| Category | Assignment | Subject | Computer Science |
|---|---|---|---|
| University | Arden University | Module Title | COM5010 Data Analytics and Visualisation |
| Word Count | 4000 words |
|---|---|
| Assessment Type | Coursework |
As part of the formal assessment for the programme you are required to submit a Data Analytics and Visualisation assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments. The assignment brief will specifically give details and instructions for the assignment. No examination, or details of, are included within this module.
Description: The assignment is given as three tasks, each one building from the previous within one dataset. Each task is to be answered individually, unless where multiple components have been given. Task 1 has been designed to check your importing, data cleaning and integrity processes. Task 2 continues to build upon Task 1 and validates your knowledge and understanding of descriptive statistics and hypothesis testing, the bedrock of any data analysis. Finally, Task 3 gives you the opportunity to demonstrate your dashboard configuration and analytical skills.
A clear, concise analysis and application for all Tasks are to be given within the submission, complimented with screenshot evidence of all processes and results. You are to submit a single Word document for all three tasks and a single Excel workbook containing multiple worksheets, one worksheet for each task. Your student ID number must be clearly defined upon each uploaded file.
1.Understand the different types of data and how to process, summarise and present it in a concise and meaningful way, acknowledging issues of data confidentiality and integrity.
2.Use appropriate IT packages to store, process and manipulate data.
3.Propose actions that are appropriate to the conclusions drawn from data.
Graduate Attribute: Effective Communication: Communicate effectively both, verbally and in writing, using a range of media widely used in relevant professional context. Be IT, digitally and information literate.
All learning outcomes must be met to pass the module.
Your assignment should include: a title page containing your student number, the module name, the submission deadline and the exact word count of your submitted document; the appendices if relevant; and a reference list in AU Harvard system(s). You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.
You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.
Maximum word count: 4000 words equivalent
Please refer to the full word count policy which can be found in the Student Policies section here: Arden University | Regulatory Framework
The word count includes everything in the main body of the assessment (including in text citations and references). The word count excludes numerical data in tables, figures, diagrams, footnotes, reference list and appendices. All other printed words ARE included in the word count.
Students who exceed the wordcount up to a 10% margin will not be penalised. Students should note that no marks will be assigned to work exceeding the specified limit once the maximum assessment size limit has been reached.
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Pay & Buy Non Plagiarized AssignmentImporting and cleaning data
As part of a global data analyst company, you have been asked by your CEO to import and analyse this years’ employee details of all the companies’ identified from across the world using Excel. You are then to apply Excel text functions, where applicable, impute missing data and then apply appropriate security processes upon the worksheet to protect it before any analysis can be carried out. For each pre- processing activity, screenshot evidence is required of the steps taken to achieve the cleaned dataset in Excel.
Detail Task 2 Hypothesis Testing
Having prepared the dataset in Task 1, perform an initial descriptive analysis study, with Histograms, for all attributes so initial comparative can be made. Finally, conduct an Inferential Hypothesis test, with appropriate null and alternative hypotheses on whether employees in the rest of the world, on average, get paid the same amount as their counterparts in the USA. Once the hypothesis test has been concluded, write a summary to the CEO with your statistical findings. For each activity detailed above, screenshot evidence is required of the steps taken to achieve each process in Excel and result.
Detail Task 3 Dashboards
With Tasks 1 and 2 now complete, create a fully interactive Dashboard in Excel, with slicers. Within the Dashboard there will be three separate charts which are to include, two Pivot Charts for wages. The third Pivot Chart is a chart of your choice, which you believe adds validity to your dashboard concerning whether there is pay equality between male and female employees.
With the aid of slicers, infer whether there is indeed disparity between male and female wages and detail what country the lowest paid male and female employees’ reside. Give justification for the design of the Dashboard and analysed results. For each activity detailed above, screenshot evidence is required of the steps taken to achieve each process in Excel and the end result.
A clear, concise analysis and application for all Tasks are to be given within the submission, complimented with screenshot evidence of all processes and results. You are to submit a single Word document for all three tasks and a single Excel workbook containing multiple worksheets, one worksheet for each task. Your student ID number must be clearly defined upon each uploaded file.
As technology and platforms may change, your module tutor will provide you with up-to-date details.
You have the opportunity to submit a draft report to receive formative feedback.
You are encouraged to submit your assignment for feedback once and it is 30% of your entire submission. You, the student, are to choose 30%, not the tutor. The last day for guaranteed feedback hand in is Monday of week 9 at 23:58. No formative feedback will be given after the time specified above for blended learning.
The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.
If you are a Distance Learning student, then you are encouraged to send 30% of your assignment for feedback by email to your tutor, no later than two weeks before the actual submission deadline. Dates will be given to you by your tutor on a module-by- module basis.
If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.
