ASSESSMENT GUIDE

STAT600: Data Analysis and Interpretation, Semester 2 2020

Assessment 2

Individual Assignment

Weighting [20%] Why this assessment?

• By competing this assessment, students will have developed important skills in analysing real-life data sets and appreciation of limitations of statistical analysis.

• Authentic assessment which exposes students to a real-life scenario in business.

• To build up competency and confidence for topics in later parts of the unit.

What are the types of employability skills that I will acquire upon completion of this

assessment?

Skill Type

Developed critical and analytical thinking ?

Developed ability to solve complex problems ?

Developed confidence to learn independently ?

Developed written communication skills ?

Developed knowledge in the field study ?

Developed work-related knowledge and skills ?

Developed effective research skills ?

Assessment Overview:

This assessment is based on a real-life issue, local or international, including social aspects. The primary focus is on critical and reflective thinking.

Due date: Monday, October 12, 9am (Week 11)

Weighting: 20%

Length and/or format: 1,500 words ± 10%.

Learning outcomes assessed LO2, LO3, LO4

Graduate attributes assessed GA2, GA4, GA5, GA6, GA7, GA8

How to submit: Turnitin on LEO

Return of assignment: Within three weeks after submission, via Turnitin

Assessment criteria: Please see the last page of this document.

Context

In Assessment 1, you were asked to select an Australian suburb of your choice and write a report to your financial institution justifying your intention to invest in your selected suburb based on a complete descriptive evaluation of the data. In Assessment 2, you are required to access the anonymised reports written by 2 of your classmates for Assessment 1, and critique the charts, tables, and figures within them that you believe to be a poor representation of the data.

Instructions

1. Work through the 3 reports (in total) and identify the charts, tables, and figures that you believe to be a poor representation of the data. Justify your answer.

Please note, you do NOT need to re-draw the charts, tables, and figures. The question is asking you to first identify characteristics of good charts, tables, and figures and then compare these with what was presented by your classmates in Assessment 1.

2. You believe that your suburb is the place to invest based on a comparison of the value of total buildings ($m).

a) Is there sufficient evidence of a significant difference in the mean value of total buildings between the suburbs analysed in all 3 reports? Describe the hypothesis and/or regression tests you will use for test.

b) Discuss the ethical issues you might encounter in your evaluation and explain possible ways of overcoming them.

Structure

Title Page

(Not included in word count)

Executive summary (not included in word count, suggest you use appx 200 words) An Executive Summary is a brief section at the beginning a report that summarises your document. The reader should be able to understand the essence of the document without having to read the whole thing.

Table of Contents (not included in word count)

Introduction What is the purpose/objective of the report?

Main body

(use subheadings here) Data and descriptive evaluation of the data (supported by your knowledge of statistics)

Conclusion

What has the report discovered and why is that important?

References

(Not included in word count) If you have used other sources in your review you should also include a list of references at the end of the review.

Appendices

(Not included in word count) If necessary

How do I submit?

• Electronic submission using LEO through Turnitin

• Please include your student ID number and your name in the assignment file name.

• Submit one soft copy via LEO (link on unit site under Assessment). Please ensure you save a copy of your document before submitting it.

• Include the checklist below in your assessment document

• You must keep a backup copy of every assignment you submit, until the marked assignment has been returned to you. In the unlikely event that one of your assignments is misplaced, you will need to submit your backup copy.

• Any work you submit may be checked by electronic or other means for the purposes of detecting collusion and/or plagiarism.

Checklist for students to submit along with their assignment

My submitted assignment is within the specified word limit (+/-10%) ?

I have included references using specified referencing style ?

I have correctly cited all my sources and references ?

I have formatted my assignment as per the specifications ?

I have checked my Turnitin report to ensure the similarity report is acceptable and explainable ?

I will be able to supply the process output, if required by my lecturer to prove this is my own work (e.g screen dump of my search and retrieval of journal articles, etc.) ?

I have completed proof reading and checked for spelling and grammar ?

I have submitted my work before the due date/time ?

