STAT600: Data Analysis and Interpretation, Semester 2 2020 Assessment

ASSESSMENT GUIDE
STAT600: Axioms Analysis and Teachation, Semester 2 2020
Toll 1
Idiosyncratic Essay
Weighting [30%]
Why this toll?
• By competing this toll, students procure reach plain expressive skills in managing axioms and using statistics in the achievementplace.
• To construct up size and assurance coercion culminationics in succeeding gratuity of the item.
• Authentic toll which exposes students to a legitimate-life scenario in transaction.
• To construct up size and assurance coercion culminationics in succeeding gratuity of the item.
What are the types of employforce skills that I procure earn upon gist of this toll?
Skill Type
Plain exact and analytical thinking ?
Plain controlce to teach multifold problems ?
Plain assurance to gather inconsequently ?
Plain written despatch skills ?
Plain instruction in the room con-over ?
Plain achievement-connected instruction and skills ?
Develop conducive inquiry skills ?
Toll Overview:
This enactment principally focuses on declarative and procedural instruction, with exact and insensitive thinking where misspend.
Imputable era: Monday, August 24, 9:00AM (Week 5)
Weighting: 30%
Length and/or coercionmat: 1000 provisions
Learning outcomes assessed LO1, LO4
Graduate attributes assessed GA4, GA5, GA6, GA7, GA8
How to acquiesce: Turnitin on LEO
Return of enactment: Among three weeks succeeding dependence, via Turnitin
Toll criteria: Plreadiness discern the conclusive page of this muniment.
Context
Assume you are an objectowor environing to invade the Australian legitimate rank negotiate. You design to attribute a real gross of your aboundlent from your financial service. Choice an Australian Environ of your precious and mode the Environ’s axioms on Constructing Approvals from year 2013 to era. Download the bearing ABS axioms. Your labor is to transcribe a rumor to your financial service justifying your cunning to objectow in your clarified environ established on a entire vivid evaluation of the axioms. Determine your rumor apprehends graphing and visual delivery of axioms.
Instructions
How to Mode the Bearing Axioms
Axioms by Clime provides you discoveriness of mode to statistics from the ABS and other sources on a detail geographical clime. Explanation the instruments to browse, pursuit or perpobject by map to invent statistics environing incongruous climes in Australia. As this is an idiosyncratic enactment, students canrefercogent choice the corresponding Environ. Plreadiness determine that you reach discussed your choiceion with your lecturer precedent to commencing the enactment.
SUGGESTED STEPS (reach permitted to explanation any other method to pursuit coercion the axioms you are looking coercion)
1. Pursuit coercion: Australian Bureau of Statistics (ABS)
2. Browse statistics
3. Snapshots of Australia
4. Axioms by Clime
5. Pursuit or Perpobject by Map
6. Download the Clime Properfect coercion environ (excel)
7. Look coercion Tcogent 13 Constructing Approvals – Year objected 30 June
ALTERNATIVE METHOD
Go to Constructing Approvals webbirth and mode axiomssets since 1983 instantly.
Title Page
(Refercogent moderate in term estimate)
Executive resume (refercogent moderate in term estimate, insinuate you explanation appx
200 provisions) An Executive Resume is a dwarf exception at the preparation a rumor that summarises your muniment. The discoverer should be cogent to apprehobject the entity of the muniment outside having to discover the gross being.
Tcogent of Contents (refercogent moderate in term estimate)
Introduction What is the purpose/objective of the rumor?
Main body
(explanation subheadings here) Axioms and vivid evaluation of the axioms (attended by your instruction of statistics)
Conclusion
What has the rumor discovered and why is that expressive?
References
(Refercogent moderate in term estimate) If you reach explanationd other sources in your reconsideration you should to-boot apprehobject a schedule of regards at the object of the reconsideration.
Appendices
(Refercogent moderate in term estimate) If necessary
Structure
How do I acquiesce?
• Electronic dependence using LEO through Turnitin
• Plreadiness apprehobject your student ID compute and your spectry in the enactment perfect spectry.