Formative feedback will not be given to work submitted after the above date or the date specified by your tutor - if a blended learning student.
You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system(s).
Follow this link to find the referencing guides for your subject: Arden Library
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Level 5 reflects the continuing development in knowledge, understanding and skills from Level 4. At Level 5, students are not expected to be fully autonomous but are able to take responsibility for their own learning with appropriate guidance and direction. Students are expected to further develop their theoretical knowledge within a more intellectual context and to demonstrate this through more complex forms of expression which move beyond the descriptive or imitative domain. Students are expected to demonstrate skills of analysis in both problem-solving and resolution. |
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Grade |
Mark Bands |
Generic Assessment Criteria |
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First (1) |
80%+ |
An outstanding information base exploring and analysing the discipline, its theory and any associated ethical considerations. There is sophisticated use and management of learning resources, and a high degree of autonomy is demonstrated. Writing is outstandingly well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could considered for internal publication. |
|
|
70-79% |
An excellent knowledge base within which the discipline is explored and analysed. There is a degree of originality in the approach. The work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed confidently. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills is demonstrated, and the work demonstrates a high level of intellectual and academic skills. |
|
Upper second (2:1) |
60-69% |
A very good knowledge base which explores and analyses the discipline, its theory, and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is evidence of growing confidence and self-direction. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are very good, expression is accurate overall, and the work is consistently referenced throughout. |
|
Lower second (2:2) |
50-59% |
A good understanding of the discipline which begins to analyse the subject and apply some underpinning theory. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall, and the work is planned and structured with some though. Professional skills are good (where appropriate). The work lacks original thought, but academic and intellectual skills are moving into the critical domain. The work is referenced throughout. |
|
Third (3) |
40-49% |
Satisfactory level of performance in which there are some omissions in understanding the subject, its underpinning theory, and ethical considerations. There is little evidence of independent thought, and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work. |
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Marginal Fail |
30-39% |
A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory, and ethical considerations. The work shows a limited use of sources and materials. Academic and professional skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. |
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Clear Fail |
29% and Below |
A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative. |
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Criteria |
Outstanding 80% - 100% |
Excellent 70% - 79% |
Very Good 60% - 69% |
Good 50% - 59% |
Pass 40% - 49% |
Limited 0 – 39% |
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Task 1 (30 Marks Overall)
Importing and cleaning |
An outstanding understanding of the processes involved when importing data into an Excel workbook. All text fields have been separated, where required. All blank cells have been removed and data inserted in an unbiased manner. The correct description and application of data integrity has been given and the developed Excel Worksheet has been correctly locked. All processes are correct and have been fully justified. . |
An excellent understanding of the processes involved when importing data into an Excel workbook. Text fields Have been separated, where required. Blank cells have been removed and data inserted. A description and application of data integrity has been given and the developed Excel Worksheet has been locked. Processes are correct and have been justified. |
A very good understanding of most of the processes involved when importing data into an Excel workbook. Most of the Text fields have been separated, where required Blank cells have been mostly removed and most of the data inserted. A description and application of data integrity has been mostly given and the developed Excel Worksheet has been locked. Processes are mostly correct and justified. |
A good understanding of most processes involved when importing data into an Excel workbook. Some of the Text fields have been separated, where required. Some Blank cells have been removed and some data inserted. Some description and application of data integrity has been given and the developed Excel Worksheet has been locked. Some processes are correct and justified. |
A basic understanding of the processes involved when importing data into an Excel workbook. Minimal Text fields have been separated, where required, yet incorrectly Minimal Blank cells have been removed and data inserted. Minimal description and application of data integrity has been given and the developed Excel Worksheet has been Locked, yet incorrectly Processes and justifications have been given, yet incorrect. |
A limited understanding of the processes involved when importing data into an Excel workbook. No Text fields have been separated, where required and no Blank cells have been removed, or data inserted. Limited description and application of locking a developed Excel Worksheet Processes and justifications have not been given. |
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Criteria |
Outstanding 80% - 100% |
Excellent 70% - 79% |
Very Good 60% - 69% |
Good 50% - 59% |
Pass 40% - 49% |
Limited 0 – 39% |
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Task 2 (30 Marks overall)
Descriptive Statistics (40%) |
An outstanding description of Descriptive statistics. All analysis results have been given and are correct, therefore inferring the correct statistical analysis methodologies. All results are fully reasoned justified. No gaps are shown within the analysis. |