Some Helpful Websites and Resources

• Basic probability

• Probability

• Normal Distributions

• Introduction to sampling distributions

• Understanding Confidence Intervals

• Calculating the Confidence Interval for a Mean

• Hypothesis testing. Null vs alternative

Other Resources on all of these topics can be found in the PowerPoint slides, textbook and workshop videos

Who can help me?

Academic skills Unit (ASU)

Studiosity

Post a question to the LEO discussion forum

Seek a consultation with one of the following lecturers:

• Dr. Andrew Papadimos (NLIC) – Andrew.Papadimos@acu.edu.au

• Dr. Segu Zuhair – Segu.Zuhair@acu.edu.au I’m having problems

SC: Application for Special Consideration Complete this form if you wish to be exempted from academic penalty because your study has been affected by unforeseen circumstances.

EX: Application for extension of time for submission of an Assessment Task Complete this form if you wish to apply for extension of time for submission of this Assessment Task.

Complete this form if you wish to apply for extension of time for submission of this Assessment Task.

Referencing

All referencing should be in ACU Harvard style; however if you are coming from another faculty, you may choose to use your usual referencing style. If this is the case you must indicate at the top of your reference list what referencing style you are using (e.g. APA, MLA, Chicago, etc).

Please ensure your assignment makes use of in-text citations and a reference list. Missing citations or references is equivalent to plagiarism.

Criteria

The full criteria are compiled in a rubric, which can be found on the following page/s.

Rubric for Assessment 2: Individual Assignment - 20% Weighting

Learning Outcomes Criteria Standards

Below Expectations Meets expectations Exceeds Expectations

NN (0-49) PA (50-64) CR (65-74) DI (75-84) HD (85-100)

GA2

LO4

Weight = 2 marks TL=4

Learning Stage A Understands the nature and limitations

of statistical inferences

and opinions, and how statistics could be

misused intentionally.

(2 marks) Fails to understand the nature and limitations of statistical inferences and

opinions, and how statistics could be misused intentionally.

(0.0 to 0.9 marks)

Adequately understands the nature and limitations of statistical inferences and opinions, and how statistics could be misused intentionally.

(1.0 to 1.2 marks) Credibly understands the nature and limitations of statistical inferences and opinions, and how statistics could be misused intentionally.

(1.3 to 1.4 marks) Distinctively

understands the nature and limitations of statistical inferences and opinions, and how statistics could be misused intentionally.

(1.5 to 1.6 marks) Highly distinctively understands the nature and limitations of statistical inferences and opinions, and how statistics could be misused intentionally.

(1.7 to 2 marks)

GA4

LO4

Weight = 2 marks

TL=3

Learning Stage I and D Is able to think critically and

reflectively when

deciding how to use

hypothesis testing and forecasting techniques.

(2 marks) Fails to think critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(0.0 to 3.6 marks) Adequately thinks critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(3.7 to 2.6 marks) Credibly think critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(2.7 to 3.0 marks) Distinctively think critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(3.0 to 3.4 marks) Highly distinctively think critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(3.4 to 4 marks)

GA5

LO2

Weight = 4 marks

TL=3

Learning Stage I and D Is able to successfully test statistical claims using hypothesis testing.

(4 marks) Fails to successfully test statistical claims using hypothesis testing.

(0.3.9 marks) Adequately tests statistical claims using hypothesis testing.

(4.0 to 5.1 marks) Credibly tests statistical claims using hypothesis testing.

(5.2 to 6.0 marks) Distinctively tests statistical claims using hypothesis testing.

(6.1 to 6.8 marks) Highly distinctively tests statistical claims using hypothesis testing.

(6.9 to 8 marks)

GA5

LO3

Weight = 4 marks

TL=3

Learning Stage I and D Is able to successfully test statistical claims using regression analysis.

(4 marks) Fails to successfully test statistical claims using regression analysis.

(0.3.9 marks) Adequately tests statistical claims using regression analysis.

(4.0 to 5.1 marks) Credibly tests statistical claims using regression analysis.

(5.2 to 6.0 marks) Distinctively tests statistical claims using regression analysis.

