I do grading maybe a little different than you may have experienced. I have structured my grading policy in a way that provides equity and consistency in grades. I believe it also provides you transparency and clearer feedback.
When I think about grades, I think about assessing what you have learned. That what you turn in for assessment and grading is a way for you to earn the points you need for the grade you desire. From that aspect I think more of a 50/60 on a quiz being you earned 50 points, not you lost 10 points. To that end I report grades on paper as just the points you earn. You can still see the percentage in Moodle. Their are 1000 points total in the class. Your goal is to earn as many points as necessary for the grade you desire.
Demonstration problems and Design Projects are graded on a rubric. When I grade your submissions I will tell you where you rate for each criteria on the rubric. I will not be reporting points. Points can be found in Moodle.
Point Breakdown Summary
Quizzes
- 60 points per quiz
- Answer Format: 5pts
- Show Work: 20pts
- Acceptable: 20pts
- Developing: 16pts
- Needs Improvement: 12pts
- Correct Answers: 35pts
The final quiz is graded like a quiz just worth 120 points.
Demonstration Problems and Design Projects
These two assignment types are graded on the same rubric. The rubric is written assuming a 100 point assignment. It scales based on the max points for each assignment.
- Demonstration Problems: 50 points max
- Design Projects: 70 points max
Answer Format
Reporting your answer in the proper format is important. As engineers it is our job to convey information. This information needs to mean something to us and the people we are communicating with. How we convey the number is also a reflection of our understanding of what information is contained in the number.
Which of these numbers is easier to comprehend: 0b101100111111 or 0xB3F? Depending on the application either number could be more appropriate. For consistency in this class we will use 0xB3F.
Required answer format:
- Don’t expect people to count digits.
- If you have a binary number with more than 8 digits, report it in Hex
- Properly indicate if number is binary, hex, or decimal
- All answers require correct Units
- Mostly this will be seconds (s) or indicating the number base (binary, hex, decimal)
- Preferred to use proper si prefix when appropriate
- use \(5\e{-3}\) not 5E-3 like your calculator
- use \(5\e{-3}\) instead of .005
- Even better use unit prefixes 5ms
Rubric Grading Explained
Most of the work you submit is graded on a rubric or rubric like scale. Rubric grading provides points on different criteria of the problem. An advantage of this grading style is it helps us more clearly see your strengths and where you need more work. If you consistently get high marks in Data but poor marks in Presentation, then you need to work on your organization.
In my rubric there are four levels that you can earn: Exceptional, Acceptable, Developing, or Needs Improvement.
Exceptional: Work is nearly perfect. There is nothing you could improve on. This is an extremely hard level to attain. It is also the narrowest level as far as what can be considered exceptional
Acceptable: This is really good work. You are performing at high level and doing good work. There are probably minor errors or omissions but for the most part everything is correct. This is a very wide grouping of work that is considered acceptable
Developing: You have made good progress on the problem. This level indicates that much of the work is incorrect or missing. It also indicates that you have made progress but probably need more practice for better understanding.
Needs Improvement: This level generally indicates that you did not even attempt the requirement. It indicates major omissions and errors in the criteria.
Refer to the complete rubric for more details on what is required in each criteria and level.
When I grade your work, I will list the criteria and the level you earned for each criteria. You can find total points by reviewing your grade in Moodle. Feedback will be provided on the paper you submitted.
Quizzes
Quizzes are intended for you to demonstrate your ability to solve problems on your own. They are timed. Completing problems against the clock can be stressful. It is also a measure of our competence on a skill. As we gain more competence on skills, they take us less time. We see this as we practice problems in class the more we practice the more competent and thus faster we get at solving the problems.
This term the quizzes will be closed book and closed note. You are allowed and encouraged to use 1 page (front and back or 2 single sided) pages of notes and key formulas to help you with the quiz. You are expected to make this note sheet on your own. This requirement is intended to encourage organization of concepts and prioritization of important concepts and formulas.
Quiz Points
Quizzes are worth a max of 60 points. Answer format is worth 5 points, showing appropriate work is worth 20 points, and correctly answering the questions is worth 35 points. Traditionally I have docked students points for not showing work or providing answer in the wrong format. This has historically been done on a per problem / answer basis. I have decided to move this part of the grade to a per quiz basis.
Answer Format
The Answer Format points are earned by reporting your answer with your number in a proper format with proper units. These points are an overall assessment of proper format throughout the quiz.
