Assessment Item J3 – CPU Performance Analysis – CS 310 Computer Architecture Skill being assessed: Use the CPU performance equation and MIPS rating to compare the performance of different processors for the same ISA Program outcome to which this skill is mapped: (j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices Performance Assessment Abstract: Given the clock rate of two processors that implement the same ISA, the instruction mix and the CPI for each instruction class, the student is asked to: 1. Compute the average CPI for each processor 2. Compute the MIPS rating of each processor 3. Establish which processor is faster for this instruction mix by computing the CPU execution time per instruction and the relative performance increase Rubric for Evaluation Criteria CPI computation Exemplary Student wrote down the correct formula and the correct final result. Satisfactory Student wrote down the correct formula but made a small computational error after plugging in the numbers. MIPS rating Student wrote down the correct formula and the correct MIPS rating. Instruction execution time and relative performance increase Student wrote down the correct formula and value for the execution time and the relative performance increase. Student wrote down the correct formula but made a small computational error after plugging in the numbers (e.g., did not divide by 1000) or did not simplify the final fraction. Student wrote down the correct formulas and values but their answer has a minor flaw (e.g., missing units or forgot to state which machine is faster). Marginal Student wrote a slightly flawed formula of the weighted sum (e.g., unnecessarily divided the weighted sum by the number of instruction classes) Student wrote down an incorrect formula and an incorrect value or wrote down the correct value but no formula. Deficient Student wrote down the wrong answer with little or no work shown. Student wrote the wrong formula or reached the wrong conclusion or used the wrong units. Student left out one of the answers altogether, that is, the execution time formula or the value or the ratio. Student did not include a formula at all and the final numerical value is either missing or wrong.