ISTE WORKSHOP

On
Pedagogy for Effective Use
of ICT in Engineering Education
Assignment No: 9
1.
2.
3.
4.
5.
6.
7.

INSTRUCTIONS
Choose a Module/Chapter that you are going to teach this semester
Create 4-6 Learning Objectives for this module
Create a Test Paper (Question Paper) for 30 marks in this topic
There should be a minimum of 5 questions and a maximum of 8
questions.
An average student should be able to complete this question paper in 1
hour
Self-assess this question paper by the checklist/rubric given in
Appendix 1
You can use the examples created in Appendix 2 for reference

Q1. Your Domain:

Q2: Your Course:
Q3: Module or Chapter of your choice:
Q4: Major Concepts/Subtopics that are dealt in this chapter:
Learning Objectives for this module/chapter (You can state 4-6 learning
objectives)
LO1:
LO2:
LO3:
LO4:
LO5:
LO6:

Questions for your Test Paper (you can put 5-8 questions)
Question

Marks
Allotted

Q1:
Q2:
Q3:
Q4:
Q5:
Self-Assessment:
Use the self-assessment rubric given in Appendix 1 to evaluate the alignment
of your questions with the stated Learning Objectives.
1.
2.
3.
4.
5.
6.
7.
8.

Which LOs being measured by Q1?

Which LOs being measured by Q2?
Which LOs being measured by Q3?
Which LOs being measured by Q4?
Which LOs being measured by Q5?
Which LOs being measured by Q6?
Which LOs being measured by Q7?
Which LOs being measured by Q8?

Indicate the match of the question with the Learning Objective/s (LO) in this
matrix below. For each pair of LO and question pairs enter 2 scores, one for
the content match and the other for the cognitive level match respectively
(refer to the self-assessment rubric). The cognitive levels are defined by
Revised Blooms Taxonomy
Self Assessment:
LO
1
LO
2
LO
3
LO
4
LO
5

Score for the

match of ---Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

LO
6

Content
Cognitive level

Peer Assessment (Done by: )

LO
1
LO
2
LO
3
LO
4
LO
5
LO
6

Score for the

match of ---Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

Give your feedback (Respond from 1- Strongly Disagree to 6- Strongly

Agree):
1. The criteria for evaluating my work was clear from the rubric in
Appendix 1: 1/2/3/4/5/6
2. The descriptive statements of the scales in the rubric was clear to me:
1/2/3/4/5/6
3. The example was useful in making me understand the expected
performance in this assignment: 1/2/3/4/5/6
4. I had refined my work immediately after my self-assessment and
before showing my peer. Yes/No

APPENDIX-1
Checklist/Rubric to measure the alignment of Assessment
Instrument and Learning Objectives of a course
Criteria

No Match

(0)
None of the concepts
addressed by the LO
are matching with the
concepts addressed by
the question.

Content

For example:
LO: Students will be
able to demonstrate
and implement
different methods for
traversing trees.
Q: Write a program to
implement insertion
sort on a set of integer
numbers.

The difference in the

cognitive level of LO
and the question is (<=
0) or (>= 4).

Cognitive
Level

For example:
LO: Students will be
able to define various
data structures
Q: Write a C
function to implement
polynomial
multiplication using
array.

Partial Match

Complete Match

(1)

(2)

(3)

Some of the concepts

from LO are
matching with that of
question.

Most of the concepts

from LO are
matching with that of
question

For example:
LO: Students will
be able to describe
how various data
structures are
represented in
memory.
Q. Explain how
array is represented
in memory

For example:
LO: Students will
be able to describe
various linear data
structures with an
example
Q: Explain how
queue is represented
using linked list and
arrays

There is exact one to one

match between the concepts
in LO and concepts in
question. OR There is one
to one matching between a
broader concept in LO and
an instantiation of it in a
question

The difference in the

cognitive level of LO
and the question is
(>=2) and (<4)

There is only one

level difference in
cognitive level of LO
and the question.

For example:
LO: Students will
be able to analyze a
given problem and
select the
appropriate data
structures required
to solve the
problem.
Q: Explain stack
with an example

For example:
LO: Students will
be able to analyze a
given problem and
select the
appropriate data
structures required
to solve the
problem.
Q: Write a program
to convert an infix
expression into
postfix expression
using stack

For example:
LO: Students will be able
to compare iterative and
recursive solutions for
elementary problem
Q. Differentiate between
the iterative and recursive
solution for in-order
traversal of a binary tree
1) The cog-levels of LO and
questions are exactly
matching
For example:
LO: Students will be able
to implement the Huffman
coding algorithm using
binary tree.
Q: Construct a Huffman
tree and determine the
code for the following
characters whose
frequencies are given
below.
Characters: A B C D E
Frequency: 20 10 10 30 30

APPENDIX-2
Q1. Domain: Computer Engineering
Q2: Course: Data Structures
Q3: Module or Chapter: Stacks and Queues
Q4: Major Concepts/Subtopics: stack, queue, Types of queue, ADT,
Memory representation of stacks and queues, Operations on stacks and
queues Applications
Learning Objectives for this module/chapter:
At the end of the module, student will be able to:
LO1: Model stacks and queues as ADT
LO2: Describe how stacks and queues are represented in memory
LO3:Implement various operations on stacks and queues
LO4: Compare and contrast static and dynamic representation of stacks
and queues
LO5: Identify and design the appropriate data structure for modeling a
given problem
LO6: Develop applications that uses data structures such as stacks and
queues
Questions for Test Paper
Question

Marks
Allotted

Q1: Write a program to implement following operations on a circular

queue
(a) Inserting an element
(b) Deleting an element
Q2: Show with an example any four operations that can be performed on
stack
Q3: Explain how to implement a queue using two stacks
Q4: Given an efficient circular array-based queue Q capable of holding
10 objects. Show the final contents of the array after the following code
is executed:
for (int k=1; k<=7; k++)
Q.enqueue (k);
for (int k=1; k<=7; k++)
Q.enqueue (Q.dequeue());

10

Q5: Write a program to find the duplicate parentheses in an expression

08

04
04
04

Alignment matrix filled using Self-Assessment rubric

Self-Assessment:
LO
1
LO
2
LO
3
LO
4
LO
5
LO
6

Score for the

match of ---Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level

Q1

Q2

Q3

Q4

Q5

1
0
1
1
1
3
1
2
1
1
1
1

1
3
1
3
2
2
1
1
1
1
1
0

2
0
2
0
1
2
2
2
3
2
2
1

1
0
1
0
1
0
2
3
3
2
2
1

1
0
1
0
1
0
1
0
0
2
3
3

Peer Assessment (Done by: Rekha Ramesh)

LO
1
LO
2
LO
3
LO
4
LO
5
LO
6

Score for the

match of ---Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level

Q1

Q2

Q3

Q4

Q5

1
0
1
1
1
1
1
1
1
1
1
1

1
3
1
3
2
2
1
1
1
1
1
0

2
0
2
0
1
2
2
2
3
2
2
1

1
0
1
0
1
0
2
3
3
2
2
1

1
0
1
0
1
0
1
0
0
2
3
3