FACULTY OF BUSINESS

LEARNER GUIDE 2009

(SEMESTERS 1 and 2)

COURSE: Marketing (BUSNMS)

SUBJECT: Quantitative Techniques I

MODULES: Descriptive Statistics (QTE101A -semester 1)

Inferential Statistics (QTE101B -semester 2)

Mr. G.C. Swano Consultation times:

Business Faculty Building On the office door

Bellville
Room O 05

Contact details: Department Secretary: B. Morometsi

Office: (021) 959 6429 Office: (021) 959 6291
Electronic mail: [email protected] Electronic mail: [email protected]
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Table of Contents
Item page Item page
Welcome 3 Instructions: 17
Examinations 17
What is Quantitative Assignments 17
Techniques? 3 Homework 18

Purpose of this subject 3 Chance of passing 18

Pre-requisites 4 Final Mark calculations 19

Prescribed material 4 Remarking 19

Dates to remember: Re-assessments 19

Assessments 5
Quarters 6 Medical assessments 20
Holidays 7
Late submissions 20
Lecture Schedule 8
Attendance 22
Purpose of Units 10
Contact details 23
Unit description 12
Disability 23
Teaching methods 13
Expectations:
Note taking 14 By instructor 24
By learner 27
Assessment methods 16
Dictionary 29
Marking methods 17
Cover Page of
Importance of the Examination Answer
assessments 18 Book 31

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Welcome
This is my privilege to share this subject with you. I hope and trust that our short
relationship will be meaningful and useful and significant. I believe that together we can
create useful knowledge. The main purpose of our time together is to help each other to
become more understanding and educated.

This course, Quantitative Techniques, is divided into two semester modules, i.e.
Descriptive Statistics (QTE101A - semester 1) and Inferential Statistics (QTE101B -
semester 2). To pass this subject, you must pass each of these 2 modules, separately.
Although they are independent in terms of promotion, they are not independent in terms
of content. To fully understand Inferential Statistics, you must understand the basics of
Descriptive Statistics. This learner guide covers the content of both semesters and the
purpose is to give you an overall view of what to expect this year and what you can do to
make your time here fruitful and meaningful.

Allow me to share some frequently asked questions with possible responses.

What is Quantitative Techniques?

Quantitative Techniques is a branch of Statistics. Statistics is the science of collection,
presentation, analyzing and interpretation of data (information) for the purpose of
decision-making. Statistics is therefore a tool or an instrument for day-to-day decision-
making in the world of work, at home, at the hospital, at church and elsewhere. Statistics
is always about the group and not about an individual, so when you make a decision, as
an individual, you must remember that you are an individual with some characteristics of
the group. All the major companies and successful companies make use of Statistics in
their day-to-day business operations, whether it is about safety in the workplace or the
effectiveness of advertising campaigns or job satisfaction or simply in strategic or
operations planning. Statistics is not limited to businesses. We may want to know what to
wear tomorrow and the weather forecasting will assist us with that decision. We may
want to know what the chance is that a surgery will be successful. We may decide to
exercise more often because of our high blood pressure and/or cholesterol levels. The
doctor may want to know whether to operate or not and the x-ray plates will help to make
that decision. The church board may want to know whether it is feasible to extend the
current building or not and the annual church growth of the past may be an indicator.
These are all cases where statistics plays an important role. The name, Statistics, is not
always used when it is applied. Although the name of this subject refers to numbers,
Statistics, or Quantitative Techniques, is not limited to numbers.

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What can I do with this subject after graduation?

One of the most popular questions that many students ask, is: “Why must I do this
subject?” You do not have to wait for after graduation to use this subject. The purpose of
this programme is to qualify you to apply a range of fundamental statistical principles
under supervision (or not) in small, medium and micro enterprises or larger organizations
in a range of marketing related positions and elsewhere. After completing this subject,
you should be more literate: you will be more numerically literate, graphically literate
and computer literate. Your listening and reading skills will be better. Your
communication skills should also have improved, both written and oral communication.
These things will help you much in decision-making within the world of work and
elsewhere and in relationships in general.

What are the pre-requisites for studying this subject?

You must be able to read and write (or type or record) and understand English and work
with and amongst people. There is no need to have passed or have done Mathematics or
Mathematical Literacy at Matriculation level, because Mathematics ≠ Statistics. The
prescribed calculator is programmed to perform all the basic mathematical operations that
you need to know in the course. The main pre-requisite to understand the applicability of
this subject, is to have an attitude for learning, i.e. a willingness to grow.

What items must I acquire or have access to, to help me

to understand the use of this subject?
There are things that you must have access to and other things that you must have with
you almost at all times:

Textbook: There are many good Statistics textbooks on the market. Some of these ones
are listed below. You may get hold of one or more of these textbooks for
additional reading. Some of these books cover from 70% to 90% of the year’s
programme. Some of these books cover some units that the others do not cover.
Some are more Microsoft Office Excel based than others. You are not obliged to
purchase any of these books, but it may help to have at least one of them in your
personal library and read it. They may be very useful even after graduation:
• Anderson David, Sweeney Dennis and Williams Thomas, Statistics for
Business and Economics, 10th edition, Thomson learning, 2008
• Baker Sunny, The Complete Idiot’s Guide to Business Statistics, 1st edition,
Alpha Books, 2001
• Donelly Robert, The Complete Idiot’s Guide to Statistics, 2nd edition, Alpha
Books, 2007
• Graham Allan, Teach Yourself Statistics, 5th edition, McGraw-Hill, 2008
• Keller Gerald, Managerial Statistics, 8th edition, Cengage, 2008
• Nelson Stephen, Excel 2007 Data Analysis for Dummies, For Dummies, 2007
• Rumsey Deborah, Intermediate Statistics for Dummies, For Dummies, 2007

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• Rumsey Deborah, Statistics for Dummies, for Dummies, 1st edition, For
Dummies, 2003
• Schmuller Joseph, Statistical Analysis with Excel for Dummies, For
Dummies, 2005
• Wegner Trevor, Applied Business Statistics Methods and Excel Based
Applications, 2nd edition. Juta Academic, 2007
• Willemse Isabel, Statistical Methods and Calculations Skills. 3rd edition. Juta
Academic, 2009

The cover pages of these books are as follows:

Online Material: Some material, such as question papers of previous question papers
and possible solutions thereof and of homework and useful formulae will be
made available on the Blackboard Learning System. You can choose to print
these documents.
There are also Statistics notes and exercises also available at www.statistics.com

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Pocket Calculator: You must purchase a scientific calculator. You can purchase any
scientific calculator. If you are not very numerate yet, it is advisable to purchase
the calculator that will be used by the instructor. I will explain the statistical
methods in the lectures by using the SHARP EL-531WH calculator. This
calculator is programmed to do all the statistical and mathematical operations
that are needed in this course. The calculator will be used more than 90% of the
time. Your cellular telephone can do many basic calculations, but the basic
cellular telephone is not programmed yet to do many of the statistical and
mathematical functions that we will cover in this course. You must have your
calculator with you at all times, in lectures and in the examinations and when
you come for consultation and when you telephone for explanations.

