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ICT762 Data Analytics and Data Visualisation T125

All information in the Subject Outline is correct at the time of approval. KOI reserves the right to make changes to the Subject Outline
if they become necessary. Any changes require the approval of the KOI Academic Board and will be formally advised to those
students who may be affected by email and via Moodle.
Information contained within this Subject Outline applies to students enrolled in the trimester as indicated

1. General Information
1.1 Administrative Details
Associated HE Award(s) Duration Level Subject Coordinator
Master of Information System (MIS) 1 trimester Postgraduate Dr Sanjay Jha
[email protected]
Graduate Diploma of Information System P: +61 (2) 9283 3583
(GDIS) L: Level 1-2, 17 O’Connell St.
Consultation: via Moodle or by
appointment

1.2 Core/Elective
This subject is
o an elective subject for the Master of Information System (MIS)
o an elective subject for the Graduate Diploma of Information System (GDIS) for students from a
cognate background

1.3 Subject Weighting

Indicated below is the weighting of this subject and the total course points
Subject Credit Points Total Course Credit Points
4 MIS (64 Credit Points); GDIS (32 Credit Points)

1.4 Student Workload

Indicated below is the expected student workload per week for this subject
No. Timetabled Hours/Week* No. Personal Study Total Workload Hours/Week***
Hours/Week**
3 hours/week plus supplementary online 7 hours/week 10 hours/week
material

* Total time spent per week at lectures and tutorials

** Total time students are expected to spend per week in studying, completing assignments, etc.
*** Combination of timetable hours and personal study

1.5 Mode of Delivery Classes will be face-to-face or hybrid. Certain classes will be online (e.g., special
arrangements).

1.6 Pre-requisites ICT761 Business Analytics and Business Intelligence

1.7 General Study and Resource Requirements

o Students are expected to attend classes with the weekly worksheets and subject support material
provided in Moodle. Students should read this material before coming to class to improve their ability to
participate in the weekly activities.
o Students will require access to the internet and their KOI email and should have basic skills in word
processing software such as MS Word, spreadsheet software such as MS Excel and visual
presentation software such as MS PowerPoint.

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o Computers and WIFI facilities are extensively available for student use throughout KOI. Students are
encouraged to make use of the campus Library for reference materials.

Software resource requirements specific to this subject: Office 365, MS Imagine, MS Excel, Data Analytics
tools such as Power BI, Tableau,KNOME, AWS services.

1.8 Academic Advising

Academic advising is available to students throughout teaching periods including the exam weeks. As well
as requesting help during scheduled class times, students have the following options:
o Consultation times: A list of consultation hours is provided on the homepage of Moodle where
appointments can be booked.
o Subject coordinator: Subject coordinators are available for contact via email. The email address of the
subject coordinator is provided at the top of this subject outline.
o Academic staff: Lecturers and Tutors provide their contact details in Moodle for the specific subject. In
most cases, this will be via email. Some subjects may also provide a discussion forum where questions
can be raised.
o Head of Program: The Head of Program is available to all students in the program if they need advice
about their studies and KOI procedures.
o Vice President (Academic): The Vice President (Academic) will assist students to resolve complex
issues (but may refer students to the relevant lecturers for detailed academic advice).

2. Academic Details
2.1 Overview of the Subject

Big data is increasingly used to understand customer behaviour and analyse business intelligence. This Data
analytics can give businesses a competitive advantage by uncovering the hidden insights in data to make
informed predictions. The aim of this subject is to equip students with the practical data analytics and data
visualisation skills required to solve real-world problems across different disciplines e.g., finance, marketing,
human resources, sales etc.,
Data analysis and visualisation drive the processes of decision making in modern businesses. This subject
examines methods for discovering, using, translating, and presenting data in accessible ways. This allows
various audiences, including those who are not technical, to identify current trends and predict future trends.
In order to communicate with a wide variety of stakeholders this subject looks at how to combine strong
analysis with great storytelling.

2.2 Graduate Attributes for Postgraduate Courses

Graduates of postgraduate courses from King’s Own Institute will gain the graduate attributes expected from
successful completion of a postgraduate degree under the Australian Qualifications Framework (2 nd edition,
January 2013). Graduates at this level will be able to apply advanced body of knowledge in a range of
contexts for professional practice or scholarship and as a pathway for further learning.

King’s Own Institute’s key generic graduate attributes for a postgraduate degree are summarised below:

KOI Postgraduate Degree Detailed Description

Graduate Attributes
Current, comprehensive and coherent knowledge, including recent
Knowledge
developments and applied research methods

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Critical thinking skills to identify and analyse current theories and

Critical Thinking
developments and emerging trends in professional practice
Communication and technical skills to analyse and theorise,
Communication contribute to professional practice or scholarship, and present
ideas to a variety of audiences
Cognitive and technical skills to access and evaluate information
Research and Information
resources, justify research approaches and interpret theoretical
Literacy
propositions
Cognitive, technical and creative skills to investigate, analyse and
Creative Problem Solving synthesise complex information, concepts and theories, solve
Skills complex problems and apply established theories to situations in
professional practice
Appreciation and accountability for ethical principles, cultural
Ethical and Cultural Sensitivity sensitivity and social responsibility, both personally and
professionally
Initiative, leadership skills and ability to work professionally and
collaboratively to achieve team objectives across a range of team
Leadership and Strategy roles
Expertise in strategic thinking, developing and implementing
business plans and decision making under uncertainty
High level personal autonomy, judgement, decision-making and
Professional Skills
accountability required to begin professional practice

Across the courses, these skills are developed progressively at three levels:
o Level 1 Foundation – Students learn the skills, theories and techniques of the subject and apply them
in stand-alone contexts
o Level 2 Intermediate – Students further develop skills, theories and techniques of the subject and
apply them in more complex contexts, beginning to integrate the application with other subjects
o Level 3 Advanced – Students have a demonstrated ability to plan, research and apply the skills,
theories and techniques of the subject in complex situations, integrating the subject content with a
range of other subject disciplines within the context of the course

Generally, skills gained from subjects in the Graduate Certificate and Graduate Diploma are at levels 1 and
2 while other subjects in the Master’s degree are at level 3.

