

No understanding
of the Internet
operation and IP
addressing.

Limited
understanding
of the
Internet operation and
IP addressing.


Basic understanding
of the Internet
operation and IP
addressing.

1

Good understanding
of the Internet
operation and IP
addressing.

7

Complete
understanding of the
Internet operation and
IP addressing.

11




Assessment Rubric for MIS 3200
Lab Projects


Spring 2013


Criteria

Level of Comprehensiveness

0

1

2

3

4

Installing and
configuring a
network operating
system (NOS).

Demonstrates no or
little skills for
installing and
configuring

a NOS.

Demonstrates limited
skills for installing
and configuring a
NOS.


Demonstrates basic
skills for installing
and configuring a
NOS.


Demonstrates good
skills for installing
and configuring a
NOS.

9

Demonstrates
extensive skills for
installing and
co
nfiguring a NOS.

15

Disk management
including
partitioning, de
-
fragmenting, quotas.


Demonstrates no or
little skills for
managing disks.

Demonstrates limited
skills for managing
disks.



Demonstrates basic
skills for managing
disks.


1

Demonstrates good
skills for managing
disks.


7

Demonstrates
extensive skills for
managing disks.


1
6

Managing user and
group accounts.
Assigning access
rights.


Demonstrates no or
little skills for
managing user and
group accounts, and
assigning rights.

Demonstrates limit
ed
skills for managing
user and group
accounts, and
assigning rights.


Demonstrates basic
skills for managing
user and group
accounts, and
assigning rights.

1

Demonstrates good
skills for managing
user and group
accounts, and
assigning rights.

8

Demonstrates
extensive skills for
managing user and
group accounts, and
assigning rights.

15

Implementing
directory services
and managing
domain users.


Demonstrates no or
little skills for
implementing
directory services
and managing
domain users.

Demons
trates limited
skills for
implementing
directory services and
managing domain
users.


Demonstrates basic
skills for
implementing
directory services and
managing domain
users.


Demonstrates good
skills for
implementing
directory services and
managing domain

users.

7

Demonstrates
extensive skills for
implementing
directory services
and managing
domain users.

17

Implementing group
policies.

Demonstrates no or
little skills for
implementing
group policies.


Demonstrates limited
skills for
implementing group
policies.


Demonstrates basic
skills for
implementing group
policies.


Demonstrates good
skills for
implementing group
policies.

9

Demonstrates
extensive skills for
implementing
group policies.

15

Configuring Web
services.

Demonstrates no or
little skills

for
configuring Web
services.

Demonstrates limited
skills for configuring
Web services.



Demonstrates basic
skills for configuring
Web services.



Demonstrates good
skills for configuring
Web services.


7

Demonstrates
extensive skills for
configuring Web

services.

17


Assessment Rubric for MIS 3200
Final Exam


Spring 2013


Criteria

Level of Comprehensiveness

0

1

2

3

4

Understanding of
the OSI and the
TCP/IP models
including
encapsulation.

No understanding
of the OSI and the
TCP/IP model.

Limited
understanding of the
OSI and the TCP/IP
models.



Basic understanding
of the OSI and the
TCP/IP models.



1

Good understanding
of the OSI and the
TCP/IP models.



8

Complete
understanding of the
OSI and the TCP/IP
models.


15

Knowledge of
internetworking

devices (switch,
bridge, routers)


No knowledge of
internetworking
device.

Limited knowledge
of internetworking
devices.



Basic knowledge of
internetworking
devices.



Good knowledge of
internetworking
devices.


8

Complete knowledge
of internetworking
de
vices.


16

Understanding of
data and signal
transmission.


No understanding
of data and signal
transmission.

Limited
understanding of data
and signal
transmission.


Basic understanding
of data and signal
transmission.


1

Good understanding
of data and
signal
transmission.


8

Complete
understanding of data
and signal
transmission.

15

Knowledge of
physical and
wireless media.


No knowledge of
physical and
wireless media.

Limited knowledge
of physical and
wireless media.


Basic knowledge of
physical and
wireless
media.

1

Good knowledge of
physical and wireless
media.

7

Complete knowledge
of physical and
wireless media.

16

Understanding of
the Internet
operation and IP
addressing.

No understanding
of the Internet
operation and IP
addressing.

Limited
understanding of the
Internet operation and
IP addressing.


Basic understanding
of the Internet
operation and IP
addressing.


Good understanding
of the Internet
operation and IP
addressing.

8

Complete
understanding of the
Internet operation and
IP addressi
ng.

1
6




SCHOOL OF BUSINESS

Fall 2012

Spring 2013

SENIOR SURVEYS RESULTS

n=6

n=9

Information Systems Majors

Mean

Std Dev

Mean

Std Dev

Answer the following questions on a scale of 1
-
7 where 1=Strongly Disagree and 7=Strongly Agree. Answer
questions 1
-
23 based on your experience in the core business courses in the School of Business.

















1

I can make effective business
presentations.

6.00

0.63

6.00

0.71

2

I can communicate effectively in writing about business matters.

5.50

0.84

6.00

1.22

3

I can communicate effectively orally about business matters.

4.83

1.33

6.56

0.73

4

I understand the interactions between the
global environment and individual businesses.

5.50

1.05

5.89

0.78

5

I understand the processes for developing organizational policies, strategies, and objectives.

5.80

1.10

6.22

0.67

6

I understand the effects of laws and regulations on business
decision
-
making.

5.17

1.60

5.89

1.05

7

I can recognize and analyze ethical issues as part of business decision
-
making.

6.33

0.82

6.67

0.50

8

I understand the implications of diversity in the business environment.

5.83

0.98

6.56

0.53

9

I can analyze
financial statements of business organizations.

4.67

0.52

5.11

0.93

10

I understand the finance functions within business organizations.

4.67

0.52

5.22

1.09

11

I understand the role of the customer in meeting organizational objectives.

5.50

1.22

6.56

0.53

12

I understand pricing, distribution, and promotion of goods and services.

5.67

1.03

6.11

0.60

13

I understand the functions of managers in planning, organizing, leading, and controlling
organizations.

5.67

1.03

6.22

0.67

14

I understand the role
of human interactions in successful organizations.

5.83

0.98

6.78

0.44

15

I understand how operations, finance, and marketing function together to achieve
organizational objectives.

5.33

1.03

6.11

0.78

16

I understand the uses of information systems in
business decision
-
making.

6.50

0.84

6.78

0.67

17

I understand the role of technology in organizations.

6.33

1.21

6.78

0.67

18

I am able to work effectively as a member of a team.

5.83

1.17

6.89

0.33

19

I can analyze and solve business problems.

5.83

1.33

6.44

0.53

20

I can use the computer effectively for business applications.

6.50

0.84

6.67

0.71

21

I am prepared to interpret statistical data for use in business decision
-
making.

5.67

0.82

5.78

0.83

22

I am prepared to interpret financial data for
use in business decision
-
making.

5.00

0.63

5.67

1.12

23

I can effectively research businesses issues.

6.33

0.82

6.38

1.06

24

I am prepared to use the systems development life cycle to evaluate and implement
solutions to business information needs.

6.00

0.89

6.00

1.00

25

I am prepared to use appropriate hardware and software as productivity tools for gathering,
processing, storing, and retrieving information.

6.33

0.82

6.67

0.50

26

I am prepared to design, model and develop data base applications using
appropriate
program logic and constructs.

5.67

1.37

6.22

0.44

27

I am able to logically develop a solution to a business problem.

6.67

0.52

6.33

0.50

28

I am able to apply networking principles, and design and manage a computer network for a
small
business.

6.33

0.52

6.44

0.53



Using a scale of 7 to 1 where 7 = Very Satisfied and 1 = Very Dissatisfied, indicate your satisfaction
with the following aspects of your program in information systems.









