Breadth of Learning
Assessing Breadth of Learning Outcomes in CSCI A106 – Introduction to Computing
Bill Dorin
Department of Computer Information Systems
Indiana University Northwest
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Breadth of Learning
As part of the General Education Breadth and Depth of Learning Outcomes, the CIS Department
agreed to assess students in the CSCI-A106, Introduction to Computing. This course is an introduction
to using the computer and learning how to use application software, the Microsoft Office Suite, for use
in other courses. The Office Suite includes Microsoft Word, Excel, Access, and PowerPoint. Along with
learning how to interface with the current version of Windows, students learn to use the application
software to perform the following:
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Students learn how to create and format word processing documents that can visually and
verbally present data.
Students learn how to enter data and apply mathematical formulas using a spreadsheet.
Students learn how to create charts and graphs based on spreadsheet data.
Students learn how to enter data and queries using a relational database.
Students learn how to extract data, tables, charts, and graphs to verbally and visually represent
data in documents and presentation software or printed, written reports using a wordprocessor.
In particular, Microsoft Excel has the capability of applying basic logic, arithmetic, algebraic, and
statistical formulas and methods to data. In using Microsoft Excel:
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Students learn how to translate formulas in the format for use in a spreadsheet.
Students learn to gather, process, synthesize, disseminate, and create graphic representation of
data gathered.
Students learn these tasks through a series of hands-on class demonstrations and various online
(SAM and/or Lynda) tutorials, in addition to the pedagogical presentation of the text books used
(Published by Cengage). The text book pedagogical approach is a step-by-step tutorial. Based on the
practice exam, an online tutorial demonstrates how to complete a series of steps that mirror the text book
step-by-step tutorial.
The IUN requirements identified five major areas of learning (Breadth of Learning) in
Mathematics, physical, and life sciences:
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use mathematical models such as formulas, graphs, tables to draw inferences.
represent mathematical information symbolically, visually, numerically, and verbally.
use arithmetic, algebraic, geometric, logical, and/or statistical methods to model real world
problems.
recognize and understand how scientific theories are formulated, tested, and validated. (P&LS)
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Breadth of Learning
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approach problems using scientific methods, which include: defining parameters of problem,
seeking relevant information, subjecting proposed solutions to rigorous testing, and drawing
conclusions based on the process. (P &LS)
The CIS Department adopted the Skills Assessment Manager (SAM) by Course Technology (a
subsidiary of Cengage Publishing) in 2009. Early versions of the software were buggy and difficult to
use. The version created to co-exist with Microsoft Office 2010 has been found to be stable and fairly
well received by students.
Participants
Undergraduates enrolled in CSCI-A106. CIS office approximately 22 to 24 sections each year,
with an average of 24 students initially enrolled in each section.
Assessment Activity
Quizzes
Exam
Assignments
Tutorials
Method
SAM/Hands-on
SAM
Text
SAM/Lynda.com
Responsible Party
Course Instructor
Course Coordinator
Course Instructor
Student
Timetable
Various by instructor
After each unit
With each chapter
With each chapter
Procedure
Students purchase an access code and sign into SAM2010 at the Course Technology web site.
Course maintains the data and provides colleges with numerous forms of data. Students are given a
practice exam, a learning tutorial based on the practice exam, and finally, a grade exam for each section
in the text book. Because the area of concern deals with primarily with Mathematical reasoning, the
central focus of this report is based on student results for Microsoft Excel, although all four subject areas
will are presented in the report.
SAM Results Summary
SAM uses the Microsoft MOS (Microsoft Office Specialist) certification objectives. Each SAM
quiz and exam is based on a set of tasks, which are based on the certification objects.
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Breadth of Learning
Each Chapter has a set of project assignments at the end based on objectives in the chapter. Each
instructor assigns a project from the chapter which graded based on meeting the objectives in the
chapter. A sample grading rubric for one chapter project assignment is included.
A typical Microsoft Excel exam may cover 85 separate tasks. A task is defined as an objective, such as:
 Student will enter data into a cell
 Student will format a cell as currency
 Student will change the width of a column
 Student will select data items for the x-axis of bar chart
 Student will select data items for the y-axis of bar chart
 Student will identify data items for graphic chart legends
Summary of Data
In the past, from simple observation, students appeared to do worse on the graded Excel and
Access unit exams than on the Word and PowerPoint graded exams.
An overall examination of the data for the past year shows the follow:
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Word exam: average score 82%
Excel exam: average score 79%
Access exam: average score 85%
PowerPoint exam: average score 92%
Because SAM allows students to take practice exams (more than once) the data seems to show
that exam scores are improving due to the added practice. It is noted that students who spend more time
on practice exams, tend to do better on unit graded exam. By providing the students with more
opportunity to practice the material and through additional tutorial opportunities, we should see an
increase in overall grades.