2.3 Subject Learning Outcomes

Listed below, are key knowledge and skills students are expected to attain by successfully completing this
subject:

Contribution to Course
Subject Learning Outcomes
Graduate Attributes
a) Use KNIME, Tableau and PowerBI to analyse business data, make
reliable recommendations and create convincing reports.
b) Apply appropriate machine learning and data analysis techniques to
develop analytical frameworks for a range of business scenarios.
c) Evaluate theoretical concepts related to data ethics, data analytics
and data visualisation to support evidence-based decisions.
d) Communicate data-driven decision-making outcomes for both
technical and non-technical audiences.
e) Apply critically thinking to potential analytics solutions in order to
predict future trends.

2.4 Subject Content and Structure

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Below are details of the subject content and how it is structured, including specific topics covered in
lectures and tutorials. Reading refers to the text unless otherwise indicated.

Weekly Planner:

Topic covered in each Expected work as listed in Moodle

Reading(s)
Week (beginning) week’s lecture
Understand the potential Ch 1 Complete exercise in tutorial on data
1 of data/data management Andrea (2021) and and its impact on associated business.
03 Mar and its impact on additional material will
business be provided on Moodle
An overview of business Ch 1 Complete exercise in tutorial on
2 intelligence, analytics, decision Andrea (2021) and business analytics,Big data and data
10 Mar support, big data and data additional mining.
mining material will be provided
on Moodle Assessment 1: due
Biweekly reflection
on analysis of Business Intelligence

Influence business decisions Ch 8 Complete exercise in tutorial on using

with effective data storytelling Andrea (2021) and effective story telling for delivering
3 when delivering insights. additional insights.
17 Mar material will be provided
on Moodle

Overview of data ethics, Ch 7 Complete exercise in tutorial on

4 information Andrea (2021) and business management and use
24 Mar management and business additional of visualisations for reporting.
reporting, formatting, and material will be provided
transformation of visualisations. on Moodle Assessment 1: due
Biweekly reflection on business
decisions and ethics

5 Complete exercise in tutorial on value

Understanding the Value Ch 3
31 Mar Creation Process by using some Andrea (2021) and creation by using a case study
generic frameworks and additional provided.
applying them to business material will be provided
scenarios. on Moodle

Getting started with KNIME Ch 2 Complete exercise in tutorial about

Andrea (2021) and KNME that includes installations and
6 additional basic overview of KNIME.
7 Apr material will be provided
on Moodle Assessment 1: due
Biweekly reflection on
on use of KNIME

Assessment 2: due
Data Analytics Project
Use KNIME to import, clean, Ch 2 Complete exercise in tutorial on
transform, combine data feeds, Andrea (2021) and cleaning and transforming data using
7 and automate recurring additional KNIME.
workflows.
14 Apr material will be provided
on Moodle

Basics of AI, machine learning Ch 4 Complete exercise in tutorial on

and AutoML to add value to Andrea (2021) and machine learning and AI applications in
8 organisations to address additional business.
22 Apr (Tue) business issues material will be Assessment 1: due
provided on Moodle Biweekly reflection on
Artificial Intelligence and Machine
Learning

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Topic covered in each Expected work as listed in Moodle

Reading(s)
Week (beginning) week’s lecture
Build, test, and validate Ch 4 Complete exercise in tutorial on
9 supervised and unsupervised Andrea (2021) and business analytics and data mining
28 April machine learning models with additional
KNIME material will be Assessment 3: due
provided on Moodle Quiz/In class exam

Getting started with Tableau. Ch 6 Complete exercise in tutorial about

10 Andrea (2021) and Tableau that includes installations and
5 May additional basic overview of Tableau.
material will be
provided on Moodle Assessment 1: due
Biweekly reflection on
on use of Tableau

Use Tableau to build Ch 6 Complete exercise in tutorial about

professional-looking and Andrea (2021) and using Tableau and for building
11 business centric visuals and additional material will dashboards.
12 May dashboards. be provided on Moodle
Assessment 4: due Data
Visualisation and Analytics Project
Report

Exam preparation by using case All chapters Revision

12 studies. Assessment 4: due Data
19 May Visualisation and Analytics Project
Presentation

Study Review Week and Final Exam Week

13
26 May

14 Examinations Continuing students -

Please see exam timetable for exam date,
02 Jun enrolments for T225 open

Student Vacation begins

15 New students - enrolments for T225 open
09 Jun
● Results Released
16 ● Review of Grade Day for T125 – see Sections 2.6 and 3.2 below for relevant information.
16 Jun ● Certification of Grades

NOTE: More information about the dates will be provided at a later date through Moodle/KOI email.

T225 30 June 2025

1 Week 1 of classes for T225

30 Jun

2.5 Public Holiday Amendments

Please note: KOI is closed on all scheduled NSW Public Holidays.

T125 has Four (4) public holidays that occur during this trimester. Classes scheduled for these public
holidays (Calendar Class Dates) will be rescheduled as per the table below.

This applies to ALL subjects taught in T125.

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Please see the table below and adjust your class timing as required. Please make sure you have
arrangements in place to attend the rescheduled classes if applicable to your T125 enrolment.

Classes will be conducted at the same time and in the same location as your normally scheduled class
except these classes will be held on the date shown below.

Calendar Class Date Rescheduled Class Date

Friday 18 April 2025 Monday 26 May 2025

Saturday 19 April 2025 Tuesday 27 May 2025
Monday 21 April 2025 Wednesday 28 May 2025
Friday 25 April 2025

2.6 Review of Grade, Deferred Exams & Supplementary Exams/Assessments

Review of Grade:

There may be instances when you believe that your final grade in a subject does not accurately reflect your
performance against the marking criteria. Section 8 of the Assessment and Assessment Appeals Policy
(www.koi.edu.au) describes the grounds on which you may apply for a Review of Grade.

If you have a concern about your marks and you are unable to resolve it with the Academic staff concerned,
then you can apply for a formal Review of Grade as explained in section 3.2(e) Appeals Process below. Please
note the time limits for requesting a review. Please ensure you read the Review of Grade information before
submitting an application.

Review of Grade Day:

Final exam scripts will not normally be returned to students. Students can obtain feedback on their
exam performance and their results for the whole subject at the Review of Grade Day. KOI will hold
the Review of Grade Day for all subjects studied in T125. The ROG day will be in Week 16, the
date will be announced at a later date and the students will be notified through Moodle/KOI
email.

