Due: 11:59PM (local Time) Sunday of Week 3
Weight: 20%
Length: 1000-2500 words
Overview
During this assessment you will produce written report detailing the planning and creation of three static visualisations derived from a data table. In this assessment, the quality of the presented visualisations is not assessed, only the planning and review of the visualisations.
Background
Visualisation software, such as Tableau and Power B.I, implement visualisation principles in the default creation of visuals. The defaults used in these programs are generic and have cultural and context biases that are typically not useful in the specific application of your visuals. For example, if you are designing a visual targeted towards an environmental group, the program visual defaults need to be changed to suit a “green” focus.
Altering visualisation requires knowledge of visualisation principles and theories which you will need to apply. Additional to changing the default appearance of a visualisation, is the target design of the visual to communicate data. The formal planning process to be applied is the What, Why, How framework Visuals resulting from a formal planning process are more effective at communicating a message from the data to a specific audience.
Learning outcomes
- Demonstrate sound knowledge of the basic theory, principles and concepts that underpin data visualisation techniques and strategies.
- Apply related Visualisation principles and approaches to analyse, evaluate and improve visualisation.
- Plan and communicate static visualisations using a formal planning process
Work-based skills
This assessment relates to the following work-based skills:
- Understand the principles and theory of visualisation design that underpins visualisation software packages
- Target designing visualisations towards a target audience through effective planning
- Communicate visualisation concepts in a written format
Data
The data to be applied in this assessment is provided in the A2 folder on LearnJCU. The data is the percentage NAPLAN results (%) for a year 5 class of thirty students.
Assessment Tasks
For this assignment, you are to apply the What, Why, How visualisation planning framework and create three static visualisations for the supplied data. Each of the three visuals will require explicit use of the planning framework.
The target audience for each of the three visualisations is of your choice and may be the same, or different, for all three visuals. The visualisation (chart) types should be varied with a maximum of two visualisations being the same type.
For each of the three visuals use the following template:
Why
- Target Audience: Define the target audience.
- Visualisation intent: Present the intended meaning of the visualisation.
- Assumptions: Specify and justify all required visualisation assumptions of the audience.
What
- Raw Data: Identify and summarise the raw data required.
- New Data: Identify and relate any required knowledge required that is not readily available in the raw data need to communicate the intended meaning.
- Calculations: Specify any data transformations/calculations required
- Data Limitations: List any limitations of the data.
How
- Chart: Discuss & justify your visualisation/chart choice.
- Aesthetics: Discuss & justify any visualisation choices for aesthetics.
- Insert the visualisation. Ensure to reference your inserted visualisation using internal referencing in the Review and Improvements sections.
- Review: Discuss how the visualisation communicates and aligns the intended meaning to the target audience.
- Improvements: List and discuss changes that may improve the ease of communication of the presented visualisation.
Additionally, the report will include:
- First page – Title page. This is not the same as the task coversheet.
- Last page – References (or Bibliography). Uses APA6 or APA7 referencing.
Visualisations
In this assessment, the quality of the presented visualisations is not assessed, only the planning and review of the visualisations. Visualisations can be made using any software package, or even hand drawn – but must reflect the values given in the provided data set.
Assessment submission
Include the following in your submission:
- The task cover sheet
- Use the following method to name your assessment PDF or MS Word file MA5830_A2_YourLastName_YourFirstName
- Your assessment as a single document to Learn JCU
Upload the task sheet and report files in one go. You can upload as many times as you want, but only the last submission is graded.
Marking Criteria and Rubric: MA5830 Assessment 2
| Criteria | Distinction / High Distinction (75-100%) | Pass/Credit (50-74%) | Fail (0-49%) |
| Audiences 15% of total grade | Demonstrate sophisticated ability to communicate the target audiences. All audiences’ assumptions clearly and concisely identified and justified in context of the intended visualisations. | Meets expectations communicating the target audiences. Some elements of the audiences are not clear or ambiguous with some inference is required. Some audiences’ assumptions stated but justifications in context of the intended visualisations are inferred or missing. | Below expectations communicating the target audiences. Most elements of the audiences are not clear or ambiguous with major inference is required. Most audiences’ assumptions not stated and justifications in context of the intended visualisations are missing |
| Visualisations Intents 20% of total grade | Demonstrate sophisticated ability to communicate the proposed intents of the visualisations. The proposed intents are sophisticated and elicit new perspectives/information which are not immediately apparent from the primary (raw) data. A wide range of visualisation intentions have been used | Meets expectations communicating the proposed intents of the visualisations. The proposed intents mostly use perspectives/information which is immediately apparent from the primary (raw) data. A narrow range of visualisation intentions have been used | Below expectations communicating the proposed intents of the visualisations. The proposed intents use perspectives/information which is immediately apparent from the primary (raw) data. A single type of visualisation intentions has been used |
| Data descriptions 20% of total grade | Demonstrate sophisticated ability to correctly and concisely summarise, present and identify variables suitable for all intended visualisations. Limitations of the data, including any relevant transformations, in context of all the proposed intents and visualisations are clearly identified and justified. Correctly and concisely communicate any required transformations and calculations to elicit new data from the primary (raw) data. | Meets expectations identifying variables suitable for most intended visualisations. Some data summarisation is presented. Limitations of the data, including any relevant transformations, in context of some proposed intents and visualisations are stated. Limited discussion and justifications presented. Some elements are ambiguous. Required transformations and calculations to elicit new data from the primary (raw) data is presented without discussion or only using an equation as a reference/discussion. | Below expectations identifying variables suitable for intended visualisations. Data summarisation is not presented. Limitations of the data, including any relevant transformations, in context of some proposed intents and visualisations are not stated. Most elements are ambiguous. Required transformations and calculations to elicit new data from the primary (raw) data is presented without using an equation as a reference/discussion only. |
Rubric continued next page
| Criteria | Distinction / High Distinction (75-100%) | Pass/Credit (50-74%) | Fail (0-49%) |
| Visualisations and Aesthetics 15% of total grade | Demonstrate sophisticated ability in the justification of Visualisation choices, Markers and Channels. All choices are highly appropriate and directly assist in the communication of visualisation intents. | Meets expectations discussing Visualisation choices, Markers and Channels. Most choices are generally appropriate to assist in the communication of visualisation intents. | Below expectations discussing Visualisation choices, Markers and Channels. Choices are somewhat appropriate to assist in the communication of visualisation intents. No annotations used |
| Review of Visualisations 20% of total grade | Demonstrate sophisticated ability to critically relate the created visualisations to the visualisation intentions and the proposed audience. The review is clear and concise with no ambiguous elements or unsupported statements. | Meets expectations connecting the created visualisations to the visualisation intentions and the proposed audience. The review is clear but may contain ambiguous elements or unsupported statements | Below expectations connecting the created visualisations to the visualisation intentions and the proposed audience. The review is unclear or missing, with many ambiguous elements or unsupported statements |
| Report 10% of total grade | Demonstrate a sophisticated ability to write a formal written document where: all elements are clearly, correctly, and concisely presented; Grammar and spelling contains no or rare errors, Justifications, discussions, figures, and tables are all appropriately referenced. | Meets expectations writing a formal written document where: all elements are correctly presented; Grammar and spelling contains some/few errors. Justifications, discussions, figures, and tables are sometimes appropriately referenced. | Below expectations writing a formal written document where: some elements are missing; Grammar and spelling errors are frequent, Justifications, discussions, figures, and tables are not appropriately referenced. |
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