29

Availability of faculty outside of
class.

5.00

0.89

5.89

1.05

30

Attitude of faculty toward students.

4.83

0.75

6.11

0.78

31

Class size in your major courses.

6.17

0.98

6.11

1.27

32

Concern shown to you as an individual.

5.40

0.89

5.89

0.93

33

Technology to support your class work.

6.17

0.98

5.33

1.41

34

Preparation to meet your professional goals.

5.17

1.60

5.44

1.94

35

Preparation to compete in job market.

4.83

1.72

5.44

1.51



Introduction to Information Systems & Logic MIS2000
-

Homework
assignment 1
-
4

FA2012





Level of Comprehensive

CRITERIA

0

1

2

3

4

Logical Reasoning and Concepts
(HW4)

Explanation of
problem shows no
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written. No evidence
of
logical reasoning.
1

Explanation of
problem shows very
limited
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written. Little
evidence of logical
reasoning.

Explanation of
problem shows some
understanding
of the
logical concepts
needed to solve the
problem(s). Some
evidence of logical
reasoning

Explanation of
problem shows
substantial
understanding of the
logical concepts used
to solve the
problem(s). Uses
effective logic
reasoning 2

Exp
lanation of
problem shows
complete
understanding of the
logical concepts used
to solve the
problem(s). Uses
complex and refined
logical reasoning.
26

Problem
-
Solving Strategies/
Procedures (HW4)

Uses no effective
strategy to solve
problems. Does not
try to solve problems
or help others solve
problems. 1

Rarely uses an
effective strategy to
solve problems. Does
not try to solve
problems or help
others solve
problems.

Sometimes uses an
effect
ive strategy to
solve problems, but
does not do it
consistently.

Typically, uses an
effective strategy to
solve the problem(s).
2

Typically, uses an
efficient and
effective strategy to
solve the problem(s).
26

Algorithm & Logic
Development (HW4)

The steps in
pseudocode are
wrong or no
pseudocode was
written. No logic was
used in program. All
steps are out of order.
Either no steps
developed, or the
several steps bear no
resemblance to the
activity. All steps ar
e
unclear or contain
multiple actions.
1

The steps in
pseudocode are
wrong or no
pseudocode was
written. Little or no
logic was used in
program. Most of the
steps are out of order.
Either no steps
developed, or the
sever
al steps bear no
resemblance to the
activity. Most steps
are unclear or contain
multiple actions.

The steps in
pseudocode are
written partially.
Pseudocode not
followed and code
was inefficient. Two
or three steps are out
of order or omitted.
There is one
step that
does not appear to be
related to the activity.
Although each step is
outlined, the action
may not be clear on
one or two; OR one
or two obvious
actions may be
combined in one
step.

The steps in
pseudocode are
written almost
correc
tly. Pseudo
code aided the
development of logic
significantly.
However the code
was efficient. One
step may have been
omitted or placed in
the wrong order.
Steps are written, but
may have an
ambiguous action; or
they are not clear or
could not be
followed
by a
reasonable person.

The steps in
pseudocode are
written correctly. The
use of pseudo code
aided the
development of logic
in program
substantially. The
code was efficient.
Order of steps allows
completion of
acti
vity correctly.
Each step is clearly
written, related to the
activity, can be
followed by a
reasonable person,
and includes only
one action leading to
completion of the
activity. 28

Program Documentation:
Program Purpose, Explanations,
Clarity of
Coding, and
Annotation (HW4)

No documentation.
3

Descriptions for
functions are missing
or none are well
written. Explanation
is difficult to
understand and is
missing several
components OR was
not included. Student
di
d not explain what
any of the code did.
Program contains no
annotation.
Documentation
lacking in the
program or difficult
to follow. 2

Descriptions for all
functions are present,
but many (more than
2) are not well
written. Explanation
is a little diff
icult to
understand, but
includes critical
components. Student
explained what parts
of the code did.
Program has
occasional
comments. Fair
documentation in the
program somewhat
easy to follow
2

Descriptions
(purpose) for all
f
unctions are present
and only 1 to 2 are
not well written.
Explanation is clear.
Student explained
what most of the
code did. Program is
annotated with a
Heading and an
occasional comment.
Good documentation
in the program and
easy to follow.

7

Descriptions
(purpose) for all
functions are well
written. Explanation
is detailed and clear.
Student explained
what exactly the code
did. Program is well
annotated with both a
heading section and
comments t
hat
correctly describe
each section.
Excellent
documentation in the
program and very
easy to follow
15

Program Requirements and
Specifications: Identifies
important details and
information (HW4)

Student identifies no
main requirements of
the problem. No
requirements for the
program were met.
1

Student identifies
limited to no main
requirements of the
problem inaccurately
or many details are
missing.
Unimpo
rtant
information is
highlighted. More
than two
requirements for the
program were not
met.

Student identifies
some main
requirements of the
problem accurately,
but has some
inaccuracies. Does
not highlight
unimportant
information. Two
requirements for the
program were not
met

Student identifies
most main
requirements of the
problem accurately,
but may have some
inaccuracies. One
requirement for the
program was not met
1

Student identifies all
main requirements of
the problem
a
ccurately. All
requirements for the
program are met
27

Identify user decisions;
determine implications on logic;
use design techniques to
implement user decisions
(HW4)

Student cannot
identify user
decisions and cannot
determine
the
implications on logic.
Cannot use proper
design techniques to
implement
requirements.
1

Student can identify
very few user
decisions and cannot
determine the
implications on logic.
Cannot use proper
design techniques to
implement
requirem
ents.

Student can identify
most user decisions
and determine the
implication on logic.
Typically uses proper
design techniques to
implement
requirements but may
have several that
don't meet
requirements.

Student can identify
all user decisions and

determine the
implication on logic.
Uses proper design
techniques to
implement
requirements but may
have one that doesn't
meet requirement.
1

Student can identify
all user decisions and
determine the
implication on logic.
Uses proper desi
gn
techniques to
implement
requirements. All
requirements for the
program are met.
27

Record at a time processing
(HW1)

Student cannot
design and code
instructions. All
requirements for the
program were not
met. 1

Student
cannot
design and code
instructions
accurately; many
inaccuracies. More
than two
requirements for the
program were not
met. 2

Student can design
and code some
instructions
accurately but may
have some
inaccuracies. Two
requiremenst for
the
program were not
met. 12

Student can design
and code most
instructions
accurately but may
have some
inaccuracies. One
requirement for the
program was not
met. 9

Student can design
and code for single
record or input from
the sc
reen. All
requirements for the
program are met.
5

Looping constructs (HW2)

Student cannot
design and code any
loop constructs. No
requirements for the
program were not
met.

Student cannot
design and code
some loop constructs
acc
urately; many
inaccuracies. More
than two
requirements for the
program were not
met. 5

Student can design
and code some loop
constructs accurately
but may have some
inaccuracies. Two
requirement for the
program were not
met. 3

Student can design
and code most loop
constructs accurately
but may have some
inaccuracies. One
requirement for the
program was not
met. 15

Student can design
and code loop
constructs accurately.
All requirements for
the program are met.

3

Modularization techniques
(HW3)

Student cannot
design or perform
modularization
techniques. None
meet requirements.
2

Student can design
and perform
modularization
techniques
accurately, but has
many to all that don't
meet re
quirement.
2

Student can design
and perform
modularization
techniques
accurately, but may
have several that
don't meet
requirement.
2

Student can design
and perform
modularization
techniques
accurately, but may
have one

that doesn't
meet requirement.
10

Student can design
and perform
modularization
techniques
accurately. All
requirements for the
program are met.
10



Introduction to Information Systems & Logic

MIS2000
-

Homework
assignment 1
-
4

sp2013





Level of Comprehensive

CRITERIA

0

1

2

3

4

Logical Reasoning and Concepts
(HW4)

Explanation of
problem shows no
understanding of the
underlying concepts
needed to solve the
problem(s) OR is not
written. No evidence
of logical reasoning.