(6.1 to 6.8 marks) Highly distinctively tests statistical claims using regression analysis.

(6.9 to 8 marks)

6

GA6

LO4

Weight = 4 marks

TL=4

Learning stage=I & D Shows an understanding of or ability to (i) make

sense of statistical information; and

(ii) explain statistical processes and

interpret statistical results.

(4 marks) Shows little to no understanding of or ability to (i) make sense

of statistical information; and

(ii) explain statistical processes and interpret statistical results.

(0.3.9 marks) Shows a basic understanding of or ability to (i) make sense

of statistical information;

and

(ii) explain statistical processes and interpret statistical results.

(4.0 to 5.1 marks) Shows a good understanding of or ability to (i) make sense

of statistical information; and

(ii) explain statistical processes and interpret statistical results.

(5.2 to 6.0 marks) Shows a sophisticated understanding of or ability to (i) make sense

of statistical information; and

(ii) explain statistical processes and interpret statistical results.

(6.1 to 6.8 marks) Shows an excellent understanding of or ability to (i) make sense of

statistical information; and

(ii) explain statistical processes and interpret statistical results.

(6.9 to 8 marks)

GA7

LO2

Weight = 1 mark

TL=2

Learning stage=A Worked independently in learning activities

related to Assessment 2 in class.

(2 marks) Failed to work independently in learning activities related to Assessment 2 in class.

(0.0 to 0.49 marks) Adequately worked independently in learning activities related to Assessment 2 in class.

(0.5 to 0.64 marks) Credibly worked independently in learning activities related to Assessment 2 in class.

(0.65 to 0.74 marks) Distinctively worked independently in learning activities related to Assessment 2 in class.

(0.75 to 0.84 marks) Highly distinctively worked independently in learning activities related to Assessment 2 in class.

(0.84 to 1.0 marks)

GA7

LO3

Weight = 1 mark TL=2

Learning stage=A Worked independently in learning activities

related to Assessment 2 in class.

(2 marks) Failed to work independently in learning activities related to Assessment 2 in class.

(0.0 to 0.49 marks) Adequately worked independently in learning activities related to Assessment 2 in class.

(0.5 to 0.64 marks) Credibly worked independently in learning activities related to Assessment 2 in class.

(0.65 to 0.74 marks Distinctively worked independently in learning activities related to Assessment 2 in class.

(0.75 to 0.84 marks) Highly distinctively worked independently in learning activities related to Assessment 2 in class.

(0.84 to 1.0 marks)

GA8

LO4

Weight = 2 marks

TL=5

Learning stage=A Communication skills

(locating, organising, analysing, synthesising and evaluating

information)

(2 marks) Information presented is incoherent or in a style inappropriate to the task.

Significant errors in grammar, punctuation and spelling.

Most or all sources have not been references using in-text citations and a reference list, or there are significant style issues.

(0.0 to 0.9 marks) Information presented is generally coherent and, in a style, appropriate to the task.

Grammar, punctuation and spelling is generally correct, with some errors. All sources are referenced using in-text citations and a reference list with some general errors in style.

(1.0 to 1.2 marks) Information presented in

a coherent manner and

in a style that is engaging and appropriate to the task. Little error in grammar, punctuation and spelling. All sources are referenced using in-text citations and a reference list with some errors in style.

(1.3 to 1.4 marks) Information presented in a highly coherent manner and in a style that is engaging and appropriate to the task. There may be minor errors in grammar, punctuation and spelling. All sources are referenced using in-text citations and a reference list with some minor errors in style.

(1.5 to 1.6 marks) Information presented in a clear and extremely coherent manner, and in a style that is engaging and highly appropriate to the task.

No errors in grammar, punctuation and spelling. All sources are referenced using in-text citations and a reference list with no, or very minor errors in style.

(1.7 to 2 marks)

Notes: GA – Graduate Attribute; LO – Learning Outcome; TL – Taxonomy Level (or level of complexity) (see Bloom’s Taxonomy); Learning Stage – Introduced (I), Developed (D), Assured (A)

6

STAT600: Data Analysis and Interpretation, Semester 2 2020

Assessment 2

Individual Assignment

Weighting [20%] Why this assessment?