Furthermore, CIS provides a tutor for introductory classes. This tutor has more requests for help
on A106 Excel and Access chapter projects than any other units in the course.
Unfortunately, at this time, we do not have an easy method of tracking how students do in CSCIA106 compared to their courses. Implicit in such a tracking would be the necessity to ascertain all the
various variables that impact a student’s career at IUN. This task could be herculean, especially for nonmajors. A possible next step in the process is to compare the results of CSCI-A106 with the advanced
course, CSCI-A285. The same teaching methods are used in this course as in A106.
The following material is a sample grading rubric for on Microsoft Excel chapter assignment,
and sample tasks for the Excel unit, covering three tutorials.
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Breadth of Learning
Sample Grading Rubric for a Microsoft Excel Chapter.
Grading Rubric – Excel 2010
Tutorial 2, Case Problem 1
Class:
CSCI-A106
Professor:
Ms. Diane Larson
Notes:
Senior lecturer and coordinator of all A106 sections. Works with adjuncts and has set up the
learning tutorials, practice exams, and graded exams.
Solution File: FrostiWear Sales Report.xlsx
Description
Documentation sheet
The Documentation sheet contains the standard documentation text, and uses a
blue background except in cells B3:B5
The range B3:B5 has a border line around each cell, the font of cell A1 uses the
Headings font of the current theme, with a point size of 36, font color of white,
and bold style
Cells A3:A5 font are16 points, white, and bold
Glove Sales sheet
In the Glove Sales sheet, the range A1:H1 is merged and centered, and uses a Title
cell style and a font size of 26 points
The range A2:H2 is merged and centered, and uses a Heading 4 cell style and a
font size of 16 points
The range C3:H3 is centered
The range C4:H16 includes thousands separators and no decimal places
The fill color for the total rows in the three tables is yellow
Formula is added to calculate total sales
The cells showing region data use the Table Style Medium 2 table style, no filter
arrow, a header row, and banded rows
Ranges A3:A16, A18:A31, and A33:A46 are merged and centered, use a Middle
Align alignment style, contain rotated text, Accent 1 cell style, and bold font size
of 18
TOTAL POSSIBLE POINTS:
Pts
2
Your Score
2
2
2
2
1
2
1
2
2
2
20
0
YOUR SCORE: _______________
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Breadth of Learning
Sample Graded Excel Exam Tasks
All Instructors
Task Name
Enter numbers with format symbols
Create a column chart
Create a 3-D pie chart
Resize a chart
Position a chart
Create a formula using the SUM function
Create a formula using the MAX function
Create a formula using the MIN function
Create a formula using the AVERAGE function
Create a formula using the IF function
Create a formula using the PMT function
Enter a formula using the keyboard
Type a formula that calculates a percentage
Format a chart element
Change the chart type
Insert a chart title
Modify chart data labels
Modify a chart axis
Task Instruction
Enter 18.75% into cell C8. Press ENTER when done.
Insert a 3-D Clustered Column chart using the
selected data.
Create a 3-D pie chart (NOT an exploded 3-D pie
chart) based on the selected data.
Resize the chart so it covers cells A1 to L15.
Specify the selected chart display on a new sheet in
the current workbook titled Chart2.
With a single action, insert a sum formula into each of
the selected cells.
Use the worksheet function to fill the selected cell
with the largest value in the cell range E4-E11. Do
NOT list cells individually.
Use the worksheet function to fill the selected cell
with the smallest value in the cell range E4-E11. Do
NOT list cells individually.
Use the worksheet function to fill the selected cell
with the average of cells E4-E11. Do NOT list cells
individually.
Use the worksheet function to fill the selected cell
with "Y" if cell B4 is greater than cell B3 and "N" if cell
B4 is less than cell B3. Do NOT use spaces in the
Formula.
Use a worksheet function to calculate payments for a
loan using a constant monthly interest rate of .5%,
with 12 monthly payments, and a present loan value
of $100,000.
Without moving the cursor or cell, type the formula
that will divide cell K13 by 12. Do NOT use spaces in
the formula.
Type a formula in the selected cell that will calculate
5% of the total of cells F2 through F8. (Do NOT use
spaces in the Formula.)
Change the color of the selected slice of the pie chart
to the Standard color Yellow.
Change the chart type of the selected chart to
"Clustered Column".
Insert the title "CHART1" in the "Centered Overlay
Title" format in the current chart. Press ENTER when
done.
Specify that data labels will appear centered over
data points in the chart.
Specify that the primary vertical axis display unit will
be in thousands. (Do NOT use ALT-F4.)
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