Explanation of
problem shows very
limited
understanding of the
underlying concepts
needed to
solve the
problem(s) OR is not
written. Little
evidence of logical
reasoning.

Explanation of
problem shows some
understanding of the
logical concepts
needed to solve the
problem(s). Some
evidence of logical
reasoning

Explanation of
pr
oblem shows
substantial
understanding of the
logical concepts used
to solve the
problem(s). Uses
effective logic
reasoning

1


Explanation of
problem shows
complete
understanding of the
logical concepts used
to solve the
problem(s). Uses
complex and

refined
logical reasoning.
19


Problem
-
Solving Strategies/
Procedures (HW4)

Uses no effective
strategy to solve
problems. Does not
try to solve problems
or help others solve
problems.

Rarely uses an
effective strategy to
solve problems.

Does
not try to solve
problems or help
others solve
problems.

Sometimes uses an
effective strategy to
solve problems, but
does not do it
consistently.

Typically, uses an
effective strategy to
solve the problem(s).

Typically, uses an
efficient and
effective strategy to
solve the problem(s).
20


Algorithm & Logic
Development (HW4)

The steps in
pseudocode are
wrong or no
pseudocode was
written. No logic was
used in program. All
steps are out of o
rder.
Either no steps
developed, or the
several steps bear no
resemblance to the
activity. All steps are
unclear or contain
multiple actions.

The steps in
pseudocode are
wrong or no
pseudocode was
written. Little or no
logic was used in
program. Most of the
steps are out of order.
Either no steps
developed, or the
several steps bear no
resemblance to the
activity. Most steps
are unclear or contain
multiple actions.

The steps in
pseudocode are
written partially.
Pseudocod
e not
followed and code
was inefficient. Two
or three steps are out
of order or omitted.
There is one step that
does not appear to be
related to the activity.
Although each step is
outlined, the action
may not be clear on
one or two; OR one
or two obvious
actions may be
combined in one
step.

The steps in
pseudocode are
written almost
correctly. Pseudo
code aided the
development of logic
significantly.
However the code
was efficient. One
step may have been
omitted or placed in
the wrong order
.
Steps are written, but
may have an
ambiguous action; or
they are not clear or
could not be
followed by a
reasonable person.

The steps in
pseudocode

are
written correctly. The
use of pseudo code
aided the
development of logic
in program
substantially. The
code was efficient.
Order of steps allows
completion of
activity correctly.
Each step is clearly
written, related to the
activity, can be
followed b
y a
reasonable person,
and includes only
one action leading to
completion of the
activity.
20

Program Documentation:
Program Purpose, Explanations,
Clarity of Coding, and
Annotation (HW4)

No documentation.
3


Des
criptions for
functions are missing
or none are well
written. Explanation
is difficult to
understand and is
missing several
components OR was
not included. Student
did not explain what
any of the code did.
Program contains no
annotation.
Documentation
lack
ing in the
program or difficult
to follow.

Descriptions for all
functions are present,
but many (more than
2) are not well
written. Explanation
is a little difficult to
understand, but
includes critical
components. Student
explained what parts
of the
code did.
Program has
occasional
comments. Fair
documentation in the
program somewhat
easy to follow
1


Descriptions
(purpose) for all
functions are present
and only 1 to 2 are
not well written.
Explanation is clear.
Student ex
plained
what most of the
code did. Program is
annotated with a
Heading and an
occasional comment.
Good documentation
in the program and
easy to follow.
5


Descriptions
(purpose) for all
functions ar
e well
written. Explanation
is detailed and clear.
Student explained
what exactly the code
did. Program is well
annotated with both a
heading section and
comments that
correctly describe
each section.
Excellent
documentation in the
program and very
easy to

follow
11


Program Requirements and
Specifications: Identifies
important details and
information (HW4)

Student identifies no
main requirements of
the problem. No
requirements for the
program were met.

Student identifies
limited to no main
requirements of the
problem inaccurately
or many details are
missing.
Unimpor
tant
information is
highlighted. More
than two
requirements for the
program were not
met.

Student identifies
some main
requirements of the
problem accurately,
but has some
inaccuracies. Does
not highlight
unimportant
information. Two
requirements for the
p
rogram were not
met

Student identifies
most main
requirements of the
problem accurately,
but may have some
inaccuracies. One
requirement for the
program was not met
4


Student identifies all
main requirements of
the problem
ac
curately. All
requirements for the
program are met
16


Identify user decisions;
determine implications on logic;
use design techniques to
implement user decisions
(HW4)

Student cannot
identify user
decisions and cannot
determine the
implications on logic.
Cannot use proper
design techniques to
implement
requirements.

Student can identify
very few user
decisions and cannot
determine the
implications on logic.

Cannot use proper
design techniques to
implement
requirements.

Student can identify
most user decisions
and determine the
implication on logic.
Typically uses proper
design techniques to
implement
requirements but may
have several that
don't meet
requir
ements.

Student can identify
all user decisions and
determine the
implication on logic.
Uses proper design
techniques to
implement
requirements but may
have one that doesn't
meet requirement.

Student can identify
all user decisions

and
determine the
implication on logic.
Uses proper design
techniques to
implement
requirements. All
requirements for the
program are met.
20

Record at a time processing
(HW1)

Student cannot
design and code
instructions. All
requirements for the
program were not
met.

Student cannot
design and code
instructions
accurately; many
inaccuracies. More
than two
requirements for the
program were not
met.

8

Student can design
and code some
instructions
accurately but may
have some
inaccuracies. Two
requiremenst for the
program were not
met.
7

Student can design
and code most
instructions
accurately but may
have some
inaccuracies. One
require
ment for the
program was not
met.
2

Student can design
and code for single
record or input from
the screen. All
requirements for the
program are met.
6


Looping constructs (HW2)

Student cannot
design and code any
loop constructs.

No
requirements for the
program were not
met.
2

Student cannot
design and code
some loop constructs
accurately; many
inaccuracies. More
than two
requirements for the
program were not
met.
7

Student can design
and code some loop
constructs accurately
but may have some
inaccuracies. Two
requirement for the
program were not
met.
4

Student can design
and code most loop
constructs accurately
but may have some
inaccuracies. One
require
ment for the
program was not
met.
3

Student can design
and code loop
constructs accurately.
All requirements for
the program are met.
2

Modularization techniques
(HW3)

Student cannot
design or perform
modularization
techniques. None
meet requirements.

Student can design
and perform
modularization
techniques
accurately, but has
many to all that don't
meet requirement.

Student can design
and pe
rform
modularization
techniques
accurately, but may
have several that
don't meet
requirement.
9

Student can design
and perform
modularization
techniques
accurately, but may
have one that doesn't
meet requirement.
4

Student can design
and perform
modularization
techniques
accurately. All
requirements for the
program are met.
8



Management Information Systems Assessment Plan

Assessment Rubric for MIS 4200 Database Project

Fall 2012


Criteria

Level of
Comprehensiveness

0

1

2

3

4

Understand and apply
activities in the systems
development life cycle to
produce appropriate
deliverables

Little or no application of
SDLC phases.