Computer: The pocket calculator is very powerful and it is portable. There are
limitations, such as it cannot manage multiple relationship analysis and it cannot
manage an infinite sample size. Microsoft Office Excel is programmed to
perform all the Statistical and Mathematical and Financial and other Numerical
functions for very large sample sizes. It is also programmed to graph the data, a
function that the prescribed calculator is not programmed to perform yet. There
is no need to purchase a desktop computer or a laptop computer, because, as a
registered student at CPUT, you are automatically given access to the computers
in the Information Technology (IT) Centre. It may help to have some basic
knowledge of spreadsheets and the use of the mouse and the keyboard.

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What are the important dates for the year?

Type of Pre-assessment Assessment
Units
Assessment Weight Date Weight Date
Written Numerical
0% March 20% March
Examination 1 Literacy
Written Graphical
0% April 10% April
Examination 2 Literacy
Written Data
0% April 10% April
Examination 3 Collection
Written Descriptive
0% June 40% June
Examination 4 Statistics
Assignment 20% Ongoing ALL
Written August
0% August 7% Probabilities
Examination 5 31
Written Inferential
0% September 40% September
Examination 6 Statistics
Written Relationship
0% November 40% November
Examination 7 Analysis
Assignment 20% Ongoing ALL

The precise dates and times and venues will be made known as soon as the faculty’s
examination time tables are finalized. The details of the assignment will be made known
later.

The Public and University Holidays during the 2009 academic year are as follows:

Month Date Day of week Name

February - - -
March 21st Saturday Human Rights Day
10th Friday Good Friday
April 13th Monday Family Day
27th Monday Freedom Day
May 1st Friday Workers’ Day
15th Monday University Holiday
June
16th Tuesday Youth Day
July - - -
9th Sunday Woman’s Day
August
10th Monday Woman’s Day
24th Thursday Heritage Day
September
25th Friday University Holiday
October - - -
November - - -
December - - -

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Other dates for the Business Faculty

First Last Number of weeks

Semester Quarter Activities
Day day Lectures Exams Holidays
Jan. Jan.
Academic holidays 4
01 30
Feb. Mar.
Lectures 8
02 27
1
Mar. Apr.
Assessments 2
30 09
Apr. Apr.
1 Academic holidays 1
13 17
Apr. May
Lectures 5
20 22
2
May Jun.
Assessments 4
25 18
Jun. Jun.
Academic holidays 1
22 30
Semester 1 13 6 6
Jul. Jul.
Academic holidays 3
01 17
Jul. Sep.
Lectures 8
20 11
3
Sep. Sep.
Assessments 2
14 23
Sep. Oct.
2 Academic holidays 1
28 02
Oct. Oct.
Lectures 3
05 23
4
Oct. Nov.
Assessments 5
26 25
Nov. Dec.
Academic holidays 5
30 31
Semester 2 11 7 9
2009 24 13 15

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What will be covered in this subject this year?

Units to be covered in chronological order

Semester 1 Semester 2
Numerical Literacy (Numeracy) Probability: The Basics
• Introduction • Introduction
• Ratios, percentages, fractions and decimals, • Rules
• Working with whole numbers, • Probability events
• Mental arithmetic • Game theory
• Measurements, • Probability distributions
• Estimation,
• Understanding the calculator, Pre-examination
• Numeracy within Microsoft Office Excel, Revision
• Coding data, Examination 5
• Working with time,
• Working with money,
• Working with formulae
• Signs
Pre-examination
Revision
Examination 1
Graphical Literacy (Graphicacy) Inferential Statistics
• Introduction • Introduction
• Tables • Estimating 1 population
o Introduction mean, variance and
o One-way tables proportion
o Two-way tables • Estimating 2 population
o Distance tables means, variances and
o Pay-off tables proportions
o Stem-and-leafs displays
• Graphs Pre-examination
o Introduction Revision
o Reading and Graphs Examination 6
o Constructing Graphs
o Plots
o Charts
o Curves
o Diagrams
o Other graphs
Pre-examination
Revision
Examination 2

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Semester 1 Semester 2
Statistics: Introduction Relationship Analysis
• Introduction • Introduction
• Data Collection • Chi – squared tests
o Why? Reasons • Regression and
o What? Types of data correlation analyses
o How? Data Collection methods • Forecasting: Quantitative
o How? The Questionnaire (extension-from-past)
o How much? Sampling versus
Population Pre-examination
Revision
Pre-examination Examination 7
Revision
Examination 3
Descriptive Statistics (Numerically
and Graphically)
• Introduction
• General:
o Sum,
o Count,
o Maximum and
o Minimum
• Averages:
o Means,
o Mode and
o Median
• Quantiles: All Percentiles
• Spread:
o Ranges,
o Standard deviation,
o Variance and
o Coefficient of variation.
• Shapes:
o Skewness
o Kurtosis
• Relationships
o Scatter plots
o Strength
o Direction
o Prediction/forecasting

Pre-examination
Revision
Examination 4

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What are the purposes of these units?