• By competing this assessment, students will have developed important skills in analysing real-life data sets and appreciation of limitations of statistical analysis.

• Authentic assessment which exposes students to a real-life scenario in business.

• To build up competency and confidence for topics in later parts of the unit.

What are the types of employability skills that I will acquire upon completion of this

assessment?

Skill Type

Developed critical and analytical thinking ?

Developed ability to solve complex problems ?

Developed confidence to learn independently ?

Developed written communication skills ?

Developed knowledge in the field study ?

Developed work-related knowledge and skills ?

Developed effective research skills ?

Assessment Overview:

This assessment is based on a real-life issue, local or international, including social aspects. The primary focus is on critical and reflective thinking.

Due date: Monday, October 12, 9am (Week 11)

Weighting: 20%

Length and/or format: 1,500 words ± 10%.

Learning outcomes assessed LO2, LO3, LO4

Graduate attributes assessed GA2, GA4, GA5, GA6, GA7, GA8

How to submit: Turnitin on LEO

Return of assignment: Within three weeks after submission, via Turnitin

Assessment criteria: Please see the last page of this document.

Context

In Assessment 1, you were asked to select an Australian suburb of your choice and write a report to your financial institution justifying your intention to invest in your selected suburb based on a complete descriptive evaluation of the data. In Assessment 2, you are required to access the anonymised reports written by 2 of your classmates for Assessment 1, and critique the charts, tables, and figures within them that you believe to be a poor representation of the data.

Instructions

1. Work through the 3 reports (in total) and identify the charts, tables, and figures that you believe to be a poor representation of the data. Justify your answer.

Please note, you do NOT need to re-draw the charts, tables, and figures. The question is asking you to first identify characteristics of good charts, tables, and figures and then compare these with what was presented by your classmates in Assessment 1.

2. You believe that your suburb is the place to invest based on a comparison of the value of total buildings ($m).

a) Is there sufficient evidence of a significant difference in the mean value of total buildings between the suburbs analysed in all 3 reports? Describe the hypothesis and/or regression tests you will use for test.

b) Discuss the ethical issues you might encounter in your evaluation and explain possible ways of overcoming them.

Structure

Title Page

(Not included in word count)

Executive summary (not included in word count, suggest you use appx 200 words) An Executive Summary is a brief section at the beginning a report that summarises your document. The reader should be able to understand the essence of the document without having to read the whole thing.

Table of Contents (not included in word count)

Introduction What is the purpose/objective of the report?

Main body

(use subheadings here) Data and descriptive evaluation of the data (supported by your knowledge of statistics)

Conclusion

What has the report discovered and why is that important?

References

(Not included in word count) If you have used other sources in your review you should also include a list of references at the end of the review.

Appendices

(Not included in word count) If necessary

How do I submit?

• Electronic submission using LEO through Turnitin

• Please include your student ID number and your name in the assignment file name.

• Submit one soft copy via LEO (link on unit site under Assessment). Please ensure you save a copy of your document before submitting it.

• Include the checklist below in your assessment document

• You must keep a backup copy of every assignment you submit, until the marked assignment has been returned to you. In the unlikely event that one of your assignments is misplaced, you will need to submit your backup copy.

• Any work you submit may be checked by electronic or other means for the purposes of detecting collusion and/or plagiarism.

Checklist for students to submit along with their assignment

My submitted assignment is within the specified word limit (+/-10%) ?

I have included references using specified referencing style ?

I have correctly cited all my sources and references ?

I have formatted my assignment as per the specifications ?

I have checked my Turnitin report to ensure the similarity report is acceptable and explainable ?

I will be able to supply the process output, if required by my lecturer to prove this is my own work (e.g screen dump of my search and retrieval of journal articles, etc.) ?

I have completed proof reading and checked for spelling and grammar ?

I have submitted my work before the due date/time ?