Only final exams and whole subject results will be discussed as all other assessments should have been
reviewed during the trimester. Further information about Review of Grade Day will be available through Moodle.

If you fail one or more subjects and you wish to consider applying for a Review of Grade you are STRONGLY
ADVISED to attend the Review of Grade Day. You will have the chance to discuss your final exam and subject
result with your lecturer, and will be advised if you have valid reasons for applying for a Review of Grade (see
Section 3.2 below and the Assessment and Assessment Appeals Policy).

A formal request for a review of grade may not be considered unless you first contact the subject coordinator to
discuss the result.

Deferred Exams:

If you wish to apply for a deferred exam because you are unable to attend the scheduled exam, you should
submit the Assignment Extension / Exam Deferment Form available by contacting [email protected]
as soon as possible, but no later than three (3) working days of the assessment due date.

If you miss your mid-trimester or final exam there is no guarantee you will be offered a deferred exam.

You must apply within the stated timeframe and satisfy the conditions for approval to be offered a deferred exam
(see Section 8.1 of the Assessment and Assessment Appeals Policy and the Application for Assignment
Extension or Deferred Exam Forms). In assessing your request for a deferred exam, KOI will take into account
the information you provide, the severity of the event or circumstance, your performance on other items of
assessment in the subject, class attendance and your history of previous applications for special consideration.

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Deferred mid-trimester exams will be held before the end of week 9. Deferred final exams will be held on two
days during week 1 or 2 in the next trimester. You will not normally be granted a deferred exam on the grounds
that you mistook the time, date or place of an examination, or that you have made arrangements to be elsewhere
at that time; for example, have booked plane tickets.

If you are offered a deferred exam, but do not attend you will be awarded 0 marks for the exam. This may mean
it becomes difficult for you to pass the subject. If you apply for a deferred exam within the required time frame
and satisfy the conditions you will be advised by email (to your KOI student email address) of the time and date
for the deferred exam. Please ensure that you are available to take the exam at this time.

Marks awarded for the deferred exam will be the marks awarded for that item of assessment towards your final
mark in the subject.

Supplementary Assessments (Exams and Assessments):

A supplementary assessment may be offered to students to provide a final opportunity to demonstrate

successful achievement of the learning outcomes of a subject. Supplementary assessments are only offered at
the discretion of the Board of Examiners. In considering whether or not to offer a supplementary assessment,
KOI will take into account your performance on all the major assessment items in the subject, your attendance,
participation and your history of any previous special considerations.

If you are offered a supplementary assessment, you will be advised by email to your KOI student email address
of the time and due date for the supplementary assessment – supplementary exams will normally be held at the
same time as deferred final exams during week 1 or week 2 of the next trimester.

You must pass the supplementary assessment to pass the subject. The maximum grade you can achieve in a
subject based on a supplementary assessment is a PASS grade.

If you:
o are offered a supplementary assessment, but fail it;
o are offered a supplementary exam, but do not attend; or
o are offered a supplementary assessment but do not submit by the due date;
you will receive a FAIL grade for the subject.

Students are also eligible for a supplementary assessment for their final subject in a course where they fail the
subject but have successfully completed all other subjects in the course. You must have completed all major
assessment tasks for the subject and obtained a passing mark on at least one of the major assessment tasks
to be eligible for a supplementary assessment.

If you believe you meet the criteria for a supplementary assessment for the final subject in your course, but have
not received an offer, complete the Complaint, Grievance, Appeal Form and send your form to
[email protected]. The deadline for applying for supplementary assessment is the Friday of the first week
of classes in the next trimester.

2.7 Teaching Methods/Strategies

Briefly described below are the teaching methods/strategies used in this subject:

o Lectures (1 hours/week) are conducted in seminar style and address the subject content, provide
motivation and context and draw on the students’ experience and preparatory reading.
o Tutorials (2 hours/week) include class discussion of case studies and research papers, practice sets and
problem-solving and syndicate work on group projects. Tutorials often include group exercises and so
contribute to the development of teamwork skills and cultural understanding. Tutorial participation is an
essential component of the subject and contributes to the development of many of the graduate attributes
(see section 2.2 above). Tutorial participation contributes towards the assessment in many subjects (see
details in Section 3.1 for this subject). Supplementary tutorial material such as case studies, recommended
readings, review questions etc. will be made available each week in Moodle.
o Online teaching resources include class materials, readings, model answers to assignments and exercises
and discussion boards. All online materials for this subject as provided by KOI will be found in the Moodle

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page for this subject. Students should access Moodle regularly as material may be updated at any time
during the trimester
o Other contact - academic staff may also contact students either via Moodle messaging, or via email to the
email address provided to KOI on enrolment.

2.8 Student Assessment

Assessment is designed to encourage effective student learning and enable students to develop and
demonstrate the skills and knowledge identified in the subject learning outcomes. Assessment tasks during
the first half of the study period are usually intended to maximise the developmental function of assessment
(formative assessment). These assessment tasks include weekly tutorial exercises (as indicated in the
weekly planner) and low stakes graded assessments (as shown in the graded assessment table). The major
assessment tasks where students demonstrate their knowledge and skills (summative assessment) generally
occur later in the study period. These are the major graded assessment items shown in the graded
assessment table.
Final grades are awarded by the Board of Examiners in accordance with KOI's Assessment and Assessment
Appeals Policy. The definitions and guidelines for the awarding of final grades within the BIT degree are:
o HD High distinction (85-100%): an outstanding level of achievement in relation to the assessment
process.
o D Distinction (75-84%): a high level of achievement in relation to the assessment process.
o C Credit (65-74%): a better than satisfactory level of achievement in relation to the assessment process.
o P Pass (50-64%): a satisfactory level of achievement in relation to the assessment process.
o F Fail (0-49%): an unsatisfactory level of achievement in relation to the assessment process.
o FW: This grade will be assigned when a student did not submit any of the compulsory assessment items.

Provided below is a schedule of formal assessment tasks and major examinations for the subject.