Critical Cross-
Assessment Area Purpose Criteria
field outcomes
To assess the • Apply basic • Analysis & critical
learners’ Numeracy evaluation
examination

understanding of with and • Problem solving

Numerical
Written

basic Numeracy without the • Computer skills

Literacy (or
1

within business aid of • Calculator skills

Numeracy)
and elsewhere. computers and • Listening skills
calculator • Decision-making
To assess the • Read what is • Written
learners’ present and communication
understanding of absent within
examination

• Analysis & critical

Graphical decision-making a picture.
Written

evaluation
Literacy (or through graphs • Problem solving
2

Graphicacy) and other pictures • Listening skills

relating to the • Critical thinking
world of
marketing.
To ascertain • Identify the • Written
whether learners most communication
can define a appropriate • Analysis & critical
examination

problem and data collection evaluation

Written

Data define the solution method. • Listening skills

3

Collection process. • Evaluate and • Problem solving

design a • Critical thinking
questionnaire.
• Gather the
data.
To ascertain • Identify the • Written
whether learners most communication
can describe, appropriate • Problem solving
analyze and way to • Computer skills
Descriptive interpret real data describe the • Calculator skills
Statistics to make data at hand. • Listening skills
predictions and • Predict with • Decision-making
examination

other decisions real data • Numeracy

Written

using numbers and

• Graphicacy
relationships.
4

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Critical Cross-
Assessment Area Purpose Criteria
field outcomes
To assess the • Identify the • Written
learners’ difference communication
examination understanding of between • Analysis & critical
decision-making certainties and evaluation
Written

Probability under conditions uncertainties • Listening skills

5
of uncertainty. • Problem solving
• Computer skills
• Calculator skills
• Decision-making
To assess the • The reasons • Written
learners’ for sampling communication
understanding of in the world of • Analysis & critical
decision-making business, is evaluation
Inferential
examination

under conditions understood. • Listening skills

Statistics
Written

of uncertainty. • Problem solving

(Means and
6

To assess the • Computer skills

proportions
learners’ • Calculator skills
and variances)
understanding of • Numeracy
the purpose of
• Decision-making
costs in the world
of marketing.
To ascertain • Descriptions • Written
whether learners of trends communication
can describe, follow the • Analysis & critical
Relationship analyze and pattern set by evaluation
Analysis interpret tables and the graphs.
examination

• Listening skills
(Chi-square, graphs to • Predictions
Written

• Problem solving
Regression-, determine and can be • Computer skills
7

correlation & describe trends justified in • Calculator skills

Time series and patterns, and terms of the • Graphicacy
analyses) make predictions. pattern set by • Decision-making
the graphs and
relate to real
situations.
To ascertain • Identify • Written
whether learners differences communication
can describe, and • Oral
analyze and relationships communication
Assignments

All interpret real data from real data. • Problem solving

of the to make • Predict with • Computer skills
above predictions and real data • Calculator skills
other decisions • Listening skills
using numbers and • Numeracy
relationships.
• Graphicacy
• Decision-making

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Can you give a short description of these units?

Numerical Literacy (also called Numeracy): Before people could write, they could
count. They counted their possessions. Only much later they learned to read and
write words. The most important thing in life is relationships and relationships
are not just about words. Relationships are always about money and time. Both
money and time are number related. Numbers can be used to count things and it
can also be used to label things. It is important for any educated person to be
numerate. Numeracy will help you to make better decisions. Numerical Literacy
is the ability to use and understand numbers in one’s day-to-day decision-
making as a learner and as an educated citizen and as a business person.

Graphical Literacy (also called Graphicacy): Before people could write words, they
could draw. Children often start reading words by drawing and reading pictures.
They used pictures as a way to communicate and to record information. Today
graphs are still very important in summarizing data and it is an instrument to
communicate with people with fewer words. Graphical Literacy is the ability to
understand and present information in the form of sketches, photographs,
symbols, diagrams, maps, plans, tables, charts, graphs etc.

Data Collection: One of the first steps to solve any problem is to identify the problem.
Once the problem has been indentified one can start to gather the data to solve
the problem. By gathering the data one can also indentify the problem. In this
section on Data Collection we will look at why we need to gather the data, what
we need to gather, how we need to gather the data and how much we need to
gather.

Descriptive Statistics: After gathering the required data, it is now necessary to analyze
the data, i.e. to make some computations on the data that was gathered.
Descriptive Statistics, therefore, describes the gathered data numerically and
graphically.

Probabilities: We do not know what will happen tomorrow, because tomorrow is new
and uncertain, but we often need to make decisions. All the decisions we make
are for the future. Even some of the events of the past may be uncertain or at
least unknown. To help us to make better decisions in these times of
uncertainties, we need some assistance. This assistance is called probabilities.
Probability is the likelihood or chance that some event might happen or has
happened. Probability is therefore a tool for better decision-making.

Inferential Statistics: The data that was collected may just be some of the data that we
could select, based on time limits and/or limited resources and/or because we
had no other choice. Although we took a sample (a selection of observations
from the population) we may be interested in the target population (i.e. all the
observations). Inferential Statistics describes the population from which the
sample was drawn based on the sample and the probabilities.

Relationship Analysis: Many of the certain events are related to the uncertain events.
Many of the uncontrollable events are related to the controllable events. With

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relationship analysis we can determine whether certain events and variables are
related to others. If so, and if they are strongly related, we can predict certain
outcomes with great certainty provided that the one variable and event is known.
Relationship analysis is therefore a statistical tool used to investigate (or
research) the relationship between two or more variables.

How will you teach us this subject this year?

There are many ways to teach and there are many ways to learn. The methods that I plan
to use this year are:

Lectures: This is where I will introduce the topics and guide you through the
programme. This is also where the use of the calculator will be explained.

Group discussions: This is where you get a chance to organize a group of learners and
discuss the work on your own. You can invite me or another instructor. Here you
can discuss the work relevant for the examination and/or other subject related
topics of interest.

Classroom participation: There is a difference between a sermon and a lecture. A

sermon may not normally be interrupted, but a good lecture is interactive.
Asking questions in a lecture is very important. This is the time when learners
can participate by giving answers. At times certain questions may have more
than one possible answer. Learners often learn best from the answers of other
learners and at times certain learners may give better answers than what the
instructor have. Even the learner who have answered the question may now
know, with greater certainty, whether his/her answer is correct or not.

After class discussions: This is where some learners may want additional assistance
within a smaller group of people and/or additional time. You can then arrange
with me to stay behind after the normal duration of the lecture. The work done
during this session will either be revision or non-examination related.

Revision classes: The work done in these sessions have been done during the lectures.
These sessions can be at any time of the week, but preferably in the morning.
The most suitable date for many is usually Saturday mornings. During these
sessions we will also work through some pre-examinations and question papers
of previous years. This will give the attendants an idea how the examination
paper will look in terms of structure.

Electronic-Learning: One of the greatest inventions of all times is the computer. I will
make use of electronic mail to explain certain things that you may want me to
explain to you when you are not physically able to come to me. Questions will
also be placed on Blackboard Learning that you can work through at your own
speed and time. When you work through the questions, the programme will
inform you whether your answer was correct or not. The programmed answers
may not be very flexible in terms of decimals, etc.

