# Announcements

## ICS-46: Data Structure Implementation and Analysis

### In reverse-chronological order

 #19: 12/11/17 Quiz #8 Graded The TAs/Readers have graded (and I have recorded the grades for) Quiz #8. The class average was about 22 (or about 90%); the median was about 25 (or about 100%). I have the quizzes in my office. I will announce office hours for this week if you want to pick up you quiz; my solution is online. There are two files that you should download, unzip, and examine to understand you performance on this assignment and cumulative performance in this class. Each is sorted by Hashed ID. The first file to examine stores the assignment grades, a zipped Excel file that details how each student was graded on this instrument: why points were deducted. You will see the number of points awarded in columns C-F. Columns C - D related to the drawings on the paper submission (first page). Column E relates to the data table on the paper submission (second page). Column F relates to whether code was submitted via Checkmate (we did not grade it for correctness). The rubric was Problem #1: For each ordering, 1 pt if its first 5 nodes are correct; 1 pt more if its next 5 nodes were correct; 1 pt if no nodes appeared in the same location in the topological ordering. Problem #2: Deduct 1.5 pts for each incorrect edge; deduct 1 pt for not putting the edge values in the graph. Problem #3: 5 pts for submitting code ``` +2 pts: If "Total number of times..." before table is 734,000 to 736,000. +4 pts: size = 0 % (last column) is 56% - 58% size = 1 % (last column) is 33% - 34% size = 2 % (last column) is 7% - 8% size = 3 % (last column) is 1% - 2% +2 pt : if "Average size of ..." after table is .53 to .54``` The second file to examine is the grades spreadsheet that is available from the index on the course web: it records all the grades for all the testing instruments that I assign over the quarter. It is sorted likewise. You will notice that in the second spreadsheet all numbers are rounded up to integers: so receiving a 22.5 on the first spreadsheet will translate to a 23 on the second one. We will use this same process for recording all grades during the quarter. Please download the Grades(zipped .xlsm file) from the course web and ensure that I have computed and entered your grade correctly (I'll be entering thousands of grades for students in my courses this quarter, so even if I'm 99% accurate, I'm likely to record some incorrect grades. Note that all grades are recorded as integral values: I always round up (e.g., a quiz score of 22.5 is recorded as 23). If you believe that we recorded one or more answers incorrectly, please contact the TA/reader first and tell him/her what you think the differences are. Such a discussion can have only positive outcomes: either he/she will agree with you that you deserve more credit (and, we do want you to receive all the credit that you are due), or you will come to understand the question, program, or solution better. This is certainly a win-win situation. Please read the solution and assignment grades spreadsheet carefully before contacting your TA/Reader and ensure you understand the correct answers. The TA/Reader will then re-examine issue, possibly asking you for more information if there is still confusion, or arranging to talk to you. If there is a difference, your TA/Reader will email me a revised summary about your program, and cc a copy to you. I will update the grades spreadsheet as appropriate (it might take a bit of time for all these events to cumulate in a changed grade). If you feel there is still a problem after talking to your TA/Reader, please contact me (but always contact your TA/Reader first). Also, because of the size of this class, if you have a grading issue, you must bring it to your TA's/Reader's attention within a week of when I return the materials. Generally exams and quizzes are graded more closely than programming assignments. If the average on any testing instrument is less than 75%, the column for that instrument will show the number of normalization points: the number of points each student would have needed to earn to have that instrument's average be 75%: these number of points are then added to the sum of the points for each student (in a later column). This is the only curving I do in grading. On this testing instrument (and typically most others, except the written and programming exams), the normalization points are 0.