Assessment Type When Assessed Weighting Learning

Outcomes
Assessed
Assessment 1: Biweekly Reflection 20% a, b, c, and d
Week 2: Reflection on analysis of
Business Intelligence Week 2, Week 2 – 0%
Week 4: Reflection on business Week 4, Week 4 – 5%
decisions and ethics Week 6, Week 6 – 5%
Week 6: Reflection on use of KNIME Week 8 and Week 8 – 5%
Week 8: Reflection on Artificial Week 10 Week10 – 5%
Intelligence and Machine Learning
Week 10: Reflection on use of Tableau
Assessment 2: Analytics Tool Evaluation a and b
and selection based on given case study
- Individual Week 6 30%
(Data Analytics Project - 1500 words)
Assessment 3: Quiz Week 8 15% a, b, and c

Assessment 4: Business Case Study Report - 25% c, d, and e

Group Report Week 11 – Report
Presentation
Business Case Study Group 10%
Presentation Week-11 & 12
(Data Visualisation and Analytics Project Presentation
- 2000 words)

Requirements to Pass the Subject:

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To gain a pass or better in this subject, students must gain a minimum of 50% of the total available subject
marks.

2.9 Prescribed and Recommended Readings

Provided below, in formal reference format, is a list of the prescribed and recommended readings.

Prescribed Text

Camm, J.D., Cochran. J.J., Fry, M.J. and Ohlmann, J.W., 2024, Data Visualization: Exploring and
Explaining with Data, 2nd edition. Cengage.

Recommended Books

Vincent, N. and Igou, A., 2023. Emerging Technologies for Business Professionals: A Nontechnical Guide to the
Governance and Management of Disruptive Technologies.

Pramanik, S. and Bandyopadhyay, S.K., 2023. Analysis of big data. In Encyclopedia of data science and machine
learning (pp. 97-115). IGI Global.

Schwabish, J., 2021. Better Data Visualizations: A Guide for Scholars, Researchers, and Wonks. Columbia
University Press.

Recommended Journal Articles

Liang, R., Huang, C., Zhang, C., Li, B., Saydam, S. and Canbulat, I., 2023. Exploring the fusion potentials of data
visualization and data analytics in the process of mining digitalization. IEEE Access, 11, pp.40608-40628.

Hadjimichael, A., Schlumberger, J. and Haasnoot, M., 2024. Data visualisation for decision making under deep
uncertainty: current challenges and opportunities. Environmental Research Letters, 19(11), p.111011.

Jha, S., Jha, M. and O’Brien, L., 2021, December. Analysing Computer Science Course Using Learning Analytics
Techniques. In 2019 IEEE Asia-Pacific Conference on Computer Science and Data Engineering (CSDE) (pp. 1-
6). IEEE.

Jönsson, D., Steneteg, P., Sundén, E., Englund, R., Kottravel, S., Falk, M., Ynnerman, A., Hotz,
I., Ropinski, T., 2020. Inviwo — A Visualization System with Usage Abstraction Levels. IEEE
Trans. Vis. Comput. Graph. 26, 3241–3254.
https://doi.org/10.1109/TVCG.2019.2920639.

Nkhoma, C., Dang-Pham, D., Hoang, A.-P., Nkhoma, M., Le-Hoai, T., Thomas, S., 2020.
Learning analytics techniques and visualisation with textual data for determining causes of
academic failure. Behav. Inf. Technol. 39, 808–823.
https://doi.org/10.1080/0144929X.2019.1617349.

Narechania, A., Srinivasan, A., Stasko, J., 2021. NL4DV: A Toolkit for Generating
Analytic Specifications for Data Visualization from Natural Language Queries. IEEE
Trans. Vis. Comput. Graph. 27, 369–379. https://doi.org/10.1109/TVCG.2020.3030378.

Golfarelli, M., Rizzi, S., 2020. A model-driven approach to automate data visualization in big data analytics. Inf.
Vis. 19, 24–47. https://doi.org/10.1177/1473871619858933.

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Recommended Journals:
International Journal of Big Data Intelligence
Data mining and knowledge discovery
Information visualization
International journal of data science and analytics

3. Assessment Details
3.1 Details of Each Assessment Item

The assessments for this subject are described below. The description includes the type of assessment, its
purpose, weighting, due date and submission requirements, the topic of the assessment, details of the task
and detailed marking criteria, including a marking rubric for essays, reports and presentations.
Supplementary assessment information and assistance can be found in Moodle.

KOI expects students to submit their own work in both assignments and exams, or the work of their group
in the case of group assignments. Material in assignments which comes from the work of others must be
appropriately acknowledged.

Assessment 1

Assessment type: Individual reflective journal (750 words)

Purpose: A reflective journal is a personal record of a student's learning experiences. It is a space where a
learner can record and reflect upon their observations and responses to situations, which can then be used
to explore and analyse ways of thinking. The purpose of the assessment is to test your understanding of
Data Analytics and Data Visualisation and its principles applied in the data analysis and visualisation. The
aim of a reflective log is to give you an opportunity to keep a record of the work you undertake, note any
existing skills you develop, and learn to identify areas in which you would like to improve. This assessment
contributes to learning outcomes a, b, c and d.

Value: 20% Due Date: Biweekly submission

Task Details: The template for writing biweekly reflective journals will be provided on Moodle. Students will
be expected to prepare the reflective journal accordingly.

Submission requirements details:

Submit the completed work through Moodle.

Marking Rubric for Assessment 1 (biweekly)

Criteria Fail Pass Credit Distinction High Distinction

(0 – 49%) (50 – 64%) (65 – 74%) (75 – 84%) (85 – 100%)
Content Reflection lacks Reflection Reflection Reflection Exceptional
Reflection critical thinking. demonstrates demonstrates demonstrates a reflection
Superficial limited critical some degree of high degree of demonstrates a
5 Marks connections are thinking in critical thinking in critical thinking in high degree of
made with key applying, applying, applying, critical thinking in
course concepts analysing, analysing, and/or analysing, and applying,
and course and/or evaluating key evaluating key analysing, and
materials, evaluating key course concepts course concepts evaluating key
activities, and/or course concepts and theories from and theories from course concepts
assignments and theories readings, lectures, readings, lectures, and theories from
from readings, media, media, readings, lectures,
lectures, media, discussions discussions media,
discussions, activities, and/or activities, and/or discussions
activities, and/or assignments. assignments. activities, and/or
assignments Connections Insightful and assignments.

