BAM3018 Data Skills
Module Code and Title | BAM3018 Data Skills |
Trimester/Academic Year | 2/23-24 |
Level | 3 |
Assessment Number | 002 |
Assessment Type (and weighting) | Essay of 2000 words (50%) |
Assessment Name | Data Commentary on Four Data Samples |
Assessment Submission Date | See Assessment tile on VLE for submission date and deadline
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Learning Outcomes Assessed:
LO3: Demonstrate understanding of the way in which data needs to be used in both academic and professional environments.
LO4: Collect, use and explain data from a range of sources and undertake a simple and straight-forward research task.
Assessment Brief
Your task is to write a commentary on FOUR pieces of data chosen from a bank of data samples. Each commentary is a separate, stand-alone work.
For each piece of data, you must:
Summarise what the data shows, clarifying any key terms.
Describe at least two important features of the data.
Explain the key features using academic/reliable sources as evidence.
Comment on the source of the data in terms of its reliability.
Include appropriate in-text citations and a reference list.
Total: 100 marks
Data Sources
All of the data samples are broadly related to the various fields of study of UoB Manchester students and are presented in the form of tables, bar charts, line graphs, or pie charts. They have been taken from a variety of sources, including academic journals, textbooks and websites of international organisations, as well as the media.
The data is divided into four separate folders (A, B, C, D) and you must choose one piece of data from each folder. Go to ‘Data Samples’ in the Assessment/Assessment Guidance tile on the VLE. Copy and paste your chosen piece of data from each folder into a Word document.
You will need to write between 400-500 words for each commentary, with the overall word count not exceeding 2,000 words.
ASSESSMENT CRITERIA
Your data commentary portfolio will be scored based on the following criteria, each of which is weighted at 25%:
Identification and description of key features: identifying at least two important features of the data and providing an accurate description of each feature.
Explanation of key features and assessment of source reliability: explaining the key features of the data and commenting on its reliability, for example, considering issues of bias.
Use of language: writing in a fluent and coherent way, using accurate vocabulary for describing data and an appropriate academic style.
Formatting and referencing: accurate use of in-text citations and an accurately formatted Harvard style reference list.
Minimum Secondary Research Source Requirements:
It is expected that the Reference List will contain at least five sources. As a MINIMUM the Reference List should include three academic books.
Specific Assessment Criteria:
(Please note that the General Assessment Criteria will also apply.)
First class (70% and above):
An excellent answer is largely accurate in its description and explanation of key features of data, as well as use of academic style, is generally well structured and shows an excellent understanding of how sources ought to be used.
Upper Second Class 2(1) (60-69%):
A very good answer is mainly accurate in its description and explanation of key features and use of academic style. Most paragraphs are well structured and most of the sources have been used correctly.
Lower Second Class 2(2) (50-59%):
A sound answer shows some lack of accuracy in the description and explanation of key features of data, paragraphs may not be well structured, and the sources used are acceptable but not distinguished in terms of relevance and/or reliability.
Third class (40-49%):
A sufficient answer may contain lack of accuracy in both description and explanation of key features of data with weaknesses evident in paragraph structure and choice of appropriate sources.
Fail (39% and below):
A failing answer demonstrates limited or inadequate skill in describing and explaining key features accurately, including limited or poor use of appropriate academic style, weak paragraph structure and a limited understanding of what makes a source relevant or reliable
General Assessment Criteria for Written Assessments
GENERAL ASSESSMENT GUIDELINES – LEVEL 3
| Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem-Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure |
Class I (Exceptional Quality) 85% - 100% | Work is directly relevant and expertly addresses the requirements of the brief. Learning outcomes are met. | Demonstrates breadth of knowledge and understanding of theory and practice beyond the threshold expectation for the level. Demonstrates excellent understanding of key concepts in different contexts. | Presents an excellent discussion of findings through the analysis of information sources. Draws justified, relevant and thoughtful conclusions. Demonstrates creative fair and initiative. Applies excellent problem-solving skills. | Provides insightful reflection and self- awareness in relation to the outcomes of own work and personal responsibility. | A range of contemporary and relevant reference sources selected and drawn upon.
Sources cited accurately l in both the body of text and in the Reference List/ Bibliography. | Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured, include linking and signposting, and bullet points are used appropriately. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured.
Where relevant, there is effective use of, and reference to, figures, tables and images. |
Class I (Excellent Quality) 70% - 84% | Work is relevant and comprehensively addresses the requirements of the brief. Learning outcomes are met. | Demonstrates an excellent breadth of knowledge and understanding of theory and practice for this level. Demonstrates excellent understanding of concepts. | Presents an excellent overview of findings through the interpretation of relevant information sources. Draws justified, relevant and thoughtful conclusions. Clear evidence of initiative. Applies excellent problem-solving skills. | Provides excellent reflection and self- awareness in relation to the outcomes of own work and personal responsibility. | A range of relevant reference sources selected and drawn upon. Sources cited well in both the body of text and in the Reference List/Bibliography. | Writing style is clear and appropriate for the type of assignment. Paragraphs are well-structured with linking and signposting and bullet points are used appropriately. There are a few minor grammar, punctuation and spelling mistakes that do not pose difficulties for the reader. A very good range of vocabulary is demonstrated. Sentences are complete and a few different types are used. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, there is effective use of and reference to, figures, tables and images. |
Class II/i (Very Good Quality) 60% - 69% | Work is relevant and addresses most of the requirements of the brief well.