No
Baseline Project plan; no
feasibility assessment; no
project scope statement; no
project management
techniques; little or no
documentation of SDLC

At least two phases of
SDLC complete. Minimal
Baseline Project plan,
feasibility addressed but
not comp
lete; limited scope
statement; limited project
management techniques;
limited documentation of
SDLC









At least 3 phases of SDLC
complete; Baseline Project
plan sections present but
lacking in depth; feasibility
complete but lacking depth;
project man
agement
techniques present
including Gantt charts;
documentation present but
lacking depth








At least 4 phases of SDLC
complete; all sections of
Baseline Project plan
complete with appropriate
supporting detail and
feasibility. Project
management tec
hniques
present including Gantt
charts and management
analysis; documentation
complete.






1

All 5 phases of SDLC
complete; all sections of
Baseline Project plan
complete with full
supporting documentation.
Project management
techniques present
includin
g Gantt charts,
management analysis, full
feasibility with sufficient
economic analysis.
Management issues full
analyzed and documented.
Complete documentation
full organized.


15

Creates appropriate
systems process
diagrams and
documentation to
support

systems design
and development

Little or no understanding
of process modeling.
Context DFD incomplete
and does not represent
business reality. Diagram 0
and subsequent Level
diagrams missing.
Structured English logic
missing

Minimal understanding of
process modeling. Context
DFD complete; incomplete
Diagram 0 and subsequent
Level diagrams missing.
Structured English logic
missing and/or incomplete.





Context Diagram and Level
0 diagrams complete but
subsequent Level diagrams
missing and/or incompl
ete.
Diagrams not balanced.
Structured English logic
incomplete and does not
reflect Level diagrams.
Little or no documentation.


1

Context Diagram and Level
0 diagrams complete and
balanced.

Subsequent
Level diagrams mostly
complete and balanced.
Structured English logic
mostly complete and
reflects Level diagrams.
Some documentation.


1

All DFD diagrams complete
and balanced. Structured
English logic complete and
reflects Level diagrams.

Full documentation of
diagrams.





14

Creates complete logical
data models and
documentation to
support systems design
and development

Incorrect Entity
Relationship Diagram; no
application of normalization
principles

Minimal Entity Relationship
Diagram

with incorrect
resolution of many
-
to
-
many
relationships; minimal
cardinality and connectivity
principles applied;
normalized to at least First
Normal Form



Entity Relationship Diagram
with resolution of many
-
to
-
many relationships; some
cardinality and co
nnectivity
principles applied; some
errors in normalization but
understanding of
normalization demonstrated



Entity Relationship Diagram
with correct cardinality and
connectivity applied. Third
Normal Form principles
applied





1

Demonstrates full
under
standing of Entity
Relationship Diagram,
including unary and
recursive relationships.
Demonstrates full
understanding of
normalization principles.


1
5

Application of Relational
Principles and Structured
Query Language

Violates principles of
relational design; inability to
write simple SQL DDL and
DML statements

Shows minimal
understanding of relational
principles; can write simple
SQL DDL and DML
statements using single
table structures








Shows understanding of
re
lational principles and
can apply the principles to
table design; can write SQL
DDL and DML statements
involving more than one
table.






1

Shows understanding of
relational principles and
can apply the principles to
table and view design. Can
write comp
lex SQL DDL
and DML statements
involving multiple tables,
including joins, unions, and
intersections.




1

Shows full understanding of
relational principles and
can apply the principles to
table, view, and index
design. Can write complex
SQL DDL and DML
s
tatements, including all
types of joins, unions,
intersections, and complex
subqueries.



14

Application of Principles
of Human Interface
Design

Demonstrates little or no
understanding of interface
design principles in forms,
reports and graphics; does
not apply template design
to the project.

Demonstrates minimal
understanding of interface
design principles in forms,
reports, and graphics;
templates not consistently
applied. Minimal GUIs and
menus with nonworking
items. Graphics
inconsistently used.







Demonstrates
understanding of interface
design principles with
minimal template
application. Forms,
reports, and graphics work
consistently with database.
Working GUIs and menus.
Graphics applied.







Demonstrates
understanding of interface
desig
n principles with
complete template
application in forms,
reports, and graphics.
Working GUIs and menus
with graphics form
integrated project.
Demonstrates
understanding of multiple
breaks and groupings in
reports.


1

Demonstrates full
understanding of i
nterface
design principles with
sophisticated templates. A
range of GUIs used with full
drop
-
down menus. Various
graphic formats applied.
Full range of forms and
reports models applied.






15

Use of Programming
Logic Constructs

Demonstrates little or

no
understanding of
programming constructs
and Oracle PL/SQL.

Demonstrates minimal
understanding of
programming constructs
and Oracle PL/SQL;
modules do not perform
consistently; GUI triggers
not correctly configured;
little or no error trapping.








D
emonstrates
understanding of
programming constructs
and Oracle PL/SQL;
modules perform
consistently; GUI triggers
configured correctly;
minimal error trapping.








Demonstrates
understanding of
programming constructs
and Oracle PL/SQL;
demonstrates ability to
create program blocks and
GUI triggers with use wide
range of Oracle functions
and procedures; error
trapping consistent with
module development.




2

Demonstr
ates full
understanding of
programming constructs
and Oracle PL/SQL;
demonstrates ability to
create sophisticated
program blocks with
integrated SQL code.
Triggers show full
knowledge of Oracle
functions and procedures.
Full error trapping.



1
4

Integra
tion of Multiple
Programs from within
main application; use of
global program registries

Demonstrates little or no
understanding of program
integration; inability to
create working project

Demonstrates minimal
understanding of program
integration; global r
egistry
not set correctly; project
connections not set
correctly; one or more of
compiled modules fails.





Demonstrates
understanding of program
integration with global and
user registries configured
correctly. Project
components compile
correctly.
Demonstrates
use of multiple form
application with global
project paths.


Demonstrates development
of integrated database
application with splash
screen and timer, module
navigation through multiple
forms. Modules call
programs from within
programs using b
oth data
and control blocks.


2

Demonstrates full
understanding of integrated
application with custom
interfaces, sophisticated
navigation tools, alerts and
messages, and the use of
data and control blocks
from within modules.



14

Creates complete
systems and user
documentation

Little or no system or
user documentation.

Some system
documentation but not
complete or accurate. Little
user documentation.


System documentation
mostly complete but may
not reflect current version
of software. Use
r
documentation lacks
System documentation
complete and organized
and reflects current version
of software. User
documentation is complete
Full system and user
documentation.

Documentation is carefully
organized and reflects
current version of software.




appropriate logic and detail.




but lacks appropriate
graphical detail.


1

Graphical detail enhances
documentation.


15


Management Information Systems Assessment Plan

Assessment Rubric for MIS 4200 Database Project

Spring 2013


Criteria

Level of
Comprehensiveness

0

1

2

3

4

Understand and apply
activities in the systems
development life cycle to
produce appropriate
deliverables

Little or no application of
SDLC phases.

No
Baseline Project plan; no
feasibility assessment; no
project scope statement; no
project management
techniques; little or no
documentation of SDLC

At least two phases of
SDLC complete. Minimal
Baseline Project plan,
feasibility addressed but
not comp
lete; limited scope
statement; limited project
management techniques;
limited documentation of
SDLC




At least 3 phases of SDLC
complete; Baseline Project
plan sections present but
lacking in depth; feasibility
complete but lacking depth;
project manageme
nt
techniques present
including Gantt charts;
documentation present but
lacking depth



At least 4 phases of SDLC
complete; all sections of
Baseline Project plan
complete with appropriate
supporting detail and
feasibility. Project
management techniques
pr
esent including Gantt
charts and management
analysis; documentation
complete.


2

All 5 phases of SDLC complete; all
sections of Baseline Project plan
complete with full supporting
documentation. Project management
techniques present including Gantt
charts
, management analysis, full
feasibility with sufficient economic
analysis. Management issues full
analyzed and documented. Complete
documentation full organized.