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Minimal made through relevant

connections explanations, connections made
made through inferences, and/or through contextual
explanations, examples. explanations,
inferences, inferences, and
and/or examples.
examples.

Assessment 2

Assessment type: Individual Report based on Case Study

Purpose: Analytical tool evaluation based on Case Study

Value: 30% Due Date: Week 6

Task Details:
This part of the assignment likely involves assessing different analytics tools available in the market. You
might need to consider factors such as features, capabilities, ease of use, scalability, cost, support, etc.
You'll analyze these tools to determine how well they meet the requirements specified in the case study.

Selection based on given case study: This suggests that you need to make a recommendation on which
analytics tool is the best fit for the scenario outlined in the case study. You'll need to justify your choice
based on the specific needs and constraints presented in the case study, explaining why the selected tool
is the most suitable option.

To accomplish this assignment effectively, you'll likely need to thoroughly understand the requirements and
constraints outlined in the case study, research various analytics tools, compare their features and
capabilities, and make a well-reasoned recommendation supported by evidence from your analysis.

Case Study: Enhancing Marketing Campaign Effectiveness

Company Background:

XYZ Corporation is a multinational retail company specializing in fashion apparel and accessories. With a
large customer base and stores in multiple countries, XYZ Corporation aims to enhance its marketing
campaign effectiveness to drive sales and improve customer engagement.

Business Challenge:

XYZ Corporation wants to optimize its marketing campaigns to increase customer engagement, drive
online and in-store sales, and improve overall ROI. The company currently lacks comprehensive analytics
tools to track and analyse marketing campaign performance effectively.
Analytics Tool Evaluation:

Key Requirements:

Multi-channel Integration: The analytics tool should integrate data from various marketing channels,
including email campaigns, social media advertising, online promotions, and in-store events.

Customer Segmentation: The tool should enable segmentation of customers based on demographics,
purchase history, preferences, and behaviour to target specific customer groups with personalized
marketing messages.

Performance Tracking: It should provide real-time performance tracking of marketing campaigns, including
metrics such as click-through rates, conversion rates, return on ad spend (ROAS), customer acquisition
cost (CAC), and customer lifetime value (CLV).

Attribution Modelling: The tool should offer advanced attribution modelling capabilities to accurately
attribute conversions and sales to different marketing touchpoints along the customer journey.
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Predictive Analytics: Incorporation of predictive analytics to forecast future trends, identify potential high-
value customers, and recommend optimal marketing strategies for maximum impact.

Ease of Use and Scalability: The tool should be user-friendly, with intuitive interfaces for marketers and
analysts to access and analyse data easily. Additionally, it should be scalable to accommodate the
company's growing data volume and analytical needs.

Cost-effectiveness: Consideration of the total cost of ownership, including licensing fees, implementation
costs, and ongoing maintenance expenses, to ensure the chosen analytics tool provides value for money.

Potential Analytics Tools for Evaluation:

Google Analytics 360

Adobe Analytics
Salesforce Marketing Cloud
IBM Watson Customer Experience Analytics
Tableau CRM (formerly Einstein Analytics)

Your task is to evaluate the above analytics tools based on the provided case study requirements and
recommend the most suitable tool for XYZ Corporation. Justify your recommendation with a detailed
analysis of each tool's features, capabilities, strengths, weaknesses, and alignment with the company's
goals and requirements.

Submission requirements details:

Submit the completed report on Moodle.

Your report should have 1500 words addressing the tasks. The report structure includes the following:

a) Introduction: clearly state the problem, dataset and objectives.

b) Results: Tasks above
c) Conclusion & Recommendation: summarise the objective, findings, and
recommendations.
d) Reference - use both in-text and references in Harvard style
e) Appendix:

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Marking Guide Assessment 2:

Criteria Fail (0 – 49%) Pass Credit Distinction High Distinction (85

(50 – 64%) (65 – 74%) (75 – 84%) – 100%)

Introduction 3 Introduces the Satisfactorily Introduces the Introduces the topic Introduces the topic of
marks topic of the report introduces the topic topic of the report
of the report in an the report in an
but omits a of the report. in an engaging engaging manner extremely engaging
general Gives a general manner to some which arouses the manner which arouses
background of the background. extent which reader's interest. the reader's interest.
topic and/or the Indicates the overall arouses the Gives some general Gives a detailed general
overall "plan" of "plan" of the paper. reader's interest.
background and background and
the paper. indicates the overall indicates the overall
"plan" of the paper. "plan" of the paper.
Case Study Fails to Demonstrates Understands the Shows a good Thorough
Analysis understand the limited case study to understanding of the understanding and
5 marks case study and understanding of the some extent and case study and analysis of the provided
lacks analysis case study and provides analysis, provides a detailed case study
provides superficial but may overlook analysis of most Demonstrates a deep
analysis some relevant relevant factors understanding of the
factors case study and provides
a comprehensive
analysis that considers
relevant factors
Analytics Tool Fails to evaluate Evaluates only a few Evaluates some Evaluates several Evaluation of multiple
Evaluation analytics tools analytics tools analytics tools analytics tools analytics tools against
8 marks against specified against specified against specified against specified specified criteria
criteria criteria and lacks criteria but may criteria, providing
thorough analysis or lack depth or analysis and
justification justification for justification for most
choices choices
Selection of Fails to justify the Provides a weak Clearly justifies Provides a solid
Clearly justifies the
Analytics Tool selected analytics justification for the the selection of justification for the
selection of the
8 marks tool selected analytics the analytics tool selected analytics
analytics tool based on
tool, with limited based on the tool based on the
the analysis of the case
connection to the analysis of the analysis, though
study and evaluation of
analysis or case study and some aspects may
tools
evaluation evaluation of tools be lacking depth
demonstrating a strong
rationale
Conclusion & No conclusion Conclusion based Conclusion based Conclusion based on Conclusion based on an
Recommendati presented or not on argument but on sound an extensive extensive and
on based on lacks supporting argument and argument and compelling argument,
2 marks argument; evidence evidence, evidence, recommendation
recommendation recommendation recommendation recommendation persuasive and
unconvincing lacks some detail convincing strongly convincing convincing
Presentation of Poor presentation Fair presentation but Good presentation Very-well-presented Professionally
Report or failure to submit many areas could but some results reporting all the presented including
3 marks it be improved are displayed required results visual representation of
results