Showing Work
It is important to me that you show your work. It is also an important skill for you to hone so you can explain your conclusions to others. Showing your work is about providing a trail that will allow others with your skill set to check your work and come to the same conclusions as you. It needs to be something others can follow. This is an important skill and you can earn 20 points on a quiz by demonstrating your ability to communicate this information. These points are awarded on a overall quality of work that you have shown. These points are given on 3 levels:
- Acceptable (20 pts): You have shown all work that could be expected and your work can be followed
- Developing (16 pts): You have shown most of your work. There are problems where some steps are missing or are hard to follow
- Needs Improvement (12 pts): Minimal work is shown or it is really hard to follow.
Questions
The final 35 points are awarded for getting the questions correct. Questions are still worth variable points and the amount you earn is based on the correctness of your answer. By separating out these points from showing work, your grade on the questions will more accurately reflect your knowledge on the skill the question assesses. Previously partial credit in this section could reflect your skill with general knowledge and not a reflection of your skills needed for the specific problem. Those generic skills are now more properly reflected in your ability to show your work.
Demonstration Problems and Design Project
The requirements for Demonstration Problems and Design Projects are similar. Both require a writeup and will be graded on the same rubric. The rubric can also be found on Moodle. The rubric assumes a 100 point maximum. Your points will be scaled to the appropriate max when entered in Moodle.
Demonstration Problems
Demonstration problems are graded problems where you demonstrate your knowledge and ability to solve problems related to the class. There is a demonstration problem due each week. This problem is graded. These problems will often be multi-step and multi-topic. You will be graded on your correctness, completeness, and presentation. You must turn in a report detailing the solution for each of these problems. You are encouraged to collaborate with your classmates and use the internet to help solve demonstration problems. You are expected to write your own report. Demonstration problems assess your ability to solve and explain complex problems associated with the material.
Design Projects
Two of the lab projects you perform this term will be graded. A typed report is required for each project. The projects will be graded on your ability to get correct results and to document correct results. To get credit for your lab experiment, you will need to demonstrate to me how you took your measurements, show me your predictions and measurements, and answer analysis questions. All projects will be done in small teams. Everyone will submit their own report, though the data and schematics may be the same.
The audience for your lab report is a classmate. You are explaining to them the project so they can understand it, and possibly duplicate it. I do not have a required format the lab report. You may organize the report in any way that works for you. You may follow a formal format like you may have used in Chemistry or Physics if you prefer. Your report should be a single file and typed. You should generate your schematics and images on a computer and include these in your report. Simulation output should also be included in your report. Do not expect the reader to run LogicSim-Evolution to duplicate your simulation.
My goal is that your report is clear and complete. My assessment of your report is focussed on the data you collected and your explanation of that data. Your report should explain what you did, what data you collected, why you collected that data and what that data means. Be sure to show schematics of any circuits you analyzed or built. You need to have data and an explanation of that data. The explanation and data will be used by me to determine if you understand the project and performed it correctly. Do not expect the reader of your report to understand what the data means or if it is correct. You need to explain why the data you collected is correct and what it means to you. Upon reading your report a classmate should be able to duplicate your experiment, data, and understand how the data shows a successful design.
Your report should conclude with a reflection of what you learned or accomplished with this project.
Design projects tend to have more data and analysis than Demonstration Problems. The questions below should be answered in your report. These answers should be in the Data and Discussion sections. DO NOT answer these questions as bullet point questions. These are questions that should be answered in the narrative of the report.
- Does my design satisfy all the requirements?
- How did I prove that all design requirements are met?
- Did I present data that demonstrates the design meets all requirements?
- What design decisions did we make? Why did we make the decisions we did?
- Is this explained well enough that a classmate could duplicate my experiments and get the similar results?
- How do I know the data I collected is important?
- Is the data I collected correct? Did I prove this?
- Compare measured to calculated.
- This is a required question to answer.
- How does the data prove theories we discussed in class?
- Did I answer the analysis questions?
- These questions should all be answered or discussed.
Format Requirements
The format for Demonstration Problems and Design Projects are the same. Both assignments require labeled sections. How you name these sections and organize your information in those sections is up to you. These requirements are used to help you organize your solution and present it in a consistent way. You are presenting information with the intent of informing someone of what you did. Do not expect the reader to decipher your work and determine if you did the work correctly. Your report should explain to the reader what you did, why you did it, and why what you did is important. The audience for your report is a classmate. You are explaining to them how to do the problem so they can understand what to do, what to expect, and why. Specific information is required for each submission: Problem Statement, Data / Solution, and Reflection on Learning. A Discussion section is recommended. It is not required as the discussion can be done as part of the Data / Solution section.
The Problem Statement section needs to clearly state what problem is being explored and why. It contains information you were given to start your problem and what you are trying to find. Make it very clear to anybody reading the problem, what you are trying to solve. The reader should not be required to go to any other source to know what the problem is to be solved. This information should be in your own words, and explain what you believe you are being asked to solve.
