Assignment No: 9
INSTRUCTIONS
1.
Choose a Module/Chapter that you are going to teach this semester
2.
Create 4-6 Learning Objectives for this module
3.
Create a Test Paper (Question Paper) for 30 marks in this topic
4.
There should be a minimum of 5 questions and a maximum of 8 questions.
5.
An average student should be able to complete this question paper in 1 hour
6.
Self-assess this question paper by the checklist/rubric given in
Appendix 1
7.
You can use the examples created in Appendix 2 for reference
Q1. Your Domain: Computer Science
Q2: Your Course: Problem Solving with C
Q3: Module or Chapter of your choice: Fundamental Concepts, Array in C language
Q4: Major Concepts/Subtopics that are dealt in this chapter: Translators,
Problem Solving Techniques, Constants, Keywords, Token, Preprocessor
Directives, Variables, Data Types, Basic Structure of c Program, Arrays (1D and multi-dimensional)
Learning Objectives for this module/chapter (You can state 4-6 learning objectives)
LO1: Compare and contrast the different translators. 4
LO2: Describe the development environment of C Program. 2
LO3: Design a flow chart and algorithm for given problem. 6
LO4: Identify the errors in the given algorithm and re-design it to find the optimal solution to the given problem. 5
LO5: Implement various operations on array. 3
LO6: Develop applications that use arrays. 6

Questions for your Test Paper (you can put 5-8 questions)
Question
Q1:
4
Compare the functionality of Compiler & Interpreter.
Marks Allotted
4
Q2: Explain the basic structure of the C Program. 2
Q3: Discuss how ID and 2D array can be declared and initialized. How can the arrays elements be accessed using for loop. 2
4
6
Q4: Design Flowchart and algorithm for finding the sum of
1D array element. 6
Q5: Write a C program to implement matrix addition and multiplication operations using arrays. 6
6
10
Self-Assessment:
Use the self-assessment rubric given in Appendix 1 to evaluate the alignment of your questions with the stated Learning Objectives.
1.
Which LO’s being measured by Q1? LO1 & LO2
2.
Which LO’s being measured by Q2? LO2
3.
Which LO’s being measured by Q3? LO5
4.
Which LO’s being measured by Q4? LO3, LO4 & LO5
5.
Which LO’s being measured by Q5? LO5 & LO6
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:
Score for the match of ---- Q1 Q2
LO1
Content
3 1
Cognitive level
3 1
LO2
LO3
Content
Cognitive level
Content
1
0
0
LO4
LO5
Cognitive level
Content
Cognitive level
Content
1
0
2
0
3
3
0
0
0
1
0
L06
Cognitive level
Content
Cognitive level
0
0
1
2
0
0
0
0
1
3
Q3 Q4 Q5
0 0 0
1
0
3
0
0
0
0
3
0
0
0
0
2
0
0
3
2
0
1
0
0
3
0
3
3
3
0
0
2

Peer Assessment (Done by: Mr. Dinesh Kumar)
Score for the match of ----
Content
Q1 Q2 Q3
LO1
LO2
LO3
LO4
LO5
LO6
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
0
1
0
2
3
3
1
0
0
0
0
1
0
0
0
1
1
1
3
3
0
2
0
0
0
0
0
1
0
1
0
3
3
2
0
0
Q4 Q5
3
3
2
0
0
0
0
0
1
0
0
3
0
3
0
0
0
0
0
0
2
0
3
3
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: 6
2.
The descriptive statements of the scales in the rubric was clear to me : 6
3.
The example was useful in making me understand the expected performance in this assignment: 6
4.
I had refined my work immediately after my self-assessment and before showing my peer. Yes

APPENDIX-1
Checklist/Rubric to measure the alignment of Assessment Instrument and
Learning Objectives of a course
Criteria
No Match
(0)
Complete Match
(3)
Content
Cognitive
Level
None of the concepts addressed by the LO are matching with the concepts addressed by the question.
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).
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
(1)
Some 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
(2)
Most of the concepts from LO are matching with that of question
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
The difference in the cognitive level of LO and the question is
(>=2) and (<4)
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
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: Write a program to convert an infix expression into postfix expression using stack
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
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
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());
Q5: Write a program to find the duplicate parentheses in an expression
Marks
Allotted
10
04
04
04
08

Alignment matrix filled using Self-Assessment rubric
Self-Assessment:
Score for the match of ----
Content
LO1
Cognitive level
Q1 Q2 Q3 Q4 Q5
LO2
LO3
LO4
LO5
LO6
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
1
3
1
2
1
1
0
1
1
1
1
1
2
2
1
1
1
1
3
1
3
1
1
0
1
2
2
2
3
2
0
2
0
2
2
1
1
0
2
3
3
1
0
1
0
2
2
1
1
0
1
0
0
1
0
1
0
2
3
3
Peer Assessment (Done by: Rekha Ramesh)
Score for the match of ----
Q1 Q2 Q3 Q4 Q5
LO1
LO2
LO3
LO4
LO5
LO6
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
Content
Cognitive level
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