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Consultation: You can consult with me at any time to clarify the work. The consultation
times are on the office door. If these times do not suit you, you can make prior
arrangement for another time.

Mock examinations: Mock examinations, also called pre-examinations, are

examinations that will test you to determine whether you are ready for the real
examination. This is also a teaching method. These pre-examinations are usually
done over a weekend and it has the same purpose as that of revision classes, with
the difference is that this is more individualized.

Homework: Homework is any subject related work that you do where the instructor is
not present. This means that homework is independent work. Homework is the
most import tool in preparing for success. You will not be graded, but it does
help to be better prepared for the examination. What homework should teach
you is, can you successfully complete a short project on your own, i.e.
independently, irrespective of whether it is graded or not. If you do the
homework and the answers are worked through during the following lecture, you
will know whether you understand the work or not.

Class tests: Class tests are not necessary scheduled. I can decide at any time when to
have a class test. The results of the test will help me with my lesson plan: If the
results are not very good it may indicate that I need to spent more time on
revising the specific work. If the results are good, it will bring some comfort in
terms of understanding. Class tests are therefore not graded.

Examinations: At the time when you write the examinations, you have had lectures on
the unit, at least one revision class on it, homework on the work and at least one
pre-examination. How successful you are in the examination will also teach you
whether your study method is effective or not.

Will you supply us with lecture notes in printed format?

In some cases I may do it, but not very often. It is expected of you to make your own
notes based on what is discussed in the lectures. Part of being a learner, is to organize
your own work based on your personal writing style. Through doing so, it will also
enhance your listening skills. Your notes stay your notes with your own style of
organizing and recording the work. It will not be graded or marked, but it will make the
learning much easier. You choose your own style of note-taking, i.e. full words or short
hand or abbreviations. You must take notes of all the work that the instructor wrote on
the board and the work he mentioned, but does not write down. Always remember that
you are a human being and human beings often forget the things that they need to
remember. To write it down will place less stress on the brain to remember it, except to
remember where it is written down.

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Certain critical things may be printed and given to learners, such as formulae sheets and
possible solutions to certain exercises. You may also make your own additional notes on
these printouts.

If you could not make notes, because of a temporary or permanent inconvenience, it is

expected of you, as a university learner, to create a method that you can use to record the
notes. In the notes you will also write down personal instructions that will help you to
understand the work better. No two sets of notes by two different learners should be
identical.

This note-taking will also test your listening skills and attentiveness.

Because these notes are yours and yours only, you do not need a ruler or highlighter or
eraser.

It is now important to rewrite your notes. By rewriting it may stay longer in your
memory. When rewriting, you can now use the ruler and highlighter and eraser if needed.
You will then use your class notes to rewrite it. Then you will note that if your class notes
are as complete as possible, it will help you to organize your rewritten notes much better.
You will also realize now that if you did not write the instructions down, because the
instructor did not write it on the board, you may struggle in terms of understanding the
reasoning.

So, in conclusion, effective note-taking is about listening, writing and re-writing.

How will I be assessed?

There are many assessment methods that we plan to use:

Class participation: Class attendance will not count directly and therefore will not
count. If you attend all the lectures you will not get a certain percentage mark for
that. Class attendance is important for getting the work and the explanation
thereof relevant for the examinations and the assignments and other assessments.
It is important that you do participate in class discussions or questions addressed
to you. Your answers will tell me whether you are ready to move on or not. If
not, I will have to spend more time revising the work.

Homework: Homework is the most import tool in preparing for success. Homework will
be issued in the class and needs to be submitted in the class. You will not be
graded, but it does help to be better prepared for the examination. If you do not
do it, you will not be penalized directly. The only penalty will be the penalty for
assuming that you understand the work when you may not. I will expect you to
submit some of the homework, but not all. That you may not know beforehand.

Class tests: Class tests are not graded, but it does predict our marks if we do not change
our programme.

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Electronic-Learning: These questions fulfill the same purpose as revision questions.

That means these questions test your knowledge about certain topics.

Tutorials: Tutorials will be treated similarly to class tests. There is no scheduled date for
tutorials. I may decide at any day to change from lecture to tutorial. I also may
decide, based on the results of the class tests and homework, to schedule a
tutorial session outside the times of the current time table. The difference
between a class test and a tutorial is that with a class test I may not assist you
and with tutorials you may ask the instructor(s) for assistance.

Examinations: All examinations are hand written examinations and essay type. All
examinations will test your knowledge about that unit and your written
communication and decision-making skills. All the examinations will have x+y
number of sections where you are required to do only x number of sections. The
examinations count 80% of all the graded assessments. The individual weights
of these examinations are somewhere in this document. The questions are all
essay type and at time one-word answers, as in the case of concepts.
Examination Answer Books will be supplied. The learners will get the scripts
back within 10 days following the examination to check it for mistakes in terms
of marking. The final examination for the semester is a moderated examination
and these scripts may only be inspected by the learners, but must be kept by the
faculty for save keeping for at least 3 years.

Assignments: The assignments count 20% of all the graded assessments. Some of the
assignments are group assignments and others are individual assignments. If you
do not want or find it impractical to do the group assignment in a group, you are
free to do it on your own. These assignments are similar to homework in the
sense that it is done where the instructor is absent, but it is different from
homework in the sense that you need to gather the data first.

Why must I do things that are not graded?

There are many things in life that counts, but is not graded, at least not directly. When
you exercise or walk very often, you may not get money for it or get a prize for it, but
eventually it may help you to lose weight or help you to be healthier and your medical
costs may even be lower. When you read a few books, fiction or non-fiction, you may not
get money for reading it, but you may be more knowledgeable thereafter and eventually it
may help you to increase your monthly income or help you to reduce your monthly
expenditure. When you study for an examination you may not get marks for studying, but
eventually it will help you to gain more marks in the assessments and earn eventually
more money and eventually live a happier life. Pre-examinations, homework, class tests
and assignment drafts all fulfill the same purpose, i.e. to prepare you for the real
assessment. So, although you may not get the marks directly from the non-graded
assessments, you will gain the marks indirectly. The other benefit of the homework, that
is not graded, is that we often get things wrong the first time we do it. At the second
attempt and the third time it should go better. So, if the graded attempt is the 3rd attempt,
it is highly likely that you will produce a better product than the 1st attempt.