24

Creates appropriate
systems process
diagrams and
documentation to
support systems
design
and development

Little or no understanding
of process modeling.
Context DFD incomplete
and does not represent
business reality. Diagram 0
and subsequent Level
diagrams missing.
Structured English logic
missing

Minimal understanding of
process m
odeling. Context
DFD complete; incomplete
Diagram 0 and subsequent
Level diagrams missing.
Structured English logic
missing and/or incomplete.





Context Diagram and Level
0 diagrams complete but
subsequent Level diagrams
missing and/or incomplete.
Diagrams not balanced.
Structured English logic
incomplete and does not
reflect Level diagrams.
Little or no documentation.


1

Context Diagram and Lev
el
0 diagrams complete and
balanced. Subsequent
Level diagrams mostly
complete and balanced.
Structured English logic
mostly complete and
reflects Level diagrams.
Some documentation.


2

All DFD diagrams complete and
balanced. Structured English logic
c
omplete and reflects Level diagrams.
Full documentation of diagrams.







23

Creates complete logical
data models and
documentation to
support systems design
and development

Incorrect Entity
Relationship Diagram; no
application of normalization
principl
es

Minimal Entity Relationship
Diagram with incorrect
resolution of many
-
to
-
many
relationships; minimal
cardinality and connectivity
principles applied;
normalized to at least First
Normal Form


Entity Relationship Diagram
with resolution of many
-
to
-
many
relationships; some
cardinality and connectivity
principles applied; some
errors in normalization but
understanding of
normalization demonstrated


Entity Relationship Diagram
with correct cardinality and
connectivity applied. Third
Normal Form principles
applied




3

Demonstrates full understanding of
Entity Relationship Diagram, including
unary and recursive relationships.
Demonstrates full understanding of
normalization principles.




23

Application of Relational
Principles and Structured
Query Langua
ge

Violates principles of
relational design; inability to
write simple SQL DDL and
DML statements

Shows minimal
understanding of relational
principles; can write simple
SQL DDL and DML
statements using single
table structures





Shows understanding of
relational principles and
can apply the principles to
table design; can write SQL
DDL and DML statements
involving more than one
table.




1

Shows understanding of
relational principles and
can apply the principles to
table and view design. Can
write comp
lex SQL DDL
and DML statements
involving multiple tables,
including joins, unions, and
intersections.


1

Shows full understanding of relational
principles and can apply the principles
to table, view, and index design. Can
write complex SQL DDL and DML
sta
tements, including all types of joins,
unions, intersections, and complex
subqueries.




24



Application of Principles
of Human Interface
Design

Demonstrates little or no
understanding of interface
design principles in forms,
reports and graphics; does
not apply template design
to the project.

Demonstrates minimal
understanding of interface
design principles in forms,
reports, and graphics;
templates not consistently
applied. Minimal GUIs and
menus with nonworking
items. Graphics
inconsistently used.



Demonstrates
understanding of interface
design principles with
minimal template
application. Forms,
reports, and graphics work
consistently with database.
Working GUIs and menus.
Graphics applied.




Demonstrates
understanding of interface
design princ
iples with
complete template
application in forms,
reports, and graphics.
Working GUIs and menus
with graphics form
integrated project.
Demonstrates
understanding of multiple
breaks and groupings in
reports.


3

Demonstrates full understanding of
interfac
e design principles with
sophisticated templates. A range of
GUIs used with full drop
-
down menus.
Various graphic formats applied. Full
range of forms and reports models
applied.








23

Use of Programming
Logic Constructs

Demonstrates little or no
understanding of
programming constructs
and Oracle PL/SQL.

Demonstrates minimal
understanding of
programming constructs
and Oracle PL/SQL;
modules do not perform
consistently; GUI triggers
not correctly configured;
little or no error trapping.






Demonst
rates
understanding of
programming constructs
and Oracle PL/SQL;
modules perform
consistently; GUI triggers
configured correctly;
minimal error trapping.





1

Demonstrates
understanding of
programming constructs
and Oracle PL/SQL;
demonstrates ability to
create program blocks and
GUI triggers with use wide
range of Oracle functions
and procedures; error
trapping consistent with
module development.


2

Demonstrates full understanding of
programming constructs and Oracle
PL/SQL; demonstrates ability to creat
e
sophisticated program blocks with
integrated SQL code. Triggers show
full knowledge of Oracle functions and
procedures. Full error trapping.






23

Integration of Multiple
Programs from within
main application; use of
global program registries

Demonstrates little or no
understanding of program
integration; inability to
create working project

Demonstrates minimal
understanding of program
integration; global registry
not set correctly; project
connections not set
correctly; one or more of
compiled

modules fails.





Demonstrates
understanding of program
integration with global and
user registries configured
correctly. Project
components compile
correctly. Demonstrates
use of multiple form
application with global
project paths.


Demonstrates devel
opment
of integrated database
application with splash
screen and timer, module
navigation through multiple
forms. Modules call
programs from within
programs using both data
and control blocks.


3

Demonstrates full understanding of
integrated application wi
th custom
interfaces, sophisticated navigation
tools, alerts and messages, and the
use of data and control blocks from
within modules.





23

Creates complete
systems and user
documentation

Little or no system or user
documentation.

Some system
documentation but not
complete or accurate. Little
user documentation.






System documentation
mostly complete but may
not reflect current version
of software. User
documentation lacks
appropriate logic and detail.



1

System documentation
complete and

organized
and reflects current version
of software. User
documentation is complete
but lacks appropriate
graphical detail.


1

Full system and user documentation.
Documentation is carefully organized
and reflects current version of
software. Graphical d
etail enhances
documentation.




24




Programming and Logic Skills
(Advanced COBOL)



SEMESTER: FA2012









Level of Comprehension

CRITERIA

0

1

2

3

4

Syntax

Student is unable to
compile and run
programs successfully

Student demonstrates
little
knowledge of
language syntax.
Cannot compile or run
programs without
significant assistance
from others

Student demonstrates
knowledge of language
syntax by compiling
and running programs
with significant
assistance from others
1

Student demonst
rates
knowledge of language
syntax by compiling
and running programs
with errors, but needs
assistance to
troubleshoot some of
the errors 3

Student demonstrates
knowledge of language
syntax by compiling
and running programs
without errors

1

Procedural Concepts
bold, black = exam 1

bold, blue = final

Student demonstrates
knowledge of
procedural concepts by
achieving levels less
than 60% on course
examinations

Student demonstrates
knowledge of
procedural concepts by
achieving levels
between 60% and
69.9% on course
examinations
1

Student demonstrates
knowledge of
procedural concepts by
achieving levels
between 70% and
79.9% on course
examinatio
ns

Student demonstrates
knowledge of
procedural concepts by
achieving levels
between 80% and
89.9%on course
examinations

4
2


Student demonstrates
knowledge of
procedural concepts by
achieving levels of 90%
or greater on
course
examinations
1
1

Procedural Design

Student is unable to
design and implement a
project that adheres to
procedural design
principles and concepts
without assistance

Student designs and
implements a project
that somewhat adheres
to procedural design
principles and concepts;
needs some assistance

Student designs and
implements a project
that mostly, but not
completely, adheres to
procedural design
principles and concepts;
needs some assist
ance

Student designs and
implements multiple
projects that mostly, but
not completely, adhere
to procedural design
principles and concepts
4

Student designs and
implements multiple
projects with strict
adherence to
procedural
design principles and
concepts 1

Decision Constructs

Student cannot design
and code if
-
then
-
else
constructs

Student can design and
code if
-
then
-
else
constructs only with
assistance

Student can design and
code if
-
then
-
else
constr
ucts in an original
program

Student can design and
code if
-
then
-
else
constructs and nested
constructs in an original
program 4

Student can design and
code if
-
then
-
else
constructs, nested
constructs, and use
additional selection
constructs in an or
iginal
program 1

Arrays

Student cannot design
and code any array
structures

Student can design and
code single dimension
arrays in an original
program only with
assistance

Student can design and
code single dimension
arrays in an original
program 1

Student can design and
code two
-
dimensional
arrays in an original
program but needs some
assistance

Student can design and
code two
-
dimensional
arrays in an original
program 3

Sorting/Searching

Student cannot user a
sea
rch or sort.