References Student did not Report includes Report includes Report has used the Report has used the
1 mark follow the required most of the report most of the report requested format in requested format in a
format in the report sections but not all, format sections an acceptable well- organized
or in referencing referencing incorrect but missed at least structure, structure, referencing
on several one section, referencing always in always in correct format
occasions referencing correct format
generally in
correct format
Total out of 30

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Assessment 3

Assessment type: Quiz

Purpose: This assessment will allow students to demonstrate that they have understood the concepts
covered in weeks 1 to 7. This assessment contributes to learning outcomes a, b and c

Value: 15% Due date: Week 8 tutorial

Task details: The quiz will consist of questions and problems relating to subject content from weeks 1 – 7
inclusive

Submission requirements details: Online (In- class)

This quiz will be conducted in Tutorial class of Week 8. Students need to attend their enrolled tutorial class
to do the quiz, in presence of their tutor

Marking Guide Assessment 3:

Fail Pass Credit Distinction High Distinction

Grade
(0 – 49%) (50 – 64%) (65 – 74%) (75 – 84%) (85 – 100%)

Assessment 4

Assessment type: Business Case Study Group Report. A Technical report of 2000 words and
presentation– group assessment and individual assessment.

Purpose: This assessment allows groups to find and analyse a large dataset Business Case Study from
the public repositories such as the UCI Machine Learning repository, Kaggle, GitHub, etc. You will prepare
a final technical report outlining the tasks below. This assessment contributes to learning outcomes c,d,
and e.

Value: 35% (Report 25%; Separate Presentation 10%; Data Visualisation and Analytics Project - 2000
words)

Due Date: Report Week 11; Presentation Weeks 11-12

Task Details:
Students will find and analyse a large dataset from the public repositories such as the UCI Machine Learning
repository, Kaggle, GitHub, etc. Students are expected to cover the following tasks of their assignment. The
dataset must not be selected by any other group and discussed with the tutor in week 8.

Business Case Study: Analysing Customer Behaviour in E-commerce

Introduction:

ABC Corporation, a leading e-commerce company, aims to enhance its understanding of customer
behaviour to improve marketing strategies, optimize product recommendations, and increase sales. This
case study explores the analysis of a large dataset obtained from the Kaggle platform, focusing on
customer behaviour in the context of online retail.

Background:

ABC Corporation operates an online platform offering a wide range of products, including electronics,
clothing, home goods, and more. With millions of transactions occurring daily, the company recognizes the
importance of leveraging data analytics to gain insights into customer preferences, purchasing patterns,
and engagement metrics.

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Dataset Selection:

After thorough research and consultation with the tutor, do a dataset selection for analysis available online
resources. This dataset should contain transactional data from an online retail store at least for a period of
approx. one year.

Tasks:

Data Exploration and Preprocessing:

Import the dataset and perform exploratory data analysis to understand its structure, variables, and
potential insights.

Cleanse and preprocess the data if required to handle missing values, outliers, and inconsistencies,
ensuring data quality for analysis.

Customer Segmentation:

Utilise clustering techniques clustering to segment customers based on their purchasing behaviour,
frequency, and monetary value.

Analyse the characteristics of each customer segment and identify actionable insights for targeted
marketing strategies.

Market Basket Analysis:

Uncover patterns in customer purchasing behaviour, such as frequently co-occurring products in

transactions.

Identify cross-selling opportunities and optimize product recommendations to increase basket size and
overall sales revenue.

Predictive Analytics:

Build predictive models to forecast customer lifetime value (CLV), churn probability, or purchase likelihood
based on historical transactional data.

Evaluate the performance of predictive models using appropriate metrics and validate their effectiveness in
driving business decisions.

Conclusion:

By leveraging advanced data analytics techniques on the "Online Retail" dataset, ABC Corporation can
gain valuable insights into customer behaviour and preferences. These insights can inform targeted
marketing campaigns, personalized product recommendations, and strategic decision-making, ultimately
driving growth and competitiveness in the e-commerce market.

Recommendations:

Continuously monitor and analyse customer data to identify emerging trends and opportunities for
innovation.

Invest in data-driven technologies and capabilities to enhance the company's analytical capabilities and
agility.

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Foster a culture of data-driven decision-making across all levels of the organization, empowering
employees to leverage data for strategic initiatives.

This business case study outlines the objectives, tasks, and potential insights derived from analysing a
large dataset on customer behaviour in e-commerce. It emphasizes the importance of data-driven
decision-making and highlights actionable recommendations for ABC Corporation to enhance its
competitive edge in the digital marketplace.

Submission requirements: Submit the completed report and weekly log on Moodle.

Your report should have 2000 words addressing the tasks. The report structure includes the following:

a) Introduction: clearly state the problem, dataset and objectives.

b) Results: Tasks above
c) Conclusion: summarise the objective, findings, and recommendations.
d) Reference - use both in-text and references in Harvard style
e) Appendix:

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Marking Rubric Assessment 4: Value 25%

Criteria Fail (0 – 49%) Pass Credit Distinction High Distinction

(50 – 64%) (65 – 74%) (75 – 84%) (85 – 100%)