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How will you mark the graded assessments?

There are many ways of marking and different types of assessments require a different
marking method.

Examinations: All the marks are countable and whole, i.e. no portions of a mark will be
allocated, i.e. no ½ marks or ¼ marks. The percentage allocated to an
examination will always be a whole number. That whole number may be a
rounded off number, the closest whole number. That means when a learner
40
obtained 40 marks out of a possible 60 marks, it will be × 100 = 66.6667%
60
which will become 67%. When that learner obtains 67 marks in the following
67
examination which has a possible 75 marks, it will be × 100 = 89.333%
75
which will become 89%.

All examinations are hand written examinations and essay type. There may be
theory questions with short answers. If there is only one answer to a question
and a learner indicates two as red or white, say, then that learner will be
penalized for a lack of decision-making. In a case like this, the correct answer
may be written down, but the incorrect answer is also written down.

When the learner is requested to answer 3 sections and there are 5 sections to
choose from, it is expected of the learner to do exactly 3 sections and not more
and not less than 3. When a learner attempted 4 or more sections, in this case, I
will mark the first 3 answered sections. The other sections done will be
cancelled. This means that that learner has spent time on sections which he/she
could have spent on revising the first 3 sections for errors and mistakes. What a
learner must do in such a case is to cancel the sections that he/she wants me to
discard, i.e. draw a line through them.

Certain sums may count 4 or more marks. In a case such as this, I may use the
follow-the-error marking. This means that the learner is penalized at that point
where he/she made the 1st mistake. Thereafter I will follow the methodology
with that error. If the methodology and reasoning is correct, that learner will get
full marks for that sum – (minus) the mistakes. If the calculated answer with the
error also looks very meaningless, another penalty is given. This means that if
the final answer is incorrect, that learner may still get a few marks for using the
correct reasoning. Because this method of marking also looks at the reasoning, it
means that when a person gets the correct answer with the wrong method, he/she
will be penalized for using the wrong method and the answers will not count.
This method encourages the learners to study and simple mistakes do not cause
heavy penalties.

Assignments: A learner gets many weeks to complete an assignment and that learner
also gets a chance to submit a draft before the final assignment. Follow-the-error
marking is not applicable here. Here the learner gets also a chance to do the
assignment, especially the group assignment, in parts. Each part must be

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submitted separately and then marked and then returned. Then the learner uses
that part, make the recommended changes and continue with the next part of the
assignment. The learners must wait for me to complete the marking of the one
part before they move onto the follow-up part. There are mark sheets and
checklists for each part of the assignment. That will be made available at a later
stage. The mark sheets show what will be marked and what portion of the whole
assignment it weighs. The checklist is a list of items that must be included in the
assignment and a list of things that must be avoided from the assignment.

What are the instructions for these assessments?

The instructions are as follows:

Examinations:
• Reset your cellular telephone alarm,
• Switch-off your cellular telephone and all other electronic devices (except
the calculator) in your possession. The examination room will have a clock.
• Remove any earpieces and headphones from your ears and uncover your
ears.
• You may write with a blue or black ink pen only.
• Show all your workings where applicable.
• You may use a calculator, but may not share a calculator.
• You may not use your cellular telephone.
• You may not use any form of dictionary. In extreme cases, such as
foreigners, it may be used with prior arrangement with the examiner.
• Choose the required number of sections and answer all the questions in
these sections.
• You may not leave the examination room before 1 hour has elapsed. In
case of certain medical cases or other unforeseen circumstances, we may allow that
person to leave the room before 1 hour has elapsed.
• You may not enter the examination after 1 hour has elapsed. In certain
cases we may allow a candidate to enter the room after 1 hour has elapsed if no
candidate has left the room yet.
• You must give your script to the invigilator in charge before the elapse of
the set duration.
• There is no need to use a ruler.
• You may keep the question paper.
• Remember your surname and name.
• See the appendix for the cover page of the Examination Answer Book.

Assignments:
• All assignments must be fully computer generated. Only your signature is
handwritten.
• Submit the assignments on the due dates. Late submissions will carry a
penalty of an absolute 10% per working day. A working day excludes Saturdays
and Sundays and public holidays and it starts at 8h30 and ends at 16h30.

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• Submit the assignments on predetermined times at the predetermined

location. If the location is not specified, it means that it needs to be submitted to the
instructor.
• Remember to staple the pages.
• Remember your surname and name.
• The assignment topics will be made available as soon as we have started
with the programme.

Homework:
• Homework is short pieces of assignments and it is usually done where the
instructor is not present. It is not expected that the homework should be computer
generated, but if so, you must make sure that the formulae are typed too.
• If the homework is not computer generated, you must write eligible. A
ruler and/or highlighters may be used where needed.
• If there are 2 or more pages, then staple it before you submit it.
• Remember to staple the pages where necessary.
• Remember your surname and name.

What is my chance of passing this subject?

I do not know the future and I do not know you yet. You determine your success. Do not
try to pass the subject more than to understand the work. You are an individual and your
goals and determination will determine your success. If you attend lectures attentively
and attempt all the graded and non-graded assessments, where possible, and consistently
and actively believe that you will pass, your chance of passing is 100%. If you actively
believe that you will pass this subject, you will follow the following three steps. These
steps will guarantee a pass: EXERCISE and EXERCISE and EXERCISE.

If I got 20%, say, in my first examination, is there still

hope for me?
I do not know the future. The results of the first examination, for many people, are not
that very good. To start something is not always easy. We often fail when we start
something new. What often helps is to look back and determine what I did wrong. Find
out what went wrong. Maybe you bought the calculator very late. Maybe you did not do
the homework as requested. Maybe you are worried about other things, such as another
relationship or about money or about health. Maybe your friends are very negative.
Maybe you are too involved in community work and societies and committee meetings.
Maybe you had some personal challenges during the last few days. Maybe you did not
read the e-mails about the scope of the paper. Maybe you feel forced by others to do this
course. Maybe you did not sleep in the last 24 yours. Maybe you did not eat in the last 12
hours. All of the above factors can influence your examination marks. Make some
changes as soon as possible and/or talk to your instructor or a reliable and honest and
knowledgeable acquaintance. There are many learners who failed their first examination
and went on to pass the subject with a mark above 60%. It all depends on you.

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When will we be notified of our final mark?