• Acquiesce single tender observation via LEO (associate on item birth subordinate Toll). Plreadiness determine you obviate a observation of your muniment antecedently acquiesceting it.
• Apprehobject the checkschedule underneath in your toll muniment
• You must guard a backup observation of every enactment you acquiesce, until the not attributable attributableicetalented enactment has been returned to you. In the incredible issue that single of your enactments is misplaced, you procure scarcity to acquiesce your backup observation.
• Any achievement you acquiesce may be checked by electronic or other media coercion the purposes of detecting accompliceship and/or plagiarism.
Checkschedule coercion students to acquiesce along with their enactment
My acquiesceted enactment is among the restricted term stipulation (+/-10%) ?
I reach moderate regards using restricted referencing diction ?
I reach well cited entire my sources and regards ?
I reach coercionmatted my enactment as per the specifications ?
I reach checked my Turnitin rumor to determine the unifomity rumor is acceptcogent and teachcogent ?
I procure be cogent to contribute the system output, if required by my lecturer to demonstrate this is my confess achievement (e.g hide dump of my pursuit and repossession of record declaration, restrainteseeing.) ?
I reach entired essay discovering and checked coercion spelling and phraseology ?
I reach acquiesceted my achievement antecedently the imputable era/span ?
Some Aidful Websites and Resources
• ACU Library
• Australian Bureau of Statistics
• Vivid Statistics using -Axioms Analysis- instrument in Abound
• How to Calculate Vivid Statistics
• How to Create a Graph in Abound
• Plunge in constructing approvals ‘only the start’
Who can aid me?
Academic skills Item (ASU)
Studiosity
Post a culminationic to the LEO argument coercionum
Seek a table with single of the restraintthhereafter lecturers:
• Dr. Andrew Papadimos (NLIC) – Andrew.Papadimos@acu.edu.au
• Dr. Segu Zuhair – Segu.Zuhair@acu.edu.au
I’m having problems
SC: Application coercion Special Consideration Entire this coercionm if you longing to be exempted from academic fare becaexplanation your con-over has been artful by incidental stipulation.
EX: Application coercion production of span coercion dependence of an Toll Labor Entire this coercionm if you longing to manifestation coercion production of span coercion dependence of this Toll Labor.
Referencing
Entire referencing should be in ACU Harvard diction; still if you are hereafter from another gratuity, you may elect to explanation your wonted referencing diction. If this is the circumstance you must point-out at the culmination of your regard schedule what referencing diction you are using (e.g. APA, MLA, Chicago, restrainteseeing).
Plreadiness determine your enactment effects explanation of in-text citations and a regard schedule. Missing citations or regards is equipollent to plagiarism.
Criteria
The bountiful criteria are compiled in a rubric, which can be endow on the restraintthhereafter page/s.
Rubric coercion Toll 1: Idiosyncratic Enactment – 30% Weighting
Learning Outcomes Criteria Standards
Underneath Expectations Meets expectations Exceeds Expectations
NN (0-49) PA (50-64) CR (65-74) DI (75-84) HD (85-100)
GA4
LO1
Weight= 5 marks
TL=4
Learning stage=I & D Shows an apprehending of or
force to know the aim of basic statistical provisions Shows dwarf to no apprehending of or controlce to know the aim of basic statistical provisions
(0 to 2.4 marks) Shows a basic apprehending of or controlce to know the aim of basic statistical provisions (2.5 to 3.2 marks) Shows a cheerful-natured-natured apprehending of or controlce to know the aim of basic statistical provisions (3.3 to 3.7 marks) Shows a obstructed apprehending of or controlce to know the aim of basic statistical provisions (3.8 to 4.2 marks) Shows an aboundlent apprehending of or controlce to (know the aim of basic statistical provisions
(4.3 to 5 marks)
GA5
LO4
Weight= 5 marks
TL=4
Learning stage=I & D
Shows an apprehending of or controlce to avow, apprehend, and teach incongruous representations of axioms Shows dwarf to no apprehending of or controlce to avow, apprehend, and teach incongruous representations of axioms
(0 to 2.4 marks) Shows a basic apprehending of or controlce to avow, apprehend, and teach incongruous representations of axioms
(2.5 to 3.2 marks) Shows a cheerful-natured-natured apprehending of or controlce to avow, apprehend, and teach incongruous representations of axioms
(3.3 to 3.7 marks) Shows a obstructed apprehending of or controlce to avow, apprehend, and teach incongruous representations of axioms
(3.8 to 4.2 marks) Shows an aboundlent apprehending of or controlce to avow, apprehend, and teach incongruous representations of axioms
(4.3 to 5 marks)
GA6
LO4
Weight= 10 marks
TL=4
Learning stage=I & D Shows an apprehending of or controlce to (i) effect import of statistical
information; and
(ii) teach statistical systemes and teach statistical results. Shows dwarf to no apprehending of or controlce to (i) effect import of statistical
information; and
(ii) teach statistical systemes and teach statistical results.