Student can only use a
search or sort in original
code with assistance
1

Student can utilize a
simple sort or a binary
search in original code

Student can utilize a
simple sort and a binary
search in original code

Student can utilize
a
complex sort and a
binary search in original
code 3

Main and Sub programs

Student cannot
minimally design and
code a main level
program which calls to
a sub program; no
understanding of the the
process or sending and
receiving data

Student can minimally
design and code a main
level program which
calls to a sub program;
little understanding the
process of sending and
receiving data

Student can design and
code a main level
program which calls to
a sub program;
somewhat understand
s
process of sending and
receiving data

Student can design and
code a main level
program which calls to
a sub program; mostly
understands process of
sending and receiving
data

Student can design and
code a main level
progr
am which calls to
a sub program;
understands process of
sending and receiving
data 4

Creation and maintenance of keyed
files

Student cannot
minimally create and
maintain keyed files; is
not able to minimally
use keyed files

Student can minimally
create and maintain
keyed files; is
minimally able to use
keyed files 1

Student creates and
maintains keyed files;
s
omewhat efficiently
uses keyed files

Student creates and
maintains keyed files;
does not completely use
keyed files efficiently

Student creates and
maintains keyed files;
efficiently uses keyed
files

3

Test plans

Student cannot
minimally develop and
execute test plans and
cannot systematically
test software and track
defects

Student can minimally
develop and execute test
plans and is minimally
able to systematically
test software and track
defects

Student can develop and
execute some test plans
and is able to somewhat
systematically test
software and track
defects

Student can develop and
execute several test
plans and is able to
systematically test
software and track
defects

2

Student can develop and
execute test plans and is
able to systematically
test software and track
defects 3


Management Information Systems Assessment Plan

Assessment Rubric for MIS 4330 (Advanced Java Programming)


Criteria

Level of Comprehensiveness

0

1

2

3

4

Java Syntax

Student is unable to
write basic source code
in Java

Student is unable to
compile and run
programs successfully

Student demonstrates
knowledge of language
syntax by compiling and
running programs with

significant assistance
from others

Student demonstrates
knowledge of language
syntax by compiling and
running programs with
errors, but needs
assistance to
troubleshoot some of
the errors

Student demonstrates
knowledge of language
syntax by
compiling and
running programs
without errors

Object
-
oriented
Concepts

Student demonstrates
knowledge of object
-
oriented concepts by
achieving levels of less
than 60% on course
examinations

Student demonstrates
knowledge of object
-
oriented concepts by
ach
ieving levels of 60%
or greater on course
examinations

Student demonstrates
knowledge of object
-
oriented concepts by
achieving levels of 70%
or greater on course
examinations

Student demonstrates
knowledge of object
-
oriented concepts by
achieving
levels of 80%
or greater on course
examinations

Student demonstrates
knowledge of object
-
oriented concepts by
achieving levels of 90%
or greater on course
examinations

User Interfaces

Student is unable to
Student
-
written

user
Student demonstrates
Student demonstrates
Student demonstrates
3

6

6

3



develop basic user
interfaces

interfaces have bugs,
will not run, or possess
basic design flaws

knowledge of the
concept of user
interfaces by modifying
a pre
-
existing user
interface

knowledge of the
concept of user
interfaces by
designing
and implementing user
interfaces on at least
one originally written
program

knowledge of the
concept of user
interfaces by designing
and implementing user
interfaces on multiple
originally written
programs

File I/O and
Serialization

Student is unable to
perform file I/O in a
program

Student shows some
success in file I/O but
the code does not work
correctly

Student can modify file
I/O code in an existing
program

Student can design and
code file I/O from
scratch

Student can design and
code file I/O from
scratch and can perform
serialization

Multithreading

Student is unable to use
multithreading in a
program

Student can modify
existing multithreading
code with assistance

Student can modify
existing multithreaded
code without assistance

Student can design
original multithreaded
code with assistance

Student can design
original multithreaded
code without assistance



Swing Components

Student is unable to use
Swing components

Student
can use the
Swing library in existing
code with assistance

Student can modify
existing code using
Swing components
without assistance


Student can write
original code using
Swing components with
assistance

Student can write
original code using
Swing components
without assistance

Database

Student is unable to
access database data
using Java

Student can access
database data in
existing code with
assistance

Student can access and
manipulate database
data in existing code
without assistance

Student can write
original code that
accesses and modifies
data from a database
with assistance

Student can write
original code that
accesses and modifies
data from a database
without assistance

Web Progra
mming

Student is unable to
write or modify Java
web applications

Student can modify
existing code for Java
web applications with
assistance

Student can modify
existing code for Java
web applications without
assistance

Student can write
original code for Java
web applications with
assistance

Student can design and
write original Java web
applications without
assistance.



Assessment Rubric for MIS 4850 Final Exam


Spring 2013


Criteria

Level of Comprehensiveness

0

1

2

3

4

Understanding of
various types of
systems attacks.

No understanding
of the various types
of systems attacks.

Limited
understanding of the
various types of
systems attacks.

Basic understanding
of the various types
of systems attacks.



2

Good understanding
of the various types
of systems attacks.



5

Complete
understanding of the
various types of
systems attacks.


25

Knowledge of
defense systems
including firewalls,
IDS, IPS…


No knowledge of
defense systems.

Limited knowledge
of defense systems.



Basic
knowledge of
defense systems.


2

Good knowledge of
defense systems.


4

Complete knowledge
of defense systems.


26

2

6

1

2

5

2


7

2

9


4

4

1



Understanding of
cryptographic
systems.


No understanding
of cryptographic
systems.

Limited
understanding of
cryptographic
systems.

Basic
understanding
of cryptographic
systems.


2

Good understanding
of cryptographic
systems.


6

Complete
understanding of
cryptographic
systems.

24

Understanding of
applications’
security.


No understanding
of applications
security.

Limited
understanding of
applications security.

1

Basic understanding
of applications
security.

2

Good understanding
of applications
security.

5

Complete
understanding of
applications security.

24

Configuring
defense tools to
secure network
resources.

No knowledge of
defense
systems’
configuration.

Limited knowledge
of defense systems’
configuration.

Basic knowledge of
defense systems’
configuration.

1

Good knowledge of
defense systems’
configuration.

5

Complete knowledge
of defense systems’
configuration.