The Data / Solution section will contain your data. This is where you show your solution to the problem. Provide all the equations you used for calculations. Show the schematics you built, and any schematics you may have used for intermediate steps. If there are many pieces of data, like from a built circuit, the data should be organized in an easy to read table. You need to make it clear which data is intermediate data and which data is an answer to the problem. Make sure that there is enough information here for a classmate to follow and understand how you solved the problem. There should be schematics and equations. Use white space so it is easy to follow your work and what steps you took. The final answer should be obvious. You should provide explanation in this section of what you did to get the measurements. You need to provide enough data that a classmate could duplicate your work and get the same result.
The Discussion section is used to discuss your data and your problem solving process. This is not about just explaining what you did, but why you did what you did. Your "why" should be based on digital logic theory. Your discussion needs to be specific and detailed. Your discussion is used to convince the reader that you understand how to solve the problem. It helps the reader believe your data and also believe you could solve similar problems.
The last section is a Reflection on Learning. The Reflection on Learning is a reflection on your learning experience for this assignment. It should be written as a narrative and be about 1-2 paragraphs (1/2 page).
Grading Criteria
Data
This criteria is graded based on the data you present in the report. Data is assessed on whether it is correct and complete. Correct means that the values are correct and that you correctly name the data. Referring to a binary number as hex is not correctly naming or using the data. Complete refers to whether or not all required data is present and if all work is shown. Many of the problems ask for multiple measurements or predictions. Do you present all of these, are they properly named. Another part of complete data is do you show all of your logic diagrams. Providing numbers without a logic diagram is incomplete data.
This criteria is primarily focussed on the Data / Solution section of your report.
Discussion
This criteria assesses your explanation of the data and your process. Your score in this criteria indicates the completeness and correctness of the explanations provided in the report. It assesses your explanations in all three report sections. This criteria is looking to see if you have explained in detail what was done, why it was done, and how you know it was done correctly. Your explanation of process and your answers analysis questions are assessed in this criteria. This criteria evaluates your Problem Statement and your Discussion. You may include the discussion in its own section or integrated with the data section.
The "WHY" step you took is more important that "WHAT" step you took. Explain the "Why" as if you are trying to help your classmate understand how to do the problem. You are helping them learn, and in the process helping solidify your knowledge of the subject. This criteria assesses your understanding of the topic and the problem. The more details and specifics you provide the better you demonstrate your understanding.
See Examples below for clarity on what is expected.
‼ Important
If you use a new or non-standard formula that you found on the internet or textbook, make sure to thoroughly explain the formula’s use. You do not need to explain the derivation of the formula. You do need to provide:
- How you found the formula
- What information it provides
- Why it is appropriate for this problem
- What are its limitations
- What are its applications
Reflection on Learning
This criteria evaluates your Reflection on Learning section. You are expected to write a 1-2 paragraph (1/2 page) reflection on the learning process you went through in working this assignment. This is not about electrical theory. This is about your learning. It should be written as a narrative. Use the questions below to focus your thoughts. You do not need to answer every question for each assignment. Pick one or two and focus your reflection on them. Your reflection should be specific and contain details that relate to the problem at hand. See Examples below for clarity of what is expected.
‼ Important
This reflection is a first person narrative. I want to know your thoughts.
Presentation
This criteria evaluates the format and readability of your report. This criteria looks to make sure you included all required sections and that your labeled those sections so they are easy to find. It assesses spelling and grammar. It evaluates the readability of your report. Is your report easy to follow and does it flow. The presentation of schematics and data are evaluated in this criteria. It is looking at whether your data tables and schematics are well formatted and easy to understand. There is an expectation, that you provide an explanation of tables and schematics and don’t expect the reader to guess what they are there for. If this explanation is missing it will affect the score in this criteria and probably the Discussion criteria.
Draw schematics! I can’t stress this enough. Schematics are the pictures that help us have a common understanding of what we are doing. Get used to drawing schematics. Also drawing schematics helps our brain process what we are trying to do. Schematics left out of the problem definition and solutions will affect your score in multiple criteria.
Tables, Figures, and Schematics
Tables are required for data organization. Schematics are required of all circuits built, designed, and analyzed. They should also be explained in the text of your report. You need to explain what data is present in any table or figure. Tell the reader why this data is important.
Examples
The examples listed below are not complete discussions or reflections. They are all based on Schematic 1.
Discussion
Needs Improvement: The schematic shows two circuits that have the same logic function.
Developing: The schematic shows two circuits that have the same logic function. F and Falt produce the same logic output when tested with all the logic values of X, Y, and Z.