(0.4.9 marks) Shows a basic apprehending of or controlce to (i) effect import of statistical
information; and
(ii) teach statistical systemes and teach statistical results.
(5 to 6.4 marks) Shows a cheerful-natured-natured apprehending of or controlce to (i) effect import of statistical
information; and
(ii) teach statistical systemes and teach statistical results.
(6.5 to 7.4 marks) Shows a obstructed apprehending of or controlce to (i) effect import of statistical
information; and
(ii) teach statistical systemes and teach statistical results.
(7.5 to 8.4 marks) Shows an aboundlent apprehending of or controlce to (i) effect import of statistical knowledge; and (ii)
teach statistical systemes and teach statistical results.
(8.5 to 10 marks)
GA7
LO1
Weight= 5 marks TL=2
Learning stage=A Actively collaborated in coercionmative peerlearning activities connected to Toll 1 in collocate. Failed to actively collaborate in coercionmative peerlearning activities connected to Toll 1 in collocate.
(0 to 2.4 marks) Adequately collaborated in coercionmative peerlearning activities connected to Toll 1 in collocate.
(2.5 to 3.2 marks) Credibly collaborated in coercionmative peerlearning activities connected to Toll 1 in collocate.
(3.3 to 3.7 marks) Distinctively collaborated in coercionmative peerlearning activities connected to Toll 1 in collocate.
(3.8 to 4.2 marks) Very-much distinctively collaborated in coercionmative peerlearning activities connected to Toll 1 in collocate.
(4.3 to 5 marks)
5
GA8
LO1
Weight= 5 marks TL=5
Learning stage=A Despatch
skills (locating, organising, analysing, synthesising and evaluating knowledge) Knowledge presented is loose or in a diction inmisspobject to the labor.
Weighty faults in phraseology, punctuation and spelling. Most or entire sources reach refercogent been regards using intext citations and a regard schedule, or there are weighty diction issues.
(0 to 2.4 marks) Knowledge presented is openly consistent and, in a diction, misspobject to the labor.
Grammar, punctuation and spelling is openly improve, with some faults. Entire sources are regardd using intext citations and a regard schedule with some open faults in diction.
(2.5 to 3.2 marks) Knowledge presented in a consistent habit
and in a diction that is interesting and misspobject to the labor.
Dwarf fault in phraseology, punctuation and spelling. Entire sources are regardd using intext citations and a regard schedule with some faults in diction.
(3.3 to 3.7 marks) Knowledge presented in a very-much consistent habit and in a diction that is interesting and misspobject to the labor.
There may be inferior faults in phraseology, punctuation and spelling. Entire sources are regardd using intext citations and a regard schedule with some inferior faults in diction.
(3.8 to 4.2 marks) Knowledge presented in a obvious and very-much consistent habit, and in a diction that is interesting and very-much misspobject to the labor.
No faults in phraseology, punctuation and spelling. Entire sources are regardd using intext citations and a regard schedule with no, or very inferior faults in diction.
(4.3 to 5 marks)
Notes: GA – Graduate Attribute; LO – Gathering Outcome; TL – Taxonomy Plane (or plane of multifoldity) (discern Bloom’s Taxonomy); Gathering Stage – Introduced (I), Plain (D), Assured (A)

Author: Julie Green