Unit 4: Data analytics
Overview
Area of Study 1 builds on the data analytics skills learned in Unit 3 Area of Study 1. Students present the findings of their research question by developing infographics or dynamic data visualisations based on the large complex data sets that they extracted in Unit 3 Area of Study 2. This involves the development and evaluation stages of the problem-solving methodology. Area of Study 2 involves students applying analytical skills to investigate the current data and information security practices of an organisation, examining the threats to the data and information, and recommending strategies to improve these practices.
Area of Study 1: Data analytics: development and evaluation
In this area of study, students create the infographics or the dynamic data visualisations that they analysed and designed in Unit 3 Area of Study 2. It is important that teachers provide suitable time for students to complete part 2 of the SAT.
Teachers are required to select suitable software tools that all students will study as part of this area of study. A Software tools and functions document available on the Data Analytics study page details the requirements of the selected
software tools and functions to be used.
The development and evaluation stages in this area of study need to be monitored by the student as part of their project plan, in order to remain on track with meeting all the identified milestones throughout the School-assessed Task.
If the detailed design generated and assessed in Unit 3 Area of Study 2 is incomplete or contains significant errors, students have the opportunity to make adjustments to their design. However, it cannot be reassessed. Teachers can provide feedback on the quality of the designs but the adjustments must be initiated by the student and not directed by the teacher. While such adjustment does not change the student’s assessment, it does prevent negative consequential effects in the development stage of this area of study.
Within this study, testing techniques include, but are not limited to:
- constructing appropriate test data
- ensuring the database, spreadsheet and dynamic data visualisations functions work as expected.
Students are expected to document the testing process through the use of test tables. These include: the feature being tested, test data being used, expected result/output and the actual result/output.
Evaluation is a key component of this area of study and encompasses the:
- efficiency and effectiveness of the infographics or dynamic data visualisations
- effectiveness of project plans in managing the project.
In preparing students for this area of study, teachers should provide them with opportunities to evaluate a range of infographics and dynamic data visualisations, using teacher-provided case studies. Students should be given opportunities to apply both teacher-provided and student-generated criteria to these data visualisations. When evaluating solutions or project plans, students should learn how to interpret the available data and evidence in order to quantify and substantiate conclusions within their evaluations.
Area of Study 2: Cybersecurity: data and information security
In this area of study, students investigate the data and information security strategies of an organisation as part of cybersecurity. It is important that teachers provide activities and time for students to understand security-related concepts and strategies.
The teaching of data and information security should include a variety of approaches. Teachers are encouraged to provide relevant and authentic learning opportunities and draw inspiration from the use of real case studies on data and information security. Students will learn about the need for privacy and data integrity and compare and contrast the different measures of data and information security undertaken by a broad selection of organisations. Traditional and digital media provide a rich source of current data and information security-related issues that could form the basis of a teacher-developed case study.
The assessment task is to be either a case study with structured questions, a report in written format or a report in multimedia format. It is important that the case study contains sufficient scope for students to complete the task; for example, by focusing on a large organisation rather than a small-scale one with low staff numbers and small projects.
When developing assessment criteria or a marking scheme, it is recommended that teachers use the VCAA performance descriptors for
Unit 4 Outcome 2.