26


S
c
hool of

Busin
e
s
s

W
riting Rubric

(app
r
o
v
e
d
b
y

Sc
hool of

Busin
e
s
s

Curri
c
ulum

Commit
t
ee
,

M
a
y
,

2008
)



E
xem
p
la
r
y

Profi
c
i
e
nt

Ma
rgi
n
a
l

Un
acce
p
t
a
b
l
e

De
v
e
l
o
p
me
nt

a
nd

P
u
rp
o
s
e




W
e
i
g
ht
_





C
le
ar
ly
c
o
m
m
u
n
i
c
a
t
e
s
purpo
s
e



C
le
ar
ly id
en
t
i
f
i
e
s

an
d

f
u
lly
deve
lo
p
s

a
ll

id
ea
s
/
t
h
e
m
e
s



E
s
t
ab
l
i
s
he
s
an
d

m
a
i
n
t
a
ins

c
le
a
r
f
o
c
u
s

7



M
o
st
ly

c
o
m
m
un
i
c
a
t
e
s
purpo
s
e



I
den
t
i
f
ies
an
d
deve
lo
p
s main
id
ea
s
/
t
h
e
m
es
,

b
u
t may la
c
k

c
la
r
i
t
y
o
r

dep
t
h



E
s
t
ab
l
i
s
he
s
f
o
c
u
s
bu
t

n
o
t
f
u
lly
m
a
int
a
in
e
d


2



V
ague
ly
c
o
m
m
un
i
c
a
t
e
s

purpo
s
e



Doe
s

no
t id
en
t
i
f
y
o
r

deve
lop
s
o
m
e

main

id
ea
s
/
t
h
e
m
e
s



Fo
c
u
s
i
s

vagu
e
an
d
n
o
t
f
u
lly
m
a
int
a
in
e
d



M
o
st
ly
f
a
i
ls
t
o

c
o
m
m
un
i
c
a
t
e
purpo
s
e



Doe
s

no
t id
en
t
i
f
y
o
r
deve
lop
m
o
s
t

id
e
a
s
/
t
h
e
m
e
s



M
o
st
ly
f
a
i
ls
t
o

es
t
ab
l
i
s
h
an
d
m
a
int
a
in

f
o
c
u
s

O
rg
a
n
iza
ti
o
n







W
e
i
g
ht
_





C
le
ar
ly
an
d

c
ons
i
s
t
en
t
ly
organ
i
ze
s

id
ea
s



Eff
e
c
t
i
ve
ly
s
t
ruc
t
ure
s

an
d

order
s
paragraphs



L
in
k
s id
ea
s
w
i
t
h
s
mo
o
t
h

an
d
e
ff
ec
t
i
v
e

t
ran
s
i
t
io
n
s


4



Con
s
i
s
t
en
t
ly
organ
i
ze
s id
eas
,

b
u
t
st
r
u
ct
ur
e

m
a
y

b
e
f
o
r
mulaic
o
r

un
s
oph
i
s
t
i
c
a
t
e
d



For
t
h
e

mo
s
t

par
t
ef
f
ec
t
i
ve
ly
st
r
u
ct
ure
s
an
d
order
s
paragraphs



For
t
h
e

mo
s
t

part
,

e
ff
e
ct
i
ve
ly

li
nk
s

id
e
a
s

b
u
t

t
ra
n
s
i
t
io
n
s

m
a
y
b
e
un
c
le
a
r
o
r in
e
ff
e
ct
i
v
e



5



F
requen
t
ly
doe
s

n
o
t

organ
i
z
e
id
ea
s
;
s
t
ruc
t
ur
e
i
s

f
o
r
mula
i
c

o
r

un
s
oph
i
s
t
i
c
a
t
e
d



Of
t
e
n
do
e
s

n
o
t
st
r
u
ct
ur
e
o
r
orde
r
paragraphs



L
in
k
s
s
o
me

id
e
a
s
,
bu
t
t
rans
i
t
io
n
s
ar
e

m
i
s
s
ing

o
r
un
c
le
a
r



Doe
s

no
t
organ
i
z
e id
ea
s



For
t
h
e

mo
s
t

part
,

do
e
s

n
o
t
st
r
u
ct
ur
e
o
r
orde
r
paragraph
s



Doe
s

no
t li
n
k

id
e
a
s

S
t
y
le






W
e
i
g
ht
_





U
s
e
s
s
oph
i
s
t
i
c
a
t
e
d
an
d
var
ied
s
en
t
en
c
e

st
ruc
t
ur
e



U
s
e
s
vo
c
abu
la
r
y
an
d

st
y
le

t
ha
t
appropr
i
a
t
e

t
o

t
h
e
aud
ie
n
c
e


4



U
s
e
s
e
ff
e
c
t
i
v
e
an
d
var
ied
s
en
t
en
c
e

st
ruc
t
ur
e



U
s
e
s
vo
c
abu
la
r
y
an
d

st
y
le

t
ha
t
ar
e

m
os
t
ly
appropr
iate

t
o
t
h
e
aud
ie
n
c
e
;
s
o
m
e

w
ord
s
m
a
y
b
e
u
s
e
d i
n
c
orre
ct
ly


3



U
s
e
s li
t
t
le

var
iety

in

s
en
t
e
n
c
e
st
r
u
ct
ure
;
s
o
me

s
yn
t
a
x

error
s

m
a
y

b
e
pre
s
en
t



U
s
e
s
vo
c
abu
l
ar
y
o
r
s
t
y
le

t
ha
t

ar
e
f
requen
t
ly in
appropr
iate
t
o

t
h
e
aud
ie
n
c
e
;

w
ord
s

ar
e
of
t
e
n
u
s
e
d
in
c
orre
c
t
ly

2



U
s
e
s
n
o
var
iety in

s
e
n
t
en
c
e
st
r
u
ct
ure
;
s
yn
t
a
x

error
s

f
requen
t
ly
pre
s
en
t



U
s
e
s
vo
c
abu
la
r
y
o
r
s
t
y
le

t
ha
t

ar
e in
appropr
iate
t
o

t
h
e
aud
ie
n
c
e
;
w
o
r
d
s

ar
e
c
o
n
s
i
st
e
n
t
ly

u
s
e
d in
c
orre
c
t
ly

Re
sea
rc
h
/
d
a
ta

i
n
for
ma
t
i
on

a
nd

i
n
t
e
gr
a
ti
o
n






W
e
i
g
ht
_





U
s
e
s
c
red
ible

s
ou
r
c
e
s



I
n
t
egra
t
e
s

s
our
c
e

ma
t
er
ial

an
d
da
t
a
s
e
a
m
l
es
s
ly

into
bod
y
o
f
t
e
x
t



I
n
c
orpora
t
e
s

s
oph
i
s
t
i
c
a
t
e
d
v
i
s
ua
l
a
ids
t
ha
t

enha
n
c
e
unders
t
and
ing



A
ppropr
iately
c
i
t
e
s

an
d
do
c
u
m
ent
s

r
e
f
eren
c
e
s
an
d
s
our
c
e
s

2



M
o
st
ly
u
s
e
s
c
red
ible

s
our
c
e
s



I
n
t
egra
t
e
s

m
o
s
t

s
our
c
e

ma
t
er
ial
an
d
da
t
a i
n
t
o
bod
y
o
f
t
e
x
t



Eff
e
c
t
i
ve
ly in
c
orpora
t
e
s
appropr
i
a
t
e
v
i
s
ua
l

a
i
d
s



M
o
st
ly

c
i
t
e
s

an
d
d
o
c
u
m
e
n
t
s
re
f
eren
c
e
s

an
d

s
ou
r
c
e
s


6



U
s
e
s
s
o
me

c
red
ible

s
ou
rc
e
s



I
n
c
lu
d
e
s

bu
t
doe
s
no
t int
egra
t
e
s
our
c
e

ma
t
er
ial

an
d
da
t
a

into

bod
y
o
f

t
e
x
t



I
n
c
orpora
t
e
s

s
o
m
e
appropr
iate
v
i
s
ua
l

a
i
d
s



O
cc
a
s
io
na
lly

c
i
t
e
s
an
d
do
c
u
m
ent
s

r
e
f
eren
c
e
s
an
d
s
our
c
e
s


1



Doe
s

no
t
u
s
e

c
red
ible

s
ou
r
c
e
s



Doe
s

no
t
u
s
e

s
ou
r
c
e

m
a
t
er
ial

o
r
da
t
a



Fails
t
o

in
c
orpora
t
e

appropr
iate
v
i
s
ua
l

a
i
d
s



Fails
t
o

c
i
t
e
an
d

do
c
u
m
e
n
t
re
f
eren
c
e
s

an
d

s
ou
r
c
e
s

Ma
n
a
g
e
ri
a
l

R
e
s
p
o
n
s
e







W
e
i
g
ht
_





I
den
t
i
f
ies
an
d
des
c
r
ib
e
s
appropr
i
a
t
e
bu
s
i
nes
s
c
o
n
c
ep
t
s



De
m
o
n
st
ra
t
e
s
c
rea
t
i
v
e
an
d
in
nova
t
i
v
e
t
hough
t



U
s
e
s
appropr
iate
ba
l
an
c
e

o
f
ou
ts
ide

s
our
c
e
s
an
d in
dependen
t
t
hough
t



Rea
c
he
s
c
le
a
r

c
onc
lu
s
io
n
s
s
uppor
t
e
d
w
i
t
h

s
oun
d
rea
s
on
ing

1



I
den
t
i
f
ies
an
d
des
c
r
ib
e
s
s
o
m
e
appropr
i
a
t
e
bu
s
i
nes
s
c
o
n
c
ep
t
s



