With an explicit focus on developing digital literacies and research competencies, this assessment sees students create a data analytics portfolio comprised of online datasets and qualitative and quantitate interpretations of these. The assessment runs in conjunction with workshop activities in which students are familiarised with the relevant software required to complete this assessment (Such as Nvivo, Excel, SPSS, Leximancer, Data Scaping Software, Getty) which is divided into three components: digital data curation, qualitative analysis, and quantitative analysis. Component one of the assessment sees students develop their skills in curating and cleaning data. In COMU3120 Students are required to prepare a variety of different social datasets through various software platforms. Components two and three of the assessment see students use their dataset to conduct basic qualitative and quantitative analyses. These analyses of approximately 1000 words each should offer a basic interpretation focussing on how it reveals interesting evidence of a particular phenomenon of disciplinary significance. Although the focus of these analyses is a grounded interpretation of the datasets, students are expected to relate their findings to broader social theories and issues.
Details
- CLASS SIZE
- 100-500
- CLASS LEVEL
- Third year
- ASSESSMENT SECURITY
- Low security
- TIME REQUIREMENTS
- Medium time
- CONDITIONS
- Sequence
- FEATURES
- Online
- TAGS
- qualitative/quantitative analysis, technology enriched learning, staged, analysis
Advantages
Employers (particularly in the fields of media and communications) increasingly seek graduates who are proficient in digital and social media analytics. Engaging with this assessment therefore enhances student employability. Students learn the ability to collect, analyse and organise information, and convey ideas clearly and fluently.
With its focus on teaching digital literacies and qualitative and quantitative analysis skills, this assessment is widely transferable to all HASS disciplines.
Challenges
Students without a sufficient level of digital literacy may struggle with component one of this assessment – it is important to dedicate class time to demonstrating use the relevant software.
Tips for implementation
It may be useful to provide students with an Assessment Template for components 2 and 3. This serves the dual purpose of (1) providing students with clear guidelines and (2) streamlining the marking process by consistently mapping the rubrics to each section of the assessment.
How it supports academic integrity
Although components 2 and 3 of this assessment are at risk of being outsourced, the focus of the assessment is on student's grounded interpretation of the data rather than a heavy use of scholarly literature. This may deter students from engaging in plagiarism.
Dr Daniel Angus
d.angus@uq.edu.au