CS2013-final-report

We use three levels of mastery, defined as:
●
●
●
Familiarity: The student understands what a concept is or what it means. This level of
mastery concerns a basic awareness of a concept as opposed to expecting real facility
with its application. It provides an answer to the question “What do you know about
this”
Usage: The student is able to use or apply a concept in a concrete way. Using a concept
may include, for example, appropriately using a specific concept in a program, using a
particular proof technique, or performing a particular analysis. It provides an answer to
the question “What do you know how to do”
Assessment: The student is able to consider a concept from multiple viewpoints and/or
justify the selection of a particular approach to solve a problem. This level of mastery
implies more than using a concept; it involves the ability to select an appropriate
approach from understood alternatives. It provides an answer to the question “Why
would you do that”
As a concrete, although admittedly simplistic, example of these levels of mastery, we consider
the notion of iteration in software development, for example for-loops, while-loops, and iterators.
At the level of “Familiarity,” a student would be expected to have a definition of the concept of
iteration in software development and know why it is a useful technique. In order to show
mastery at the “Usage” level, a student should be able to write a program properly using a form
of iteration. Understanding iteration at the “Assessment” level would require a student to
understand multiple methods for iteration and be able to appropriately select among them for
different applications.
The descriptions we have included for learning outcomes may not exactly match those used by
institutions, in either specifics or emphasis. Institutions may have different learning outcomes
that capture the same level of mastery and intent for a given topic. Nevertheless, we believe that
by giving descriptive learning outcomes, we both make our intention clear and facilitate
interpretation of what outcomes mean in the context of a particular curriculum.
Overview of New Knowledge Areas
While computer science encompasses technologies that change rapidly over time, it is defined by
essential concepts, perspectives, and methodologies that are constant. As a result, much of the
- 34 -