Statistics for Financial Decisions

STAT 6003 Assessment 1 Module 1 Page 1 of 7

ASSESSMENT BRIEF
Subject Code and Title STAT 6003: Statistics for Financial Decisions
Assessment Module 1 – Assessment 1: Short written assessments
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 at the end of each
Module
Weighting 30% (Total of all written assessments throughout the
subject)
Total Marks 100 marks

Context:
The short written module assessments allows you to apply your knowledge on the concepts
and ideas discussed during the Module. These assessments will also prepare you for the
final report.
Instructions:
You are required to apply your knowledge and draw links between the scenario and the
learning resources. In your answers, reflect upon and analyse issues of the key discussion
points of the module. Your answers should also effectively communicate and demonstrate
that key concepts have been reviewed and that you can apply these concepts to the
problems posted.

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The board is interested in a comparison analysis of a third country as potential market for
our Schmeckt Gut products. You are expected to provide this analysis for a country of your
choice. Please find below detailed expectations of the board:
1. Download the data of the World Development Indicators from the World Bank.
2. Using this database, select a country of your choice and compare the country’s:
a. GDP growth rate (%)
b. Inflation rate (%)
c. GDP per Capita (PPP $)
with those of Industria and the Federated Islands (data provided in the Module content).
Provide a table with the data and develop graphs using applicable EXCEL tools.
3. For the same country, use the World Bank Doing Business Indicators and compare the
Indicators for the section ‘Paying Taxes’ with that of Industria and the Federated Islands.
Provide a table and applicable graphs using EXCEL tools.
4. Based on your analysis, make recommendations to the board, which market the
Schmeckt Gut company should target first.

STAT 6003 Assessment 1 Module 1 Page 3 of 7
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
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.

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Knowledge and
understanding
Limited understanding of
required concepts and
knowledge
Key components of the
assignment are not addressed.
Knowledge or understanding of
the field or discipline.
Resembles a recall or summary
of key ideas.
Often conflates/confuses
assertion of personal opinion
with information substantiated
by evidence from the
research/course materials.
Thorough knowledge or
understanding of the field or
discipline/s. Supports personal
opinion and information
substantiated by evidence
from the research/course
materials.
Demonstrates a capacity to
explain and apply relevant
concepts.
Highly developed
understanding of the field
or discipline/s.
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.
A sophisticated
understanding of the
field or discipline/s.
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

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sophisticated
arguments.
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.

STAT 6003 Assessment 1 Module 1 Page 6 of 7

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
Effective use of diverse

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presentation aids,
including graphics and
multi-media.