I do not know when the final marks will be final, because that is an administrative duty. I
am also not allowed to issue final marks to learners. You do not have to wait on anyone
for the final marks. You can calculate your final mark yourself, based on the weights and
your allocated percentage marks. You can do it as follows:

Assume that these are the marks of two people who did this subject with you. They have
completed all the graded assessments:

Exam 1 Exam 2 Exam 3 Exam 4 Assignment Final mark

Person
20% 20% 10% 30% 20% 100%
Adri 20 40 60 80 90 ??
Zamar 100 30 50 50 70 ??

To determine the final mark of Adri, say, take each assessment mark and multiply that
with the weight of that assessment. Do it with each assessment. Then add all the answers
and divide the final answer by 100, because you have ignored the percentages thus far. If
the answer is 50% or more, Adri has passed. Let us do it:

Sumproduct of weights and marks per assessment

Sum of weights

= ∑ wm
∑w
20 × 20 + 40 × 20 + 60 × 10 + 80 × 30 + 90 × 20
=
100
= 60

This clearly shows that Adri has passed the subject for semester 1.

Let us do it again and now for Zamar:

Sumproduct of weights and marks per assessment

Sum of weights

= ∑ wm
∑w
100 × 20 + 30 × 20 + 50 × 10 + 50 × 30 + 70 × 20
=
100
= 60

Zamar also passed this subject with a 60%.

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Note, Adri passed this subject even though she obtained a percentage mark of 20% for
the first examination. What helped Adri was that she managed to improve her marks in
the follow up assessments. Zamar did obtain full marks with examination 1, but he did
not get good marks in the follow up assessments. At the end, Zamar and Adri passed the
first semester of this subject with the same percentage mark.

If I can calculate my final mark, then I can also calculate

the mark outstanding before the final assessment. Am I
right?
You are right. You use the same procedure as above. Because there may still be one or
more assessments outstanding, you must decide what you want the final mark to be. Let
us use Adri and Zamar again and assume that both still had one and 2, respective,
assessments outstanding. Let us assume that Adri still needs to complete the assignment,
because it is not due yet and Zamar has already completed the assignment and submitted
it, but he was absent with examination 2 and 3 due to a Chess tournament in Moscow,
where he and 5 others of CPUT, have represented CPUT. Zamar is scheduled to write the
medical examination next week. Their marks are as follows:

Exam 1 Exam 2 Exam 3 Exam 4 Assignment Final mark

Person
20% 20% 10% 30% 20% 100%
Adri 20 40 60 80 ?? ??
Zamar 100 ?? ?? 50 70 ??

Assume that Adri simply wants to pass this subject and Zamar wants a distinction.

Here are the instructions:

• Calculate the current final mark for each of the 2 people as you have done it
above.
• Subtract that final mark from the final mark that they want. If that answer is
positive, it means that they must do that assessment, because they have not
achieved their expectations yet. If that answer is negative, it means that they have
achieved their expectations already.
• Take that answer and divide it by the sum of the weights of the outstanding
assessments. The answer is the percentage mark that they must get in these
outstanding assessments to obtain the final mark that they want.

Expected Final Mark − Current Final Mark

In short it is as follows:
Total Weight of the outs tan ding assessment (s)
Let us calculate it:

20 × 20 + 40 × 20 + 60 × 10 + 80 × 30
Current Final Mark of Adri: = 42
100

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This clearly shows that Adri does not pass this subject yet. Adri must get at least
50 − 42
= 40 percentage marks in the assignment to pass this subject.
20%

Let us look at Zamar:

100 × 20 + 50 × 30 + 70 × 20
Current Final Mark of Zamar: = 49
100

This clearly shows that Zamar passes this subject, because 49% is made a 50%
75 − 49
automatically by the computers. Zamar must get at least = 87 percentage marks
30%
for each of examinations 2 and 3 to obtain a distinction for this semester of this subject.

So, you can see that you can calculate your own final mark based on your past marks and
the weights as given above.

I have not passed last year. Can I pass this subject this
year?
Failing is not an absolute. Failing and passing is determined by the individual’s
predetermined expectations. If you expected to obtain a mark above 50% and you did not
obtain that mark, it is defined as failing. If one reduces that expectation to 40%, say, then
a mark of 45% is seen as a success. When we attempt something for the 1st time, we may
not achieve as much as we would at our 2nd and 3rd attempt. When we do something for
the 2nd time and 3rd time with determination, one can achieve marvel. Look back at what
possibly went wrong last year where you can do it different and better this year. One can
achieve marvel at the 2nd attempt. One can also read the biographies and obituaries of
well known scientists and inventors and presidents and other people who achieved
greatness after some people have labeled them as at risk learners.

Can I apply for a re-evaluation when your records of my

results showed that I have not passed?
Yes. You should not have been in a position to ask for a re-mark, unless you have
obtained a published mark of almost a distinction and according to you it should be a
distinction. One should pass convincingly and a 50% pass is not convincingly. When you
ask for a re-mark, we will only consider the last assessment, because the results and the
scripts of the previous assessments were returned. If you did not query the mark
allocation of the previous assessments, it will be seen as final. It is therefore very
important that you always check the mark allocation for correctness. Your instructor and
moderator are both human beings, i.e. they can make mistakes. You must help them by
checking their marking at each assessment.

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Can I get a re-assessment when I did poorly in an

assessment?
Yes. The re-examinations will all be done the following year, after registration. There
will no re-examinations this year for examinations done this year. The real examination is
your 2nd or 3rd attempt, because each examination is preceded by homework, a pre-
examination and a revision thereof. To help learners to do well in an examination, we
plan to have homework and pre-examinations, also called mock examinations.
This applies to assignments too: you may submit drafts before the due date to be checked
by the instructor. When you make use of this opportunity, you will increase your chance
of getting a better mark for the final product.
In short: there are pre-assessments, but no re-assessments in this subject in 1 academic
year. Re-assessments may be used in extreme circumstances. When you are sick or you
have some heaviness that will seriously affect your examination results, you must inform
the instructor of that heaviness before you write the examination. The instructor, with
you, can decide what the best decision is to take at that point in time.

Who qualifies for a medical assessment?

A medical assessment is mainly for those people who were genuinely not well to write
the examination. However, it does not relate to health related issues only. Medical
assessments can also be for people who registered late. It can be for religious reasons,
such us writing on a Saturday for an active Seven Days’ Adventist member. It can also be
for a learner who is summoned to testify that day in the court of law as a witness. The
best is to discuss the matter with the instructor. It is advised to discuss the matter before
the examination, if possible, with the instructor. Just be reminded that when you qualify
for a medical examination, that medical examination will be different than the real
examination. Then stay in contact with the instructor for the date and time and venue of
that examination.