Learning outcomes are met. | Demonstrates a thorough breadth of knowledge and understanding of theory and practice for this level.
Demonstrates very good understanding of concepts. | Presents a perceptive overview of findings through the interpretation of relevant information sources. Draws justified and relevant conclusions. Demonstrates initiative. Applies strong problem-solving skills. | Provides justified reflection in relation to the outcomes of own work and personal responsibility, as required by the assessment. | A range of appropriate reference sources drawn upon. Sources cited well in the main in the text and in the Reference List/ Bibliography. | Writing style is mainly clear and appropriate for the type of assignment. Paragraphs are mostly well-structured with linking and signposting, and bullet points are used appropriately. Grammar, punctuation or spelling mistakes may be frequent, but do not pose difficulty for the reader. A good range of vocabulary is demonstrated. Sentences are complete with some attempt at different types. | The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main. Where relevant, there is use of figures, tables and images. |
| Relevance Learning outcomes must be met for an overall pass | Knowledge and Understanding | Analysis, Creativity and Problem-Solving | Self-awareness and Reflection | Research/ Referencing | Written English | Presentation and Structure |
Class II/ii (Good Quality) 50% - 59% | Work addresses key requirements of the brief. Some irrelevant content. Learning outcomes are met. | Demonstrates a sound breadth of knowledge and understanding of theory and practice for this level.
Demonstrates sound understanding of key concepts. | Presents a clear overview of findings through the interpretation of some relevant information sources. Draws relevant conclusions. Demonstrates some initiative. Applies sound problem-solving skills. | Provides some reflection in relation to the outcomes of own work and personal responsibility, as required by the assessment. | Relevant reference sources drawn upon. Some sources cited well in both the body of text and in the Reference List/Bibliography. | Writing style is broadly appropriate for the type of assignment. Paragraphs are used and most contain some linking and signposting. Bullet points are not overused. Grammar, punctuation or spelling mistakes may be frequent, but do not cause significant difficulty for the reader. A range of vocabulary is demonstrated. Sentences are complete. | The presentational style and layout are largely correct for the type of assignment. Logically structured in the most part. Where relevant, effective placement of some figures, tables and images. |
Class III (Satisfactory Quality) 40% - 49% | Work addresses the requirements of the brief, although superficially in places. Some irrelevant content.
Learning outcomes are met. | Demonstrates a sufficient breadth of knowledge and understanding of theory and practice for this level. Demonstrates a sufficient understanding of key concepts. | Presents an overview of findings through the interpretation of a limited number of relevant information sources. Draws some relevant conclusions. Demonstrates limited initiative. Applies some problem-solving skills. | Provides limited reflection in relation to the outcomes of own work and personal responsibility, as required by the assessment. | Some relevant reference sources selected and drawn upon. Some weaknesses in referencing technique. | Writing style is not appropriate in places for the type of assignment. There may be some over-reliance on bullet points, but attempts at paragraphs, signposting and linking are also evident. Grammar, punctuation or spelling mistakes may be frequent and a few may pose minor difficulties for the reader. Vocabulary may be limited. Sentences are mostly complete. | The presentational style and layout are largely correct for the type of assignment. Adequately structured. Inclusion of some figures, tables and images but not always relevant and/or clear. |
Borderline Fail 35% - 39% | Work addresses only some of the requirements of the brief. Irrelevant and superficial content.
One or more learning outcomes have not been met. | Demonstrates limited knowledge and understanding of theory and practice for this level. Demonstrates a lack of understanding of key concepts. | Presents a limited overview of findings with little consideration of the quality of information drawn upon. Draws some irrelevant conclusions. Demonstrates little initiative. Problem-solving skills are lacking. | Provides scant reflection in relation to the outcomes of own work and personal responsibility, when required. | Sources selected are limited and lack relevance. Poor referencing technique employed. | Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured. | For the type of assignment the presentational style, layout and/or structure are lacking. Figures, tables and images included when required but these lack clarity and relevance. |
Fail <34% | Work does not address the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met. | Demonstrates inadequate knowledge and understanding of theory and practice for this level. Demonstrates insufficient understanding of key concepts. | Presents a poor overview of findings with no consideration of the quality of information drawn upon. Draws irrelevant conclusions. Initiative and problem-solving skills are absent. | Provides no reflection in relation to the outcomes of own work and personal responsibility, when required. | There is an absence of relevant sources. Poor referencing technique employed. | Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs. | For the type of assignment the presentational style, layout and/or structure are lacking. Figures, tables and images are absent when required or lack relevan |