Here is how we graded the Module 7 Design Exercises

While we had a different set of assignments than I originally planned, and scored assignments differently than I expected, the original grading scheme still works out. I have adapted it in a way that I think is generous.

This is how we graded Design Exercise 6-1.

The interaction examples (online) from class.

Design Exercise 7-1: Interaction requires you to submit a video. This posting will give you some ideas on the mechanics of how to do it: how to actually record, upload and embed it into Canvas.

For grading, we looked at visualizations and assigned codes for things we saw. We generally used the same codes from last year (see DE5-6 Codes). We added some new codes, and also a new notation where we assess the severity of the problem (or the benefit of the good thing).

We promised to provide some examples of Module 4 grading early in the Module 5 process (to give you time to appreciate expectations). Here are some examples with some example “assessment”. We also took a few from last year (to get some negative examples).

As with Module 2, we’re providing a breakdown of our grading rubric for each assignment. This time, we also provide some examples for DE 3-2 - some from this assignment, some from previous years - along with the points they earn on the rubric. Ideally, this will clarify our intent with our grading scheme.

For upcoming assignments (Module 5 and 6) we will work with a data set about airline flight delays provided by the Bureau of Transportation Statistics. This data set is quite big (there are thousands of flights each day). It is interesting for class because it can be viewed simply as tabular data, or as set or graph data.

We’re publicizing the complete rubrics developed for Module 2 assignments to (hopefully) make our grading more transparent, and help you focus your efforts on the course objectives.