Assessment 2 Briefs: Presentation Page 1 of 9

ASSESSMENT BRIEF
Subject Code and Title STAT 6003: Statistics for Financial Decisions
Assessment Assessment 2: Presentation
Individual/Group Individual
Length NA
Learning Outcomes 1. Analyse and present data graphically using
spreadsheet software (Excel).
2. Critically evaluate summary statistics against suitable
benchmarks.
3. Apply judgement to select appropriate methods of
data analysis drawing on knowledge of regression
analysis, probability, probability distributions and
sampling distributions.
4. Select and apply a range of data analysis tools to
inform problem solving and decision making.
5. Conduct quantitative research both individually and as
part of a team and articulate and present findings to a
wide range of stakeholders, from accounting and non
accounting backgrounds.
Submission By 11:55pm AEST/AEDT Sunday one week after Module 6
Weighting 30%
Total Marks 100 marks

Context:
The presentation asks students to present their preliminary results of their final report
(Assessment No. 3) in which they are to apply their knowledge on the concepts and ideas
discussed during the Modules in a comprehensive work. The presentation allows students to
present their preliminary findings while reflecting back on their previous learning
performances and outcomes, and to make use of previous submissions and feedback
provided.
Instructions:
You are expected to present your preliminary findings of your final report (Assessment no. 3).
You are expected to apply your knowledge from all Modules and draws links between the
scenario and the learning resources. Furthermore, you are expected to incorporate feedback
given to your short written assessments (Assessment no.1) in your presentation of your
preliminary findings to your final report. Your answers should reflect upon and analyse issues

Assessment 2 Briefs: Presentation Page 2 of 9
of the key discussion points of the Modules. Your answers should also effectively
communicate and demonstrate that key concepts covered during this course can be applied
by you in a comprehensive manner. Please keep in mind that the final report also asks you to
apply critical thinking and analysis.
————————————————————————————————————————————–
Report and presentation
As discussed above, your final two assessments are inter-linked:
– Assessment 3 requires you to write a report.
– For Assessment 2 you are to present the preliminary findings of your report
(Assessment 3).
o The presentation (Assessment 2) provides you with an opportunity to receive
feedback from the learning facilitator which you are then to implement and
address in your final report.
Introduction:
1. Analysis of sales and country data, forecasting of sales figures until 2020
The Board of Directors of Schmeckt Gut instructs you to write a report of the development of
sales in Industria, Nokaragua and the Federated Islands over the past 25 years. Furthermore,
the board would like you to use forecasting methodologies to project the sales for the next 5
years (until 2020) by applying reasonable assumptions based on the data provided and your
analysis. Additional details are provided below.
2. Market place Sweden – Estimate of potential sales figures in 2016 and forecast to 2020
Schmeckt Gut has recently entered the Swedish market and the Board is interested in an
estimate of this year’s sales as well as potential sales for the next 5 years (until 2020).
Additional details are provided below.
Data set:
The excel file provides you with four data sets for the 4 countries of interest which include:
Sales figures in US$ (not available for Sweden)
GDP data in US$
Average Price Index (in %)
Population (15-65 years of age)
Assessment 2 Briefs: Presentation Page 3 of 9
Survey score – this is the average result of a customer satisfaction survey (0=not
satisfies, 10=very satisfied)
Number of average advertisements
Number of stores
All data is exogenous and independent except in their relation with the sales figures.
Detailed tasks
1. Analysis of sales and country data, forecasting of sales figures until 2020
Provide a statistical overview of the data provided in the excel sheets for each country
(you can also do a comparison analysis)
Conduct a correlation analysis between sales development and:
o (i) advertisements, (ii) number of stores and (iii) the survey results
Conduct a multi regression time series analysis and use the results to forecast the sales
until 2020.
o Hint: You should use natural logs (ln) for your analysis as discussed in your
assignment of Module 5.
o For your reasonable assumptions which are required for the forecasting, you
should apply hypothesis testing techniques for the GDP, Prices and Population
developments.
For example, if you forecast a GDP growth of 3.5%, knowing the past
GDP growth figures, is the forecast of 3.5% an acceptable growth figure
for the forecast or should that Null hypothesis be rejected?
2. Market place Sweden – Estimate of potential sales figures in 2016 and forecast to 2020
Based on your analysis in part 1, which country (Industria, Federated Islands,
Nokaragua) is closest related to Sweden? Justify your selection.
o Hint: Look at average GDP per capita statistics (GDP divided by Population) and
Price Index.
Once you have identified the country that is closet related to Sweden, use that
country’s characteristics of the analysis undertaken in the first part to
estimate/forecast the potential sales for the Swedish market.
o Use the forecasts from the IMF to project GDP growth rates and a potential
price index (CPI or Inflation rate) for the years 2016 to 2020.
See pg 40 of the ‘IMF 2015 ARTICLE IV CONSULTATION’ report for
Sweden for the data.