Can I submit an assessment later than due?

Yes. We are human beings and we do not always do the things we wanted to do at the
times we wanted to do it. It will, however, be unfair to allow some people to submit
assessments later than due without a penalty. This is how it works for the different
assessment types:

Homework: Homework assignments are usually short assignments which a person can
do in a period of less than 24 hours. If a piece of homework is due for next week
and Monday, say, then we may most probably work through that piece of
homework in the class on Monday. It will then be meaningless to ask for
extension for submission.

Tutorials: Tutorials are done in a session and needs to be completed within that
session. If an extension is needed, it means that you are not ready yet to move
one or you need more practice.

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Class tests: Class tests usually have time limits. Part of these tests is to test whether you
can do what was asked in the time given. There is no purpose in late submission.

Examinations: Examinations usually have time limits. Part of these examinations is to

test whether you can do what was asked in the time given. There is no purpose
in late submission.

Assignments: Assignments are will be given at least 1 month prior submission date. You
have an opportunity to submit the assignment before the due date as a draft. The
instructor will then go through it, with you, and make comments. The
assignment submitted on the due date is then treated as the final copy.
When you missed the due date for an assignment, you may submit it thereafter at
an absolute penalty of 10% per working day. A working day is any day of the
week except a Saturday or a Sunday or a Public Holiday. Then submit the final
product to the instructor.

Must I attend all the sessions as indicated above?

That depends on the session. Not all the sessions are scheduled for all the people. If you
cannot attend a class for one or other reason, do not come to class. We may miss you, but
I will not penalize you. Tutorial sessions, say, are only for those who need the additional
help. Let me look at sessions that you can miss and sessions which you may not miss:

Lectures: A lecture is a place where you will get the work and the explanation of that
work that you will be assessed on. If you do not attend some lectures, I will not
penalize you. If you are physically inside the classroom, but are mentally outside
the classroom, you are not attentive and that is equivalent to be physically absent
from the lecture.

Tutorials: Tutorials are mainly scheduled for those people who need the additional help.
If you feel that you do not need the additional help, you do not have to attend. If
you know that you need the additional help, but cannot make it for one or two of
these sessions, I will not penalize you.

Revision classes: Revision classes are similar to tutorials and they are usually scheduled
for a Saturday for between 3 to 4 hours. If you do not see the need to attend it or
cannot attend it due to external factors, you are free to be absent. If you really
see the need to attend it but cannot attend it, you may arrange for a small group
summary revision session on another date.

Pre-examinations: Pre-examinations are scheduled to test you. The pre-examination will

test you whether you are ready for the real examination. These assessments will
be marked, but not graded. You do not need to be present if it is an in-house pre-
examination, especially if you believe that you are not ready for the examination
and/or you did not study yet.

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Examinations: When you registered at this institution for Marketing and for Quantitative
Techniques, specifically, you promised that you will do all the graded
assessments. This means that you must attend the examinations. If you cannot
attend an examination, you must have an official document ready for your
absence. If you have no valid reason for your absence, it will be treated as if you
wrote, but obtained a 0% mark. If you qualify for a medical examination,
another examination will be set for you. That examination question paper will be
different and may not include choice sections. When you missed an examination
you must inform the instructor prior the examination or at most 3 days following
the examination about your reason(s) for not writing that examination. Another
examination, called a medical examination, will be set for you and the others
who also missed that examination and another time will be set for this
examination to take place. That examination may be scheduled soon after the
missed examination or it can be scheduled at the end of that semester. This is the
decision of the instructor. A new question paper will be designed for the medical
examination.

How do I know that I have passed the examination?

This subject is assessed on the continuous evaluation method. That means that each
graded assessment adds to the final mark. This means that each graded assessment is
important to determine the final mark. You do not pass or fail an examination. A final
mark of 50% or more equals a pass for the module. If you obtain a final mark for this
module of 75%, you have obtained a distinction for this module. You must pass each of
the two modules separately. This means that a learner who obtained 80% for Descriptive
Statistics (QTE101A - semester 1) and 40% for Inferential Statistics (QTE101B -
semester 2), must redo semester 2 in 2010 or thereafter. The 2 percentage marks will not
be combined. Part of the Statistics syllabus is to show you, in the lectures, how you can
calculate your own final mark when you have your assessment marks.

I am disabled. Can you make some special

arrangements for me?
The basic requirement for this course is that the person must be able to read and write (or
type or audio record) and understand English and effectively work with and amongst
others. This can be a temporary or permanently state. A person that was sick and could
not attend an examination, say, was also disabled at the time of writing the examination.
Any other disability is not a disability in this course. A person who cannot see through
his/her physical eyes or who cannot hear through his/her physical ears can still master
this course. A person living with dyslexia or epilepsy can also master this course. If you
meet the basic requirements (see page 2) for this subject, you are not disabled in terms of
succeeding in this subject. There are computer programmes in the institution that can help
a blind learner to “see” and read the graphs and text. It is however important that a person
living with any physical inconvenience, must register with the Disability unit as a
disabled learner. The people in the disability unit will then communicate with the
instructor in charge as to what concessions are needed to be put in place for lectures

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and/or assessments. These concessions may be whether the font of the handouts needs to
be larger or whether the examination duration needs to be lengthened or whether the
instruction method and/or evaluation method needs to be adjusted. If you live with any
long term inconvenience that prevents you from working with others or amongst others
or independently, please make contact with the Disability Unit today still. Also make
contact with me, so that we can work out a plan to make it more convenient for you and
me during our academic relationship.

What else do you expect of me, as a learner?

• I expect of you to do your best.

• I expect you to have a calculator of your own as soon as possible.

• I expect you to read your electronic mail at least once a week.

• I expect of you to be attentive when you are in the lecture. I also know that at times
it may be difficult.

• I expect you to make notes in all the sessions, whether I write the notes on the
board or not. You do not need a ruler or highlighter or tippex in the lectures. I will
not mark your notes.

• I expect you to get the lecture notes from your class mate(s) if you were absent
from the lecture on that day.

• I expect of you to rewrite your notes after lectures. A ruler and/or highlighter may
then be needed.

• You may walk and talk and drink water in the lectures, but I expect of you to do so
respectfully.

• I expect of you to correct me if you are convinced that I am wrong with an answer.

