STAT207: Business Data Analysis, Semester 2, 2022
Assessment Guide
STAT207: Business Data Analysis, Semester 2, 2022
Assessment Number (3)
Assessment Artefact (Written Paper)
Weighting [40%]
Why this assessment?
1889547986787Skill Type Developed critical and analytical thinking Developed ability to solve complex problems
Developed ability to work effectively with others
Developed confidence to learn independently
Developed written communication skills
Developed spoken communication skills
Developed knowledge in the field study
Developed work-related knowledge and skills
Develop effective research skills
00Skill Type Developed critical and analytical thinking Developed ability to solve complex problems
Developed ability to work effectively with others
Developed confidence to learn independently
Developed written communication skills
Developed spoken communication skills
Developed knowledge in the field study
Developed work-related knowledge and skills
Develop effective research skills
Opportunity to apply theory into practice
Exposure to real-life scenario
The feedback from this assessment will help students to be ready to correct any conceptual misunderstanding in the contents of the unit
Opportunity to apply theory into practice
Exposure to real-life scenario
The feedback from this assessment will help students to be ready to correct any conceptual misunderstanding in the contents of the unit
What are the types of employability skills that I will acquire upon completion of this assessment?
Assessment Overview:
This assessment task consists of a case study where students are provided a real-world scenario and dataset that requires them to apply their statistical skills to support their written arguments, including considering ethical and social (e.g., vulnerable people) perspectives in decision making.
Due date: Oct 31, 9 am AEDT
Weighting: 40%
Length and/or format: 1,500 words
Learning outcomes assessed LO2, LO3 and LO4
Graduate attributes assessed GA3, GA5, GA8, GA10
How to submit: Via Turnitin
Return of assignment: After final grade release
Assessment criteria: Rubric: see end of document
Context
Table 30 Victims of family and domestic violence related offences by sex, States and territories, 20142021
Instructions
Please incorporate Excel printouts or manual workings to support your answers.
Question 1
Present the sexual assault numbers for a) males; b) females; and c) persons, for all states and territories, in an appropriate graphical presentation, viz. numbers for each state and territory, and for each year in the period 2014-2021.
(4 marks)
Based on the NSW statistics (actual numbers; victimisation rates and proportions: individually and collectively), which sector of the societies is most vulnerable to sexual assault among the a) males; b) females; and c) persons, relatively in NSW in the period 2014-2021? Please justify with the statistics available.
Actual numbers:
Males / Females / Persons: _____
Justification: _____
Victimisation Rates: _____
Males / Females / Persons: _____
Justification: _____
Proportions: _____
Males / Females / Persons: _____
Justification: _____
Collectively: _____
Males / Females / Persons: _____
Justification: _____
(4 marks)
Please suggest two plausible reasons, from social-economical perspectives, why the sector in b) is most vulnerable among the three.
Social-economical perspective #1: _____
Social-economical perspective #2: _____
(2 marks)
Please suggest the primary role that statistics could play to protect the interests of the sector in b).
Primary role: _____
(2 marks)
(Total marks: 12)
Question 2
Run a simple linear regression with the data from each of the years (2014-2021) between:
Total actual numbers of sexual assault of Australia (viz. total of all states and territories as the Y variable);
Total actual numbers of sexual assault of NSW (viz. the X variable).
Required
The regression equation
_____
(2 marks)
Coefficient of determination and its interpretation.
Coefficient of determination:_____
Its interpretation:_____
(2 marks)
What is the estimated numbers of sexual assault in Australia in 2022 if that of NSW is estimated to be 2,400?
Estimated numbers of sexual assault: _____
(2 marks)
Present a scatter plot between X and Y.
Plot: _____
(2 marks)
Comment on whether a liner model is an appropriate model between X and Y based on (i) the scatter plot; and (ii) coefficient of determination.
Comment based on scatter plot:
Yes / No : _____
Comment: _____
(2 marks)
Comment based on coefficient of determination:
Yes / No : _____
Comment: _____
(2 marks)
Do you think that the crime of sexual assault is getting more severe in NSW over the years?
Of the three statistics, actual numbers, victimization rate and proportions, which would you use to investigate the issue? Please justify.
Actual numbers / Victimization Rate / Proportions: _____
Justification: _____
(2 marks)
Please justify your opinion with the data selected in fi) on whether the crime of female sexual assault is getting more or less severe in NSW in the period 2014-2021, and suggest what the NSW Government should do about it.
More severe / No change / Less severe: _____
Justification of opinion: _____
Proposed NSW Government actions: _____
(4 marks)
(Total marks: 18)
Question 3
Imagine you are the NSW Premier.
You would like to ascertain whether female sexual assault has improved or deteriorated in the state in the period 2014-2021. You are advised to undertake a chi-squared test, using the proportions data.
Specify the confidence level for a Chi-Squared Test:
90% / 95%: _____
Justification of your choice: _____
(1 mark)
Specify the hypothesis in words. (Hint: Assume that the proportions in the State for each year in the period 2014-2021 is 38%).
H0: _____
HA: _____
(2 marks)
Do you think you could formulate an opinion on whether female sexual assault has improved or deteriorated in the NSW in the period 2014-2021 from the chi-squared test finding? Please explain.
Yes / No: _____
Explanation: _____
(2 marks)
You would like to ascertain whether NSW or Victoria has better managed female sexual assault in the period 2014-2021. You are advised to undertake an ANOVA test with the victimization data.
Specify the hypothesis in mathematical form, using as the victimization rate.
H0: _____
HA: _____
(2 marks)
Do you think you could formulate an opinion on whether NSW or Victoria has better managed female sexual assault in the period 2014-2021 from the ANOVA test finding? Please explain.