Assessment 2 Briefs: Presentation Page 4 of 9
3. Other suggestions
– Based on your analysis in parts 1 and 2, are there any other suggestions you have for
the Board on how Schmeckt Gut can boost sales in the countries?
Your presentation:
– Create a presentation (for example with PowerPoint) and turn your presentation into
a video.
o See https://support.office.com/en-us/article/Turn-your-presentation-into-avideo-c140551f-cb37-4818-b5d4-3e30815c3e83 for details should you decide
to use PowerPoint
o You can also use any other suitable programs
– Present your main results that will assist the Board in their decision making
o Focus on the main results and explain which techniques you have applied to
achieve these results and why you used these techniques.
o What do these results imply?
o What are your main recommendations?
– Your presentation should not be longer than 15 minutes
Submit your narrated video on Blackboard.
Assessment 2 Briefs: Presentation Page 5 of 9
Learning Rubrics

Assessment
Attributes
Fail (Unacceptable) (Functional) Pass (Proficient) Credit (Advanced) Distinction High Distinction (Exceptional)
Grade Description
(
Grading Scheme)
Evidence of unsatisfactory
achievement of one or more
of the learning objectives of
the course, insufficient
understanding of the course
content and/or unsatisfactory
level of skill development.
Evidence of satisfactory
achievement of course learning
objectives, the development of
relevant skills to a competent
level, and adequate
interpretation and critical
analysis skills.
Evidence of a good level of
understanding, knowledge
and skill development in
relation to the content of the
course or work of a superior
quality on the majority of the
learning objectives of the
course. Demonstration of a
high level of interpretation
and critical analysis skills.
Evidence of a high level of
achievement of the
learning objectives of the
course demonstrated in
such areas as
interpretation and critical
analysis, logical
argument, use of
methodology and
communication skills.
Evidence of an
exceptional level of
achievement of learning
objectives across the
entire content of the
course demonstrated in
such areas as
interpretation and
critical analysis, logical
argument, creativity,
originality, use of
methodology and
communication skills.
Content, Audience
and Purpose
Points for this criteria
Does not meet minimum
standard
Demonstrates no awareness
of context and/or purpose of
the assignment.
Meets minimum standard
Demonstrates limited
awareness of context and/or
purpose of the assignment
Moves beyond minimum
standard
Demonstrates consistent
awareness of context and/or
purpose of the assignment.
Exceeds minimum
standard
Demonstrates an
advanced and integrated
understanding of context
and/or purpose of the
assignment.
Exceeds minimum
standard and exhibits
high levels of
independence
Consistently
demonstrates a
systematic and critical
understanding of
context and purpose of
the assignment.
Knowledge and
understanding
Limited understanding of
required concepts and
knowledge
Knowledge or understanding of
the field or discipline.
Resembles a recall or summary
of key ideas.
Thorough knowledge or
understanding of the field or
discipline/s. Supports
personal opinion and
information substantiated by
Highly developed
understanding of the field
or discipline/s.
A sophisticated
understanding of the
field or discipline/s.

Assessment 2 Briefs: Presentation Page 6 of 9

Points for this criteria Key components of the
assignment are not
addressed.
Often conflates/confuses
assertion of personal opinion
with information substantiated
by evidence from the
research/course materials.
evidence from the
research/course materials.
Demonstrates a capacity to
explain and apply relevant
concepts.
Discriminates between
assertion of personal
opinion and information
substantiated by robust
evidence from the
research/course
materials and extended
reading.
Well demonstrated
capacity to explain and
apply relevant concepts.
Systematically and
critically discriminates
between assertion of
personal opinion and
information
substantiated by robust
evidence from the
research/course
materials and extended
reading.
Mastery of concepts
and application to new
situations/further
learning.
Critical reasoning,
presentation and
defence of an
argument and/or
position
Specific position (perspective
or argument) fails to take into
account the complexities of
the issue(s) or scope of the
assignment.
Makes assertions that are not
justified.
Specific position (perspective or
argument) begins to take into
account the issue(s) or scope of
the assignment.
Justifies any conclusions
reached with arguments not
merely assertion.
Specific position (perspective
or argument) takes into
account the complexities of
the issue(s) or scope of the
assignment. Others’ points of
view are acknowledged.
Justifies any conclusions
reached with well-formed
arguments not merely
assertion.
Specific position
(perspective or
argument) is expertly
presented and accurately
takes into account the
complexities of the
issue(s) and scope of the
assignment.
Justifies any conclusions
reached with well
developed arguments.
Specific position
(perspective or
argument) is presented
expertly, authoritatively
and imaginatively,
accurately taking into
account the
complexities of the
issue(s) and scope of
the assignment. Limits
of position are
acknowledged.
Justifies any conclusions
reached with
sophisticated
arguments.

