60009 – ASSESSMENT GUIDESTAT600: Data Analysis and Interpretation,

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ASSESSMENT : Data Analysis and , Semester 2 2020Assessment 2Individual AssignmentWeighting [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 thisassessment?Skill TypeDeveloped 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 , 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, LO4Graduate attributes assessed GA2, GA4, GA5, GA6, GA7, GA8How to submit: Turnitin on LEOReturn of assignment: Within three weeks after submission, via TurnitinAssessment criteria: Please see the last page of this document.ContextIn 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.Instructions1. 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 the suburbs analysed in all 3 reports? Describe the hypothesis and/or regression tests you will use for test.b) Discuss the issues you might encounter in your evaluation and explain possible ways of overcoming them.StructureTitle 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)ConclusionWhat 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 necessaryHow do I submit?• 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 or other means for the purposes of detecting collusion and/or plagiarism.Checklist for students to submit along with their assignmentMy 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 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 alternativeOther Resources on all of these topics can be found in the PowerPoint slides, textbook and workshop videosWho can help me?Academic skills Unit (ASU)StudiosityPost a question to the LEO forumSeek 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 problemsSC: 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.ReferencingAll 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.CriteriaThe full criteria are compiled in a rubric, which can be found on the following page/s.Rubric for Assessment 2: Individual Assignment – 20% WeightingLearning Outcomes Criteria StandardsBelow Expectations Meets expectations Exceeds ExpectationsNN (0-49) PA (50-64) CR (65-74) DI (75-84) HD (85-100)GA2LO4Weight = 2 marks TL=4Learning Stage A Understands the nature and limitationsof statistical inferencesand opinions, and how statistics could bemisused intentionally.(2 marks) Fails to understand the nature and limitations of statistical inferences andopinions, 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) Distinctivelyunderstands 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)GA4LO4Weight = 2 marksTL=3Learning Stage I and D Is able to think critically andreflectively whendeciding how to usehypothesis 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)GA5LO2Weight = 4 marksTL=3Learning 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)GA5LO3Weight = 4 marksTL=3Learning 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)6GA6LO4Weight = 4 marksTL=4Learning stage=I & D Shows an understanding of or ability to (i) makesense of statistical information; and(ii) explain statistical processes andinterpret statistical results.(4 marks) Shows little to no understanding of or ability to (i) make senseof 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 senseof 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 senseof 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 senseof 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 ofstatistical information; and(ii) explain statistical processes and interpret statistical results.(6.9 to 8 marks)GA7LO2Weight = 1 markTL=2Learning stage=A Worked independently in learning activitiesrelated 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)GA7LO3Weight = 1 mark TL=2Learning stage=A Worked independently in learning activitiesrelated 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)GA8LO4Weight = 2 marksTL=5Learning stage=A Communication skills(locating, organising, analysing, synthesising and evaluatinginformation)(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 ina coherent manner andin 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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