An excellent description of Descriptive statistics. Analysis results have been given and are correct, therefore inferring a statistical analysis methodology. Results are reasoned with and justified. No gaps are shown within the analysis. |
A very good description of Descriptive statistics. Most Analysis results have been given, therefore mostly inferring some form of statistical analysis methodology. Most of the Results are reasone with and justified. Minor gaps are shown within the analysis. |
A good description of Descriptive statistics. Some Analysis results have been given, therefore inferring some form of statistical analysis methodology. Some of the Results are reasoned with and justified. Some gaps are shown within the analysis. |
A basic description of Descriptive statistics. Some Analysis results have been given, yet incorrect. Some of the Results are reasoned with and justified, but incorrect. Frequent gaps are shown within the analysis. |
A poor description of Descriptive statistics. No Analysis has been given. No Results are reasoned with or justified. Major Gaps are throughout the Analysis. |
|
Task 2
Inferential Statistics (40%) |
An outstandingly justified Hypothesis investigation. The correct Inferential has been used within the analysis, therefore demonstrating the correct statistical methodologies. No gaps in the students knowledge base. |
An excellently justified Hypothesis investigation. An Inferential study has been used within the analysis, demonstrating a statistical methodology. No gaps in the students knowledge base. |
A very good, justified Hypothesis investigation. An inferential study has been used within most of the analysis, demonstrating a statistical methodology. Minor gaps in the students knowledge base |
A good, justified Hypothesis investigation. An inferential study has been used within some of the analysis, demonstrating some statistical methodology. Some gaps in the students knowledge base. |
A basically justified Hypothesis investigation. A inferential study has been used within some of analysis, yet incorrect, demonstrating an incorrect statistical methodology. Frequent gaps in the students knowledge base. |
A limitedly justified Hypothesis investigation. No inferential study has been used within any of analysis, demonstrating no statistical methodology. Major gaps in the students knowledge base. |
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Task 2 Hypothesis (20%) |
An outstandingly justified Hypothesis. Both Null and alternative Hypothesis have been stated and correctly written. Rationale can be clearly determined |
An excellently justified Hypothesis. Null and alternative Hypothesis have been stated and written. Rationale can be determined |
A very good, justified Hypothesis. Null and alternative Hypothesis have been stated and written. Most of the Rationale can be determined. |
A good, justified Hypothesis. Some of the Null and alternative Hypothesis have been stated and written. Therefore, some of the Rationale can be determined. |
A basically justified Hypothesis. A basic Null and alternative Hypothesis has been stated, yet incorrect. A Rationale has been given, yet it is incorrect and cannot be determined. |
A limitedly justified Hypothesis. No Null or alternative Hypothesis has been stated, No Rationale has been given and cannot therefore be determined. |
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Criteria |
Outstanding 80% - 100% |
Excellent 70% - 79% |
Very Good 60% - 69% |
Good 50% - 59% |
Pass 40% - 49% |
Limited 0 – 39% |
|
Task 3 (40 Marks Overall
Dashboard and Chart Configuration (60%) |
An outstanding description of dashboard and chart configuration. Appropriate dashboard design has been given and appropriate charts have been included for the given scenario, including time series and bar charts. All processes and methodologies have been given and fully justified. No gaps in the students knowledge and rationale. |
An excellent description of dashboard and chart configuration. Dashboard design has been given and charts have been included, including time series and bar charts. Processes and methodologies have been given and justified. No gaps in the students knowledge and rationale. |
A very good description of dashboard and chart configuration. Dashboard design has mostly been given and charts have been included, including time series and bar charts. Most of the Processes and methodologies have been included. Minor gaps in the students knowledge and rationale. |
A good description of dashboard and chart configuration. Some Dashboard design has been given and some charts have been included. Some Processes and methodologies have also been included. Some gaps in the students knowledge and rationale. |
A basic description of dashboard and chart configuration. Minimal Dashboard design has been given and minimal charts have been included, yet incorrect. Processes and methodologies have also been included, yet again minimal and incorrect. Frequent gaps in the students knowledge and rationale. |
A limited description of the principles of dashboard and chart configuration. No Dashboard design has been given and no charts have been included, Processes and methodologies have also been omitted, Major gaps in the students knowledge and rationale |
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Task 3
Analysing Results (40%) |
An outstandingly results analysis. Appropriate slicers been included within the configured dashboard, resulting in both the correct analysis and specific results. Analysis is clearly defined, fully explained and fully justified |
An excellently results analysis. Slicers have been included within the configured dashboard, resulting in both analysis and results. Analysis is defined, explained and justified. |
A very good results analysis. Most Slicers have been included within the configured dashboard, resulting in both analysis and results which are mostly correct. Analysis is defined, explained and mostly justified. |
A good results analysis. Some Slicers have been included within the configured dashboard, resulting in both analysis and results which are somewhat correct. Some Analysis is defined, explained and justified. |
A basic results analysis. Minimal Slicers have been included within the configured dashboard, resulting in both analysis and results, yet both are incorrect. Some Analysis is defined, explained and justified, yet again, incorrectly. |
A limited results analysis. No Slicers have been included within the configured dashboard, resulting in both no analysis and results, No reasoning, or justification has been given. |
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