BACHELORS DEGREEASSIGNMENT SPECIFICATION
Student name:
Student P number:
Programme: B.Sc. Computing Portfolio
Module: Data Warehousing for Business Intelligence Module Level (4, 5, 6): 6
Module code: M3X8636 Contribution to Overall
Module Assessment (%): 70
Lecturer: Dr.Nik Whitehead Internal Verifier: Dr Stephen Hole
Assignment Title: Data Warehousing Assignment No (x of x): 1 of 2
Hand Out Date: November 2013 Submission deadline:
Referencing: In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication,title of book, edition, publisher: place of publication).
Disclosure:
I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited.
Student’s Signature:
Assignments will not be accepted without a signature here
Date:
Turnitin: Lecturer totick to indicate if an electronic version of the assignment must be submitted to Turnitin. Note: the Turnitin version is the primary submission and acts as a receipt for the student. Both electronic and paper versions MUST be submitted by the same deadline. No marks will be released until both submissions are received. Late submission of either the electronic or paper version will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, Refer. Only Year Tutors and the Programme Director may grant an extension. YES ?
NO
Learning Outcomes tested
(from module syllabus) Assessment CriteriaTo achieve each outcome a student must demonstrate the ability to:
1. Display a detailed knowledge and systematic understanding of the current trends in data warehousing, business intelligence and data mining. • Write a report to evaluate the changes that have taken place since the beginning of data warehousing as a tool to generate competitive advantage via business intelligence.
2. Show a systematic understanding and knowledge of conceptual modelling for data warehouse applications, business intelligence and data mining techniques. • Design a small scale data warehouse for a given problem domain through the use of conceptual modelling techniques.
3. Demonstrate a comprehensive knowledge and systematic understanding of essential concepts, principles and tools to build, test and debug a data warehousing and data mining application that provide business intelligence to its users. • Produce a small scale prototype Data Warehouse to solve a case study based problem.
• Please submit the assignment parts in a suitable report folder– not in polypockets.
• This form (ALL PAGES) MUST be at the front of the paper submission. Assignments will not be accepted without this form as it is a requirement that you sign the disclosure regarding referencing convention.
• DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions.
TASK DESCRIPTION
Report
Write a 2000-word report that describes a suitable methodology from the literature for the purpose of designing, constructing and testing of a commercial BIDW for a multinational company. You should evaluate the changes that have taken place since the beginning of data warehousing and show how these changes have affected the hardware and software that would be used for such a project over the last 40 years.
Data warehouse methodologies
1-Top down
2- bottom up
3- Read about Inmon and Kimball, what are they good at .
4 -hardware and software.
5- Future ideas ?
*Top down:
1-Inmon 2-history 3design data marts .-combine to create DW .- work out what data is needed from source systems. 4-examples. 5 -where to use it?
*Bottom up:
1-history 2-Kimball 3-examine some data.-create logical DW Schema -create DM From DW.
4-Examples .5-Where to use it ?
GUIDANCEFOR STUDENTS IN THE COMPLETION OF TASKS
Informative use of the literature to chart the historical changes in the field of data warehousing.
? Descriptions of the two data warehousing methodologies in terms of:
o Technologies
? Tools
o Data
? Collection
? Transformation
o Business Intelligence
? Application types
? Originality
? Report Writing
o What are the historical changes with respect to Business Intelligence Data Warehousing in terms of methodologies?
o Format the document correctly
o Include a bibliography
o Reference the bibliography
MARKING CRITERIA AND STUDENT FEEDBACK
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
PART 1 – Essay on Data Warehouse Design Methodologies
Common Assessment Criteria Applied Marks available Marks
awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
60
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
10
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
10
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
0
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
20
Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) %
Up to one-week late
Over one week late
PART 2 – Data Warehouse Case Study
Common Assessment Criteria Applied Marks available Marks
awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
0
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
0
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
40
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
50
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
10
Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) %
Up to one-week late
Over one week late
COMMON ASSESSMENT AND MARKING CRITERIA
OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
Assessment Criteria 0-29% 30-39%* 40-49% 50-59% 60-69% 70-79% 80-100%
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions Little or no evidence of reading.
Views and findings unsupported and non-authoritative.
Referencing conventions largely ignored. Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources.
Referencing conventions used inconsistently. References to a limited range of mostly relevant sources. Some omissions and minor errors.
Referencing conventions evident though not always applied consistently. Inclusion of a range of research-informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. Inclusion of a wide range of research-informed literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied.
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. Knowledge is accurate with a good understanding of the field of study. Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge.
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses.
Some evidence to support findings/ views, but evidence not consistently interpreted.
Some relevant conclusions and recommendations, where relevant Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance.
An emerging awareness of different stances and ability to use evidence to support the argument.
Valid conclusions and recommendations, where relevant Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly.