Assessment 2 Briefs: Presentation Page 7 of 9

Analysis and
application with
synthesis of new
knowledge
Limited synthesis and
analysis.
Limited
application/recommendations
based upon analysis.
Demonstrated analysis and
synthesis of new knowledge
with application.
Shows the ability to interpret
relevant information and
literature.
Well-developed analysis and
synthesis with application of
recommendations linked to
analysis/synthesis.
Thoroughly developed
and creative analysis and
synthesis with application
of pretested models and /
or independently
developed models and
justified
recommendations linked
to analysis/synthesis
Highly sophisticated
and creative analysis,
synthesis of new with
existing knowledge.
Strong application by
way of pretested
models and / or
independently
developed models.
Recommendations are
clearly justified based
on the
analysis/synthesis.
Applying knowledge to
new situations/other
cases.
Ethico moral
reasoning
(recognises ethical
and moral issues
within a discipline
and is able to reason
based on these
principles)
Difficulty in formulating own
opinion and lack of
recognition of ethical
principles and competing
interests.
Does not clearly demonstrate
moral-ethical reasoning.
Difficulty in justifying
conclusions based on moral
ethical principles but recognises
different viewpoints.
Conclusions are justified
based on moral-ethical
principles.
Formulates and justifies
conclusions based on
moral-ethical principles.
Can recognise the
competing interests in
arguments and identify
ethical issues embodied
in them.
Uses ethical principles
to identify competing
interests and views.
Sophisticated
understanding of the
ethical and moral
positions.
Well-articulated
viewpoint based on
moral-ethical reasoning.

Assessment 2 Briefs: Presentation Page 8 of 9

Use of academic and
discipline
conventions and
sources of evidence
Poorly written with errors in
spelling, grammar.
Demonstrates inconsistent
use of good quality, credible
and relevant research sources
to support and develop ideas.
There are mistakes in using
the APA style.
Is written according to
academic genre (e.g. with
introduction, conclusion or
summary) and has accurate
spelling, grammar, sentence
and paragraph construction.
Demonstrates consistent use of
credible and relevant research
sources to support and develop
ideas, but these are not always
explicit or well developed.
There are no mistakes in using
the APA style.
Is well-written and adheres to
the academic genre (e.g. with
introduction, conclusion or
summary).
Demonstrates consistent use
of high quality, credible and
relevant research sources to
support and develop ideas.
There are no mistakes in using
the APA style.
Is very well-written and
adheres to the academic
genre.
Consistently
demonstrates expert use
of good quality, credible
and relevant research
sources to support and
develop appropriate
arguments and
statements. Shows
evidence of reading
beyond the key reading
There are no mistakes in
using the APA style.
Expertly written and
adheres to the
academic genre.
Demonstrates expert
use of high-quality,
credible and relevant
research sources to
support and develop
arguments and position
statements. Shows
extensive evidence of
reading beyond the key
reading
There are no mistakes
in using the APA Style.
Effective
communication
Difficult to understand for
audience, no logical/clear
structure, poor flow of ideas,
argument lacks supporting
evidence.
No effort is made to keep
audience engaged, audience
cannot follow the line of
reasoning.
Little use of presentation aids,
or the presentation aids and
material used are irrelevant.
Information, arguments and
evidence are presented in a
way that is not always clear and
logical.
Attempts are made to keep the
audience engaged, but not
always successful. Line of
reasoning is often difficult to
follow.
Presentation aids are used
more for effect than relevance.
Information, arguments and
evidence are well presented,
mostly clear flow of ideas and
arguments.
The audience is mostly
engaged, line of reasoning is
easy to follow.
Effective use of presentation
aids.
Information, arguments
and evidence are very
well presented, the
presentation is logical,
clear and well supported
by evidence.
Engages the audience,
demonstrates cultural
sensitivity.
Carefully and well
prepared presentations
aids are used.
Expertly presented; the
presentation is logical,
persuasive, and well
supported by evidence,
demonstrating a clear
flow of ideas and
arguments.
Engages and sustains
audience’s interest in
the topic, demonstrates
high levels of cultural
sensitivity

Assessment 2 Briefs: Presentation Page 9 of 9

Effective use of diverse
presentation aids,
including graphics and
multi-media.