P
rov
id
e
s
s
o
m
e

c
rea
t
i
v
e

o
r
in
nova
t
i
v
e
t
hough
t



Ac
h
ie
ve
s
genera
l

ba
la
n
c
e
o
f
ou
ts
ide

s
our
c
e
s
a
n
d in
dependen
t
t
hough
t



Rea
c
he
s

an
d

s
upport
s
c
on
c
l
u
s
io
n
s

bu
t

s
o
m
e
d
e
t
a
il
and
/
o
r
rea
s
on
ing
no
t

c
le
a
r


7



I
den
t
i
f
ies
o
r
des
c
r
ib
e
s

s
o
m
e
appropr
i
a
t
e
bu
s
i
nes
s
c
o
n
c
ep
t
s



M
a
inly la
c
k
s
c
rea
t
i
v
e
o
r
in
nova
t
i
v
e
t
hough
t



E
i
t
he
r
o
u
ts
ide

s
ou
r
c
e
s
o
r
in
dependen
t

t
hough
t
c
le
ar
ly
ou
t
w
e
ig
h
s

t
h
e
o
t
he
r



Rea
c
he
s
s
o
m
e

vagu
e
c
on
c
l
u
s
io
n
s
t
ha
t

ar
e
n
o
t
c
le
ar
ly
s
uppor
t
e
d


1



Fails
t
o

id
en
t
i
f
y
o
r
d
e
sc
r
ibe
appropr
i
a
t
e
bu
s
i
nes
s
c
o
n
c
ep
t
s



Fails
t
o

d
e
m
ons
t
ra
t
e

c
rea
t
i
v
e
an
d in
nova
t
i
v
e
t
hough
t



Re
li
e
s

e
x
c
lu
s
i
ve
ly
o
n

e
i
t
he
r
ou
ts
ide

s
our
c
e
s
o
r
in
dependen
t
t
hought



Fails
t
o

rea
c
h
o
r

s
uppor
t
c
on
c
l
u
s
io
n
s

Mec
h
a
n
ic
s


W
e
i
g
ht
_





M
a
k
e
s

v
irtu
a
lly

n
o
gr
a
m
m
a
r
,
pun
ct
ua
t
io
n
,

o
r

s
pe
lling

error
s


9



M
a
k
e
s
f
e
w

gra
m
m
a
r
,
pun
ct
ua
t
io
n
,

o
r

s
pe
lling

error
s
;

t
he
s
e
ar
e
n
o
t

d
i
s
t
ra
c
t
ing
t
o

t
h
e
read
er



M
a
k
e
s

o
cc
a
s
io
na
l

gr
a
m
m
ar
,
pun
ct
ua
t
io
n
,

o
r

s
pe
lling

error
s
;

t
he
s
e

may
b
e
d
i
st
r
a
c
t
ing
t
o

t
h
e
read
er



M
a
k
e
s
f
requen
t

gr
a
m
m
a
r
,
pun
ct
ua
t
io
n
,

o
r

s
pe
lling

error
s
;

t
he
s
e
ar
e
d
i
s
t
rac
t
ing

t
o
t
h
e
read
er



EWP Results Spring 2012


Major

Hrs Comp

PEB

Gender

Student Type

Course
Prefix

Course
Number

Course
Section

Faculty Rating

Management Information
Systems

94

White Non
-
Hispanic

M

Transfer

BUS

3500

002

3

Management Information
Systems

94

White Non
-
Hispanic

M

Transfer

EIU

4102G

601

3.5

Management Information
Systems

188

Unknown/Not reported

F

Transfer

BUS

3500

004

3

Management Information
Systems

188

Unknown/Not reported

F

Transfer

BUS

2750

002

4

Management Information
Systems

66

Black Non
-
Hispanic

M

Native

BUS

3500

005

4

Management Information
Systems

82

White Non
-
Hispanic

M

Transfer

BUS

3500

005

4

Management Information
Systems

88

White Non
-
Hispanic

M

Native

ACC

3900

001

3.5

Management Information
Systems

90

White
Non
-
Hispanic

M

Transfer

BUS

3500

005

4

Management Information
Systems

103

White Non
-
Hispanic

M

Transfer

BUS

4360

004

3

Management Information
Systems

104

White Non
-
Hispanic

M

Native

EIU

4101G

001

4

Management Information
107

Black Non
-
Hispanic

M

Native

MIS

4850

001

3

Systems

Management Information
Systems

108

White Non
-
Hispanic

M

Native

EIU

4101G

002

3.5

Management Information
Systems

119

White Non
-
Hispanic

M

Transfer

MIS

4850

001

3

Management Information
Systems

120

White Non
-
Hispanic

M

Transfer

BUS

3710

005

3

Management Information
Systems

161

White Non
-
Hispanic

M

Transfer

ENG

3009G

001

3


3.43 Major Average







3.31 School Average







3.33 College Average





EWP Results Fall

2012


Major

Hrs. Comp

PEB

Gender

Student Type

Course
Subject

Course
Number

Section

Faculty
Rating

Management Information
Systems

69

Unknown/Not reported

M

Transfer

BUS

2750

005

3

Management Information
Systems

81

White Non
-
Hispanic

M

Native

BUS

2750

003

3.5

Management Information
Systems

74

White Non
-
Hispanic

F

Transfer

BUS

3500

003

3

Management Information
Systems

83

White Non
-
Hispanic

F

Transfer

BUS

3500

004

3

Management Information
Systems

112

White Non
-
Hispanic

M

Transfer

BUS

3500

003

3

Management Information
Systems

121

White Non
-
Hispanic

M

Transfer

BUS

3500

002

3.5

Management Information
Systems

118

White Non
-
Hispanic

M

Native

EIU

4102G

602

4

Management Information
Systems

121

White Non
-
Hispanic

F

Transfer

EIU

4102G

600

3

Management Information
Systems

115

White Non
-
Hispanic

M

Transfer

EIU

4106G

600

4

Management Information
Systems

78

White Non
-
Hispanic

M

Native

HST

2000

002

4

Management Information
Systems

90

Black Non
-
Hispanic

F

Native

MGT

3830

001

4

Management Information
Systems

105

White Non
-
Hispanic

M

Native

MGT

3830

001

4

Management
Information
Systems

69

Unknown/Not reported

M

Transfer

MIS

2000

001

3.5

Management Information
Systems

97

White Non
-
Hispanic

M

Transfer

MIS

4700

001

4

Management Information
Systems

113

White Non
-
Hispanic

F

Transfer

MIS

4700

001

4




3.56 Major Average








3.35 School Average








3.35 College Average