Structure Very difficult to Some difficulty in Clear and Well written and very Well written and very
and format read, unclear reading, not very readable, and all clear, and all clear, all required
structure, and most clear, but important required sections required sections sections with
2 marks of the required sections are are included with completed completed
sections are included discussion are discussion are
missing included included, and
additional sections
have been added for
clarity
Introduction Introduces the topic Satisfactorily Introduces the topic Introduces the topic Introduces the topic
2 marks of the report but introduces the of the report in an of the report in an of the report in an
omits a general topic of the report. engaging manner engaging manner extremely engaging
background of the Gives a general to some extent which arouses the manner which
topic and/or the background. which arouses the reader's interest. arouses the reader's
overall "plan" of the Indicates the reader's interest. Gives some general interest. Gives a
paper. overall "plan" of background and detailed general
the paper. indicates the overall background and
"plan" of the paper. indicates the overall
"plan" of the paper.
Results / No evidence/ Provides Provides sound Provides practical Provides insightful
Interpretatio support for the description of solutions are good solutions and very solutions and
n solutions and solutions and level of evidence/ convincing level of exceptional level of
10 marks argument in the some support for the evidence/support support for the
main body evidence/support logical argument for the strong logical compelling argument
for the argument in argument
the main body
Conclusion No conclusion Conclusion based Conclusion based Conclusion based on Conclusion based on
2 marks presented or not on argument but on sound argument an extensive an extensive and
based on lacks supporting and evidence, argument and compelling
argument; evidence recommendation evidence, argument,
recommendation recommendation convincing recommendation recommendation
unconvincing lacks some detail strongly convincing persuasive and
convincing
References Student did not Report includes Report includes Report has used the Report has used the
1 mark follow the required most of the report most of the report requested format in requested format in a
format in the report sections but not all, format sections but an acceptable well- organized
or in referencing referencing missed at least one structure, referencing structure, referencing
incorrect on section, referencing always in correct always in correct
several occasions generally in correct format format
format

Presentation Poor presentation Fair presentation Good presentation Very-well-presented Professionally

of Report or failure to submit but many areas but some results reporting all the presented including
3 marks it could be improved are displayed required results visual representation
of results

Individual Student contribution assessed on depth of engagement, collaboration, critical thinking, and
contribution demonstrated effort
5 marks

Total out
of
25 marks

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Marking Rubric Assessment 4: Presentation 10% (Individual)

Fail Pass Credit Distinction High Distinction

Criteria
(0 – 49%) (50 –64%) (65– 74%) (75 – 84%) (85 – 100%)
Information Presentation lacks Main points are not Main points are Main points are Main points are very
quality main points and clear and lack somewhat clear but clear and detailed. clear and very
related details. significant detail. could use more Information is detailed. Information
1 mark Information lacks Some information is detail. linked to is directly linked to
connection to the linked to the Most information is presentation topic. presentation topic.
presentation topic. presentation topic. linked to the Information is well Information is very
Information is not Information is loosely presentation topic. organised. organised.
organised. organised. Information is
organised.
Nonverbal Speaker appears very Speaker appears Speaker appears Speaker appears Speaker appears
communication uneasy and insecure. uneasy and somewhat generally at ease fairly comfortable very comfortable
Speaker faces away insecure. Speaker and confident. and confident. and confident.
2 mark from the audience or rarely faces the Speaker sometimes Speaker generally Speaker
makes no eye contact. audience or makes faces the audience faces the consistently faces
Speaker appears eye contact. and maintains eye audience and the audience and
disengaged from the Speaker rarely contact. maintains good maintains good eye
audience. appears to be Speaker sometimes eye contact. contact.
Speaker lacks any engaging with the appears to be Speaker generally Speaker
body motions or audience. engaging with the appears to be consistently appears
gestures or Speaker uses few audience. engaging with the to be engaging with
demonstrates body motions or Speaker's body audience. the audience.
consistently gestures or has motions and Speaker uses Speaker uses body
distraction body gestures or gestures neither body motions and motions and
motions or gestures. movements that support nor detract gestures well. gestures very
distract the audience. from presentation. effectively.
Verbal Speaker’s voice is Speaker’s voice is Speaker’s voice is Speaker’s voice is Speaker’s voice is
communication consistently too weak frequently too weak or generally steady, steady, strong very confident,
or too strong. too strong. strong and clear. and clear. steady, strong, and
2 mark Speaker fails to use Speaker rarely uses Speaker sometimes Speaker often clear.
inflections to inflections to uses inflections to uses inflections to Speaker
emphasize key points emphasize key points emphasize key emphasize key consistently uses
and create interest or and create interest or points and create points and create inflections to
speaker often uses speaker sometimes interest. interest. emphasize key
inflections uses inflections Speaker's talking Speaker's talking points or to create
inappropriately. inappropriately. pace is appropriate. pace is mostly interest. Speaker's
Speaker's talking Speaker's talking pace appropriate. talking pace is
pace is consistently is often too slow or too consistently
too slow or too fast. fast. appropriate.
Visual tools Visual aids Visual aids have Visual aids areVisual aids are Visual aids are very
2 mark demonstrate no limited creativity or reasonably creative,
usually creative, creative, clear, and
creativity or clarity and clarity or are clear, and easy to
clear, and easy to easy to read.
are often difficult to sometimes difficult to read. Presentation is
read. Presentation is
read. read. sometimes Presentation is consistently
Presentation is Presentation is not enhanced by theoften enhanced enhanced by the
weakened by the enhanced by the visual tools. by the visual visual tools.
visual tools. visual tools. tools.
Detail and Slides have numerous Slides may have some Evident that slides Clearly evident Slides are clear,
preparation errors and lack detail. errors and show some are correct and show that slides are well- constructed,
Little care taken in the detail. Some care has a general attention correct, detailed accurate and show
1 mark production. been taken in to detail and and accurate. attention to detail.
production. accuracy. Care has been Extra care has been
General care has taken in the taken in the
been taken in production. production.
production.
Overall This presentation was This presentation was This presentation This was a very This was an
effectiveness weak and not average and was good and good presentation exceptional,
effective. somewhat effective. effective. and very effective. professional
2 mark presentation and
extremely effective.

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3.2 General information about assessment

a) Late Penalties and Extensions

An important part of business life and key to achieving KOI’s graduate outcome of Professional Skills is the
ability to manage workloads and meet deadlines. Completing assessment tasks on time is a good way to
master these habits.

Students who miss mid-trimester tests and final exams without a valid and accepted reason may not be
granted a deferred exam and will be awarded 0 marks for the assessment item. Assessment items which
are missed or submitted after the due date/time will attract a penalty unless there is a compelling reason
(see below). These penalties are designed to encourage students to develop good time management
practices, and to create equity for all students.

Any penalties applied will only be up to the maximum marks available for the specific piece of assessment
attracting the penalty.

Late penalties, granting of extensions and deferred exams are based on the following:

In Class Tests and Quizzes (excluding Mid-Trimester Tests)

o Generally, extensions are not permitted. A make-up test may only be permitted under very special
circumstances where acceptable supporting evidence of illness, hardship or unavoidable problems
preventing completion of the assessment is provided (see section (b) below). The procedures and
timing to apply for a make-up test (only if available) are as shown in the section Applying for an
Extension (see below).
o Missing a class test will result in 0 marks for that assessment item unless the above applies.