Acceptable: Schematic 1 is a schematic showing two different circuits that perform the same function. The goal of this project was to implement the logic function, \(F=X'\cdot Y \cdot Z' + (X+Y')\cdot Z\), in two different ways. We used Boolean Algebra to make the 2nd circuit. This schematic was simulated in LogicSim-Evolution using Table 1. Table 2 is the result of running Table 1 in LogicSim-Evolution as a test vector. For the circuits to be identical, F and Falt should produce the same logic value for each input vector, logic value of X, Y, Z. Table 2 shows pass for each test vector and F and Falt logic values in Table 2 are the same. This means our two circuits are identical. It also means that we did our Boolean Algebra correctly
Exceptional: Schematic 1 is a schematic showing two different circuits that perform the same function. The goal of this project was to implement the logic function, \(F=X'\cdot Y \cdot Z' + (X+Y')\cdot Z\), in two different ways. The first circuit is a direct implementation of this equation. The 2nd circuit was made by using Boolean Algebra to produce a different equation, \(FALT=X\cdot Z + Y'\cdot Z + X'\cdot Y\cdot Z'\). This schematic was simulated in LogicSim-Evolution using Table 1. Table 2 is the result of running Table 1 in LogicSim-Evolution as a test vector. For the circuits to be identical, F and Falt should produce the same logic value for each input vector, logic value of X, Y, Z. Table 2 shows pass for each test vector and F and Falt logic values in Table 2 are the same. This means our two circuits are identical. The data also supports that our transformation using Boolean Algebra worked as expected. For the transformation to be correct, both circuits should perform the same function and logically they do. I think the first circuit (F) is the better design because it only uses 2 input gates. Falt circuit requires 3 input gates which are bigger.
Reflection
Needs Improvement: This problem was hard, but I got it.
Developing: I enjoyed this problem. It was a big challenge. I really struggled with the Boolean Algebra needed to create the 2nd circuit. It took me many tries. Using LogicSim-Evolution to test my attempts was great feedback. It helped me see when I was finally done.
Acceptable: I enjoyed this problem. It was a big challenge. I really struggled with the Boolean Algebra needed to create the 2nd circuit. It took me many tries. I reread the text several times. My lab partner found a video online, that went through several examples. These examples made more sense than the book. They gave us a starting point to make the conversion. Using LogicSim-Evolution to test our attempts was great feedback. It was frustrating to see Falt not match. We were relieved when we finally got the right answer.
Exceptional: I enjoyed this problem. It was a big challenge. I really struggled with the Boolean Algebra needed to create the 2nd circuit. It took me many tries. I reread the text several times. My lab partner found a video online, that went through several examples. These examples made more sense than the book. They gave us a starting point to make the conversion. Using LogicSim-Evolution to test our attempts was great feedback. It was frustrating to see Falt not match. We were relieved when we finally got the right answer. I don’t feel comfortable with my ability to do Boolean Algebra. I think if it wasn’t for the feedback from LogicSim-Evolution, I would have not got this problem correct. I really like being able to simulate my solutions. I can see using that in the future to help me test ideas.
Notice that the Exceptional reflection does not say that we know everything. It is an honest assessment that more learning on this topic needs to happen. The reflection on learning is not about right or wrong. It is about assessing your learning and what steps you should take next.
Reworking Assignments
I am interested in you learning to solve problems correctly. We learn and retain more information when we fix our mistakes. For this reason, you may resubmit assignments for regrading. All assignments except for items that are submitted or graded in Week 11 or are initially submitted late, may be reworked and regraded.
Rework Requirements:
- Submit a rework of the entire assignment. This includes items you got correct and incorrect. If the assignment requires an explanation or discussion, that should be included as well.
- Include a discussion / explanation of the mistakes you made and how you fixed them
- Submit your rework no more than two weeks after receiving feedback / grade on your original submission
The main goal of reworking an assignment is to learn the material and learn from our mistakes. It is also an opportunity to demonstrate knowledge of the material. Assignments reworked and submitted will be graded and you may earn additional points. For demo problems and labs your reworked grade simply replaces your original grade, as long is it is greater. Quizzes you earn half of your improvement. For example say you originally scored 40 / 50 on a quiz. You rework and this time you earn a 48 / 50 on the quiz. You will then receive an additional 4 points, so that your quiz score is effectively 44 / 50.
Late Work
Work is considered late when it is turned in past the due date and time without prior arrangements for an alternative due date or turn in. It will be accepted for full credit with some conditions.
- I will only except two pieces of late work in any given week. You need to stay pace to succeed. Falling behind on your assignments does not help your learning.
- This policy will prevent you from suddenly turning in all your work at the end of the term.
- Late work will be given minimal feedback, and is not eligible for a rework. If you are going to turn late work in, make sure it is the exact way you want it.
If you have circumstances that make it hard to turn work in on time, we should discuss your options.