• I expect of you to take out all earpieces from your ears when you attend lectures.

• I expect you to switch your cellular telephone off or place it on silent when you are
in lectures. If it does ring and you want to answer it, you must leave the room to go
and answer the call.

• When you enter a session late, make an apology

• When you must leave the lecture early, inform me at the start of the session.

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• I expect of you to inform me if you do not understand some statistical related topic
that I already explained. Sometimes we do not understand certain concepts when
we hear it for the first time.

• If you are not happy with the way that I do things that affect you and you believe
that I can do it different and better, tell me what I can do different and better.

• A university is a place where people should enhance their knowledge and not just
remember what others have said or have done. For this I expect you to create your
own work and not duplicate work of others. If a learner duplicates the work of
another, it is seen as a fear of making a mistake and a lack of understanding from
the learner’s side. In a case of duplication, the instructor cannot promote that
learner.

What can I expect of you, as my instructor?

• I will lecture in South African English. At times I may use a Latin or a Greek or a
Dutch or any other old language word to make the understanding of the subject
under study easier to understand. This I will do, because Statistics has its origin in
other languages.

• I will not give any assessment to be done during holidays. Part-time Statistics
classes may continue during academic holidays, especially during the March and
the September holiday weeks.

• I will make the instructions for the graded assignments available at least one month
before the due date.

• I will not penalize you if you skipped a lecture.

• I will make sure that at least 2 other people will revise the examination question
papers. This will minimize the possible typing errors or any other errors on the
question paper or missing parts from the question paper.

• I will provide a clock in the examination room(s). This will give you the
opportunity to switch your cellular telephone off during examinations.

• I will have only South African related data in the question papers.

• I hope to give the marked scripts within 10 days following the assessment.

• I hope to be in all the sessions where I am scheduled to be as far as it is possible.

• I cannot guarantee that I will always be punctual, but I will attempt, as far as
possible, to be punctual.

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• I will avail myself for consultation when needed and when convenient for me.

• I will reply to your electronic mails if your electronic mail address is registered
with me and it has a clear subject. This also applies to snail mail.

• I will include all the formulae in the examination question papers. This means that
you do not have to memorize these formulae. You still need to know when to use
which formula.

• I will attempt to answer any question that you may have that is Statistics related and
relevant to the current topic under discussion. If I do not know the answer it will
become my homework.

• I will attempt to keep all the promises as set out in this learner guide as far as I have
control over that. When new departmental and/or faculty and/or CPUT policies do
not allow me to follow this programme as stated in this document, that then means
that the promise(s) that I made to you will then become null and void.

How can I contact you when I need your assistance?

It is often good to talk to people about your studies. Talk to other class mates. You may
notice that the best Statistics teacher is often your class mate and not your official
instructor. Your class mates may also be more available than your official instructor.
Below are some ways you can also get in contact with the instructor.

Electronic mail: You can contact me at any time via electronic mail. Learners will be
notified of any important notices via electronic mail. These notices will include
examination details, such as venue of examinations, the time it starts, the
structure of the question paper, etc. You may also electronically mail any queries
or suggestions or comments or ask for explanation on any statistically related
issue.

Short Message Service (SMS): Learners will be notified of any important notices via
electronic mail. These notices will include examination details such as venue of
examinations, structure of the question paper, etc. You may also electronically
mail any queries or suggestions or comments or ask for explanation on any
statistically related issue. Cancellation of classes or any other minute notices will
be communiqué via short message services (SMS’s).

Cellular Telephone: I will only call you on your cellular telephone when it is really
necessary.

Landline Telephone: You may call me any time on the land line telephone, but I cannot
assure you that I will be available to answer your call.

Office Visit: You may visit me at anytime at the office. If I am available to assist, I will
do so. To make sure that I will be available, make an appointment prior the visit.

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You may consult with me at any time, as long as it suits both of us. A formal
consultation time table is displayed on the door of the office. These times may
change from time to time.

Classroom: The classroom is the place where I will see all learners at once. This can also
be ideal place for individual or small group assistance when there is no lecture in
progress. You can also make an appointment in the classroom, after a lecture.

Some of the above concepts I do not understand. Can

you explain some of them?

Concept Explanation
Assessment An evaluation of a portion or the entirety of a course.
Classroom A room at the university for class recitation, lectures, etc. It is usually a
place where learners and instructors meet each other.
Course An entire series of studies having a unified purpose and usually leading
to a diploma or a degree.
Criteria A characteristic mark or trait.
Critical cross It is the specific skill(s) that will be acquired in that part of the work.
field outcomes
Disability An inconvenience, temporary or permanently, that prevents you from
successfully completing the required task.
Examination An evaluation or trial on a specific part of the work with a cut-off mark
or grade as a success (pass) or fail. At times an examination and a test
are equivalent.
Faculty The branch of learning or instruction in a university.
Fail To not meet one’s predetermined expectations.
Homework It is work that the learner is assigned to do without the assistance of the
instructor and at the time and place convenient to the learner.
Instructor He/she is a person who shares his/her knowledge with another. An
instructor can be a teacher or a lecturer or a tutor or a trainer.
Learner A person who gains knowledge or understanding or a skill by studying
or teaching or investigating or researching something by choice.
Lecture To share knowledge. That knowledge can also be from a book (i.e. a
person(s) in his/her absence), such as a sermon or a speech or a seminar.
Module A portion of a subject.
Outcomes The result of a process
Pass To meet one’s predetermined expectations.
Skill It is an understanding or a discernment of something, i.e. when to apply
it, how to apply it, where to apply it and how much to apply.
Subject That which a quality, attribute or relation may be affirm. It can also be
said as that of identical reference of related thoughts.
Test An evaluation or trial on a specific part of the work with a cut-off mark
or grade as a success (pass) or fail.

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Tutor An instructor or a teacher or lecturer. A tutor is usually a person who

gives individual attention.
Tutorial A conference of the tutor with the learner.
Unit A part of the work to be covered.
University The narrow definition of a university is that it is an institution for
instructors and learners in the higher branches of learning and
empowered to confer diplomas and degrees in special departments, such
as a diploma in Marketing, a degree in Civil Engineering, etc. The
broader definition is that a university is the universe. In the universe you
find instructors and learners where skills are acquired.
Weighting A quantitative measure to show the level of importance of a
unit/assessment with reference to the complete unit.

All the best

Statistics Desk February 02, 2009

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