Yes / No: _____
Explanation: _____
(2 marks)
Please explain why different statistical techniques are required for a) and b).
Explanation: _____
(1 mark)
(Total marks: 10)
Structure
Per the instructions above
How do I submit?
Students must submit assignments electronically via Turnitin. The software used for checking originality compares works submitted by students with published material from a variety of sources including the Internet. The assignment is to be submitted via LEO/Turnitin and will be checked for originality. A Turnitin similarity score of 10% or greater will be considered cause for concern.
The assignment is to be submitted via LEO/Turnitin per examination scheduling.
Penalties will be applied for late submission. Assessment tasks submitted after the due or extended date will incur, for each whole or part of a calendar day that the work is overdue, a 5% penalty of the maximum marks available for that assessment task up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark.
Checklist for student to submit along with your assignment
03746500
In the report, I list student name, student number, campus and the name of the selected firm
In the report, I have included references using Harvard referencing style
I have correctly cited all my sources and references including graphics downloaded from the Internet.
I have checked my report with Turnitin to ensure the similarity report is acceptable and explainable
I will be able to supply the process output, if required by our lecturer to prove this 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 submitted my work before the due date/time
037465
Feed-forward Template: A template for students to use and act on feedback and provide recommendations for improvement
Note
The template applies to instances of follow-on assignments (viz. assessments 2 or 3 where appropriate). It is recommended that students submit their personal feed-forward reflections as the first page of the follow-on assignment (assessments 2 or 3 where appropriate) as evidence students have acted on the feedback provided in the previous assignment.
The feed-forward reflections do not form part of the assessment and are not included into the assessment word count.
How did you act on the feedback?
Feedback is an important component of learning. Please consider the feedback received in the previous assignments and provide a response on how the feedback is acted on, or intend to act upon, and how it has informed and hence improve the current assignment task.
Example Questions Action Plan and feedback recommendation (what I learnt from the feedback on feedback)
Based on previous assignment feedback, briefly, described howyou acted on the feedback to improve your work in this assignment? Briefly describe what is your expectation around the type of feedback that enhances your learning.
Did you have any difficulty understanding or acting on previous feedback? Please be as specific as possible so that you can gain further feedback/clarify anything you do not understand in the feedback Some Helpful Websites and Resources
Learning Materials and Supplementary Materials in unit LEO site
Who can help me?
Academic skills Unit (ASU)
Post a question to the LEO discussion forum
Listen to workshop recording on the subject matter
Contact Philip Cheng via philip.cheng@acu.edu.au
Im having problems
Special Consideration
If students experience unforeseen circumstances that have significantly affected their studies, they might like to apply for exemption from academic penalty.
SC Form Special Consideration (acu.edu.au)Extension for extending assessment due date
An extension is considered for students who have personal circumstances (e.g. illness) that temporarily hamper their participation or performance in an assessment task. Appropriate evidence and documentation need to be provided along with theEX form.
Apply for an extensionmust normally be submitted at least 24 hours prior to the due date.
EX form
Referencing
ACU Harvard style referencing is recommended for PFBS students. However, if students enrol the unit with another faculty, they may adopt their referencing style, indicating the referencing style (e.g. APA, MLA, Chicago, etc) at the top of the reference list.
Please ensure the 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 Task 3 [40%]
The marks allocated in the competency rubric are translated into the marks allocated for each assessment question because of the inter-related and integrated contents, and easy reference to marks for students.
Relevant LO/GAs Criterion
(related to a single GA from the related LO one GA per criterion) Does not meet expectations Meets expectations Exceeds expectations
NN (0-49) PA (50-64) CR (65-74) DI (75-84) HD (85-100)
GA3
LO4
Weight=4 marks
TL=5
Learning stage=2 Evaluate real world problems on vulnerable populations Poor evaluation of real world problems on vulnerable populations Passable evaluation of real world problems on vulnerable populations Credible evaluation of real world problems on vulnerable populations Convincing evaluation of real world problems on vulnerable populations Effective evaluation of real world problems on vulnerable populations
GA5
LO3
Weight=10 marks
TL=5
Learning stage=3 Demonstrate knowledge and skills appropriate to statistics Poor demonstration of knowledge and skills appropriate to statistics Passable demonstration of knowledge and skills appropriate to statistics Credible demonstration of knowledge and skills appropriate to statistics Discerning demonstration of knowledge and skills appropriate to statistics Critical and insightful demonstration of knowledge and skills appropriate to statistics
GA8
LO3
Weight=20 marks
TL=5
Learning stage=3 Evaluate non-financial data with quantitative methods and techniques Poor evaluation of non-financial data with quantitative methods and techniques Passable evaluation of non-financial data with quantitative methods and techniques Credible evaluation of non-financial data with quantitative methods and techniques Discerning evaluation of non-financial data with quantitative methods and techniques Critical and insightful evaluation of non-financial data with quantitative methods and techniques
GA10
LO2
Weight= 6 marks
TL=3
Learning stage=2 Analyse non-financial data with relevant technologies (graphical presentation) Inadequate analysis of non-financial data with relevant technologies Passable analysis of non-financial data with relevant technologies Credible analysis of non-financial data with relevant technologies Discerning analysis of non-financial data with relevant technologies Insightful analysis of non-financial data with relevant technologies
GA - Graduate Attribute; LO - Unit Learning outcome; TL- Blooms Taxonomy Level: 1=Remember; 2=Explain; 3=Apply; 4=Analysis; 5=Evaluate; 6=Create; LS - Learning Stage: 1=Introduced (I); 2=Developed(D); 3=Assured (A).
