Needs Improvement (1) Developing (2) Excellent (3)
Wk1 : The student fails to The student provides a The student offers a
Introduction of define concurrent basic definition of comprehensive
Concurrent programming or explain concurrent definition of concurrent
Programming its significance. No programming but programming, its
examples or incorrect struggles to explain its theoretical foundation,
examples of concurrent applications correctly. and uses examples.
applications are provided. Examples given are Extra contents (other
vague or only partially than the given course
correct. materials) are proposed
and discussed.
Wk2: Process The student does not The student accurately The student gives a clear
correctly describe what a describes a process and description of a process,
process is in computing mentions its life-cycle including a thorough
or confuses it with other and states, such as new, understanding of
concepts like threads or running, waiting, and process creation,
programs. terminated. execution, and
termination. They also
discuss it using
examples. Extra
contents (other than the
given course materials)
are proposed and
discussed.
Wk3: The student cannot The student correctly The student explains
Scheduling explain what scheduling is describes CPU CPU scheduling in
or incorrectly describes it scheduling and can depth, discussing the
as simply a to-do list for name several advantages and
the computer. algorithms like First- drawbacks of various
The student has a basic Come, First-Served algorithms and
grasp of scheduling as a (FCFS) and Round Robin providing examples of
system to manage (RR), with basic scenarios. Extra
processor time but lacks understanding of their contents (other than the
detail and may confuse use cases. given course materials)
different scheduling are proposed and
algorithms. discussed.
Wk4: Thread The student does not The student correctly The student provides a
define a thread properly defines threads and detailed explanation of
or confuses threads with multithreading, threads, including the
processes. The student mentioning how differences between
understands threads as a threads can run in user-level and kernel-
subset of processes but parallel within a single level threads, and
does not explain the process. discusses the context.
concept of multithreading Extra contents (other
or its benefits and than the given course
challenges accurately. materials) are proposed
and discussed.
Wk5: Lock I The student provides a The student accurately The student thoroughly
basic description of locks describes the purpose explains lock
but cannot correctly of locks in preventing mechanisms, and uses
explain how locks prevent race conditions and examples to
concurrent access to gives examples of their complement it. Extra
shared resources. use in protecting critical contents (other than the
sections. given course materials)
are proposed and
discussed.
Wk6: Lock II The student repeats The student describes The student provides a
information from Week 5 some advanced lock comprehensive
mechanisms but with explanation of advanced
limited understanding. lock mechanisms,
There is an attempt to including where and
explain concepts like when to use them. And
reentrant locks or they use examples to
spinlocks without clear complement their
examples or understanding. Extra
applications. contents (other than the
given course materials)
are proposed and
discussed.
Clarity The purpose of the The central purpose of The central purpose of
student work is not well- the student work is the student work is clear
defined. identified. Contents are and supporting contents
generally focused in a are always well-focused.
way that supports the Details are relevant,
report. enrich the work.
Organization Information and ideas are Information and ideas Information and ideas
and Mechanics poorly sequenced. are presented in an are presented in a
There are five or more order that the audience logical sequence which
misspellings and/or can follow with flows naturally and is
systematic grammatical minimum difficulty. engaging to the
errors per page or eight Errors distract from the audience.
or more in the entire work. There are no more than
document. two misspelled words or
grammatical errors in
the document.