Some Helpful Websites and Resources

• Basic probability

• Probability

• Normal Distributions

• Introduction to sampling distributions

• Understanding Confidence Intervals

• Calculating the Confidence Interval for a Mean

• Hypothesis testing. Null vs alternative

Other Resources on all of these topics can be found in the PowerPoint slides, textbook and workshop videos

Who can help me?

Academic skills Unit (ASU)

Studiosity

Post a question to the LEO discussion forum

Seek a consultation with one of the following lecturers:

• Dr. Andrew Papadimos (NLIC) – Andrew.Papadimos@acu.edu.au

• Dr. Segu Zuhair – Segu.Zuhair@acu.edu.au I’m having problems

SC: Application for Special Consideration Complete this form if you wish to be exempted from academic penalty because your study has been affected by unforeseen circumstances.

EX: Application for extension of time for submission of an Assessment Task Complete this form if you wish to apply for extension of time for submission of this Assessment Task.

Complete this form if you wish to apply for extension of time for submission of this Assessment Task.

Referencing

All referencing should be in ACU Harvard style; however if you are coming from another faculty, you may choose to use your usual referencing style. If this is the case you must indicate at the top of your reference list what referencing style you are using (e.g. APA, MLA, Chicago, etc).

Please ensure your assignment makes use of in-text citations and a reference list. Missing citations or references is equivalent to plagiarism.

Criteria

The full criteria are compiled in a rubric, which can be found on the following page/s.

Rubric for Assessment 2: Individual Assignment - 20% Weighting

Learning Outcomes Criteria Standards

Below Expectations Meets expectations Exceeds Expectations

NN (0-49) PA (50-64) CR (65-74) DI (75-84) HD (85-100)

GA2

LO4

Weight = 2 marks TL=4

Learning Stage A Understands the nature and limitations

of statistical inferences

and opinions, and how statistics could be

misused intentionally.

(2 marks) Fails to understand the nature and limitations of statistical inferences and

opinions, and how statistics could be misused intentionally.

(0.0 to 0.9 marks)

Adequately understands the nature and limitations of statistical inferences and opinions, and how statistics could be misused intentionally.

(1.0 to 1.2 marks) Credibly understands the nature and limitations of statistical inferences and opinions, and how statistics could be misused intentionally.

(1.3 to 1.4 marks) Distinctively

understands the nature and limitations of statistical inferences and opinions, and how statistics could be misused intentionally.

(1.5 to 1.6 marks) Highly distinctively understands the nature and limitations of statistical inferences and opinions, and how statistics could be misused intentionally.

(1.7 to 2 marks)

GA4

LO4

Weight = 2 marks

TL=3

Learning Stage I and D Is able to think critically and

reflectively when

deciding how to use

hypothesis testing and forecasting techniques.

(2 marks) Fails to think critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(0.0 to 3.6 marks) Adequately thinks critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(3.7 to 2.6 marks) Credibly think critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(2.7 to 3.0 marks) Distinctively think critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(3.0 to 3.4 marks) Highly distinctively think critically and reflectively when deciding how to use hypothesis testing and forecasting techniques.

(3.4 to 4 marks)

GA5

LO2

Weight = 4 marks

TL=3

Learning Stage I and D Is able to successfully test statistical claims using hypothesis testing.

(4 marks) Fails to successfully test statistical claims using hypothesis testing.

(0.3.9 marks) Adequately tests statistical claims using hypothesis testing.

(4.0 to 5.1 marks) Credibly tests statistical claims using hypothesis testing.

(5.2 to 6.0 marks) Distinctively tests statistical claims using hypothesis testing.

(6.1 to 6.8 marks) Highly distinctively tests statistical claims using hypothesis testing.

(6.9 to 8 marks)

GA5

LO3

Weight = 4 marks

TL=3

Learning Stage I and D Is able to successfully test statistical claims using regression analysis.

(4 marks) Fails to successfully test statistical claims using regression analysis.

(0.3.9 marks) Adequately tests statistical claims using regression analysis.

(4.0 to 5.1 marks) Credibly tests statistical claims using regression analysis.

(5.2 to 6.0 marks) Distinctively tests statistical claims using regression analysis.