Written Assessments and Video Assessments

o There is a late penalty of 5% of the total available marks per calendar day unless an extension is
approved (see Applying for an Extension section below).

Presentations

o Generally, extensions are not permitted. Missing a presentation will result in 0 marks for that
assessment item. The rules for make-up presentations are the same as for missing in-class tests
(described above).
For group presentations, if serious circumstances prevent some members of the group from
participating, the members of the group who are present should make their contributions as agreed. If
a make-up presentation is approved, the other members of the group will be able to make their
individual presentation later and will be marked according to the marking rubric. A video presentation
may be used to facilitate the process.

Mid-Trimester Tests and Final Exams

If students are unable to attend mid-trimester tests or final exams due to illness, hardship or some other
unavoidable problem (acceptable to KOI), they must:

o Complete the Assignment Extension / Exam Deferment Form available by contacting

[email protected] as soon as possible, but no later than three (3) working days after the exam
date.
o Provide acceptable documentary evidence (see section (b) below).
o Agree to attend the deferred exam as set by KOI if a deferred exam is approved.

Deferred exam

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o There will only be one deferred exam offered.

o Marks obtained for the deferred exam will be the marks awarded for that assessment item.
o If you miss the deferred exam you will be awarded 0 marks for the assessment item. This may mean
you are unable to pass the subject.

b) Applying for an Extension

If students are unable to submit or attend an assessment when due, they must

o Complete the Assignment Extension / Exam Deferment Form available by contacting

[email protected] as soon as possible, but no later than three (3) working days of the
assessment due date.
o Provide acceptable documentary evidence in the form of a medical certificate, police report or some
other appropriate evidence of illness or hardship, or a technician’s report on problems with computer or
communications technology, or a signed and witnessed statutory declaration explaining the
circumstances.
o Students and lecturers / tutors will be advised of the outcome of the extension request as soon as
practicable.

Please remember there is no guarantee of an extension being granted, and poor organisation is not a
satisfactory reason to be granted an extension.

c) Referencing and Plagiarism

Please remember that all sources used in assessment tasks must be suitably referenced.
Failure to acknowledge sources is plagiarism, and as such is a very serious academic issue. Students
plagiarising run the risk of severe penalties ranging from a reduction in marks through to 0 marks for a first
offence for a single assessment task, to exclusion from KOI in the most serious repeat cases. Exclusion
has serious visa implications. The easiest way to avoid plagiarising is to reference all sources.

Harvard referencing is the required method – in-text referencing using Author’s Surname (family name)
and year of publication. A Referencing Guide, “Harvard Referencing”, and a Referencing Tutorial can be
found on the right-hand menu strip in Moodle on all subject pages.

An effective way to reference correctly is to use Microsoft Word’s referencing function (please note that
other versions and programs are likely to be different). To use the referencing function, click on the
References Tab in the menu ribbon – students should choose Harvard.

Authorship is also an issue under plagiarism – KOI expects students to submit their own original work in
both assessment and exams, or the original work of their group in the case of a group project. All students
agree to a statement of authorship when submitting assessments online via Moodle, stating that the work
submitted is their own original work.

The following are examples of academic misconduct and can attract severe penalties:

o Handing in work created by someone else (without acknowledgement), whether copied from another
student, written by someone else, or from any published or electronic source, is fraud, and falls under
the general Plagiarism guidelines.
o Copying / cheating in tests and exams is academic misconduct. Such incidents will be treated just as
seriously as other forms of plagiarism.
o Students who willingly allow another student to copy their work in any assessment may be considered
to assisting in copying/cheating, and similar penalties may be applied.

Where a subject coordinator considers that a student might have engaged in academic misconduct, KOI
may require the student to undertake an additional oral exam as a part of the assessment for the subject,
as a way of testing the student’s understanding of their work.

Further information can be found on the KOI website.

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d) Reasonable Adjustment

The Commonwealth Disability Discrimination Act (1992) makes it unlawful to treat people with a disability
less fairly than people without a disability. In the context of this subject, the principle of Reasonable
Adjustment is applied to ensure that participants with a disability have equitable access to all aspects of the
learning for the subject. For assessment, this means that barriers to their demonstrating competence are
removed wherever it is reasonably practical to do so.

Examples of reasonable adjustment in assessment may include:

o provision of an oral assessment, rather than a written assessment
o provision of extra time
o use of adaptive technology.

The focus of the adjusted assessment should be on enabling the student to demonstrate achievement of
the learning outcomes for the subject, rather than on the method of assessment.

e) Appeals Process

Full details of the KOI Assessment and Assessment Appeals Policy may be obtained in hard copy from the
Library, and on the KOI website www.koi.edu.au under Policies and Forms.

Assessments and Mid-Trimester Exams:

Where students are not satisfied with the results of an assessment, including mid-trimester exams, they
have the right to appeal. The process is as follows:

o Discuss the assessment with their tutor or lecturer – students should identify where they feel more
marks should have been awarded – students should provide valid reasons based on the marking guide
provided for the assessment. Reasons such as “I worked really hard” are not considered valid.
o If still not satisfied, students should complete an Application for Review of Assessment Marks form,
clearly explaining the reasons for seeking a review. This form is available from the KOI website under
Policies and Forms and is also available at KOI Reception (Kent St, Market St and O’Connell St). The
completed Application for Review of Assessment Marks form should be submitted as explained on the
form with supporting evidence attached to [email protected] .
o The form must be submitted within ten (10) working days of the return of the marked assessment, or
within five (5) working days after the return of the assessment if the assessment is returned after the
end of the trimester.

Review of Grade – whole of subject and final exams:

Where students are not satisfied with the results of the whole subject or with their final exam results, they
have the right to request a Review of Grade – see the Assessment and Assessment Appeals Policy for
more information.

An Application for Review of Grade/Assessment Form (available from the KOI Website under Policies and
Forms and from KOI Reception at Kent St, Market St and O’Connell St) should be completed clearly
explaining the grounds for the application. The completed application should be submitted as explained on
the form, with supporting evidence attached to [email protected] .

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