Assessment 1: Case study portfolio (60%)
Overview
The new millennium has ushered in a wave of synthetic, caffeinated high-energy drinks targeted at the youth market. Over the past 10 years, the consumption of caffeinated beverages intended to “energise” has increased significantly. Energy drinks were recently shown to comprise 20% of the total convenience store beverage market, with “Red Bull” and “V” accounting for over 97% of sales in this multimillion-dollar industry. Increasingly, toxicity from caffeine overdose is being reported to hospitals and poisons centers (Gunja and Brown 2012).
The aim of this assessment task is to identify and report on the quantitative measures and content of messages related to energy drinks on Twitter.
Preparatory task
PART A is about familiarize with the tweets.
Marking Criteria and Standards
| CRITERIA | STANDARDS | ||||
| Introduction:
Aims of the assessment task; methodology used |
No formal introduction or an inadequate introduction | A brief introduction which does not adequately identify the aim of the task | Good understanding of the research objectives; research method could be missing | Comprehensive understanding and explanation of the aims; could become long and tedious | The introductory section clearly reflects the aims of the task; use of research method can also be identified |
| 0-1 | 2 | 3 | 4 | 5 | |
| Analysis:
For numeracy, describes the problem and the solution path using correct mathematical terminology and conventions, in order to make informed Business decisions. |
Inaccurately or incompletely converts information of the problem into various mathematical forms that do not enable an informed Business decision. | Some conversion of information of the identified problem into limited or inappropriate mathematical formats that partially enables informed Business decision. | Competently converts information of the problem into an appropriate and desired mathematical portrayal that enables an informed Business decision. | Skillfully converts information of the problem into an appropriate and desired mathematical portrayal that enables an informed Business decision. | Skillfully converts relevant information of the problem into an insightful mathematical portrayal in a way that contributes to a deeper understanding of the problem and enables an informed Business decision. |
| 0-2 | 3-4 | 5-6 | 7-8 | 9-10 | |
| Analysis:
For information literacy, locate, collect, evaluate and use information appropriately, in order to make informed Business decisions. |
Uses published, confidential and/or proprietary information in a way that does not enable an informed Business decision and demonstrates an incomplete understanding of ethical and legal restrictions for distinguishing between common knowledge and ideas requiring attribution (for citing, referencing, paraphrasing, summarising, quoting, remaining true to original context). | Uses published, confidential and/or proprietary information in a way that partially enables an informed Business decision and demonstrates a limited understanding of ethical and legal restrictions for distinguishing between common knowledge and ideas requiring attribution (for citing, referencing, paraphrasing, summarising, quoting, remaining true to original context). | Uses published, confidential and/or proprietary information in a way that enables an informed Business decision and demonstrates a competent understanding of ethical and legal restrictions for distinguishing between common knowledge and ideas requiring attribution (for citing, referencing, paraphrasing, summarising, quoting, remaining true to original context). | Uses published, confidential and/or proprietary information in a way that enables an informed Business decision and demonstrates a very good understanding of ethical and legal restrictions for distinguishing between common knowledge and ideas requiring attribution (for citing, referencing, paraphrasing, summarising, quoting, remaining true to original context). | Uses published, confidential and/or proprietary information in a way that enables an informed Business decision and demonstrates an advanced understanding of ethical and legal restrictions for distinguishing between common knowledge and ideas requiring attribution (for citing, referencing, paraphrasing, summarising, quoting, remaining true to original context). |
| 0-2 | 3-4 | 5-6 | 7-8 | 9-10 | |
| Use of tools to display information | Inadequately demonstrates the ability to use technologies appropriate to the Business context | Basic presentation with a few basic graphs. It provides little insight and logic and/or lacks structure | Uses tools appropriately to display information for the relevant Business context | Interesting and easy to read but could be better structured. Good use of graphs, tables etc. irrelevant unnecessary data / discussion | Uses tools innovatively or uses optimally appropriate tools to display information for the relevant Business context |
| 1 | 2 | 3 | 4 | 5 | |
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