(6.1 to 6.8 marks) Highly distinctively tests statistical claims using regression analysis.

(6.9 to 8 marks)

6

GA6

LO4

Weight = 4 marks

TL=4

Learning stage=I & D Shows an understanding of or ability to (i) make

sense of statistical information; and

(ii) explain statistical processes and

interpret statistical results.

(4 marks) Shows little to no understanding of or ability to (i) make sense

of statistical information; and

(ii) explain statistical processes and interpret statistical results.

(0.3.9 marks) Shows a basic understanding of or ability to (i) make sense

of statistical information;

and

(ii) explain statistical processes and interpret statistical results.

(4.0 to 5.1 marks) Shows a good understanding of or ability to (i) make sense

of statistical information; and

(ii) explain statistical processes and interpret statistical results.

(5.2 to 6.0 marks) Shows a sophisticated understanding of or ability to (i) make sense

of statistical information; and

(ii) explain statistical processes and interpret statistical results.

(6.1 to 6.8 marks) Shows an excellent understanding of or ability to (i) make sense of

statistical information; and

(ii) explain statistical processes and interpret statistical results.

(6.9 to 8 marks)

GA7

LO2

Weight = 1 mark

TL=2

Learning stage=A Worked independently in learning activities

related to Assessment 2 in class.

(2 marks) Failed to work independently in learning activities related to Assessment 2 in class.

(0.0 to 0.49 marks) Adequately worked independently in learning activities related to Assessment 2 in class.

(0.5 to 0.64 marks) Credibly worked independently in learning activities related to Assessment 2 in class.

(0.65 to 0.74 marks) Distinctively worked independently in learning activities related to Assessment 2 in class.

(0.75 to 0.84 marks) Highly distinctively worked independently in learning activities related to Assessment 2 in class.

(0.84 to 1.0 marks)

GA7

LO3

Weight = 1 mark TL=2

Learning stage=A Worked independently in learning activities

related to Assessment 2 in class.

(2 marks) Failed to work independently in learning activities related to Assessment 2 in class.

(0.0 to 0.49 marks) Adequately worked independently in learning activities related to Assessment 2 in class.

(0.5 to 0.64 marks) Credibly worked independently in learning activities related to Assessment 2 in class.

(0.65 to 0.74 marks Distinctively worked independently in learning activities related to Assessment 2 in class.

(0.75 to 0.84 marks) Highly distinctively worked independently in learning activities related to Assessment 2 in class.

(0.84 to 1.0 marks)

GA8

LO4

Weight = 2 marks

TL=5

Learning stage=A Communication skills

(locating, organising, analysing, synthesising and evaluating

information)

(2 marks) Information presented is incoherent or in a style inappropriate to the task.

Significant errors in grammar, punctuation and spelling.

Most or all sources have not been references using in-text citations and a reference list, or there are significant style issues.

(0.0 to 0.9 marks) Information presented is generally coherent and, in a style, appropriate to the task.

Grammar, punctuation and spelling is generally correct, with some errors. All sources are referenced using in-text citations and a reference list with some general errors in style.

(1.0 to 1.2 marks) Information presented in

a coherent manner and

in a style that is engaging and appropriate to the task. Little error in grammar, punctuation and spelling. All sources are referenced using in-text citations and a reference list with some errors in style.

(1.3 to 1.4 marks) Information presented in a highly coherent manner and in a style that is engaging and appropriate to the task. There may be minor errors in grammar, punctuation and spelling. All sources are referenced using in-text citations and a reference list with some minor errors in style.

(1.5 to 1.6 marks) Information presented in a clear and extremely coherent manner, and in a style that is engaging and highly appropriate to the task.

No errors in grammar, punctuation and spelling. All sources are referenced using in-text citations and a reference list with no, or very minor errors in style.

(1.7 to 2 marks)

Notes: GA – Graduate Attribute; LO – Learning Outcome; TL – Taxonomy Level (or level of complexity) (see Bloom’s Taxonomy); Learning Stage – Introduced (I), Developed (D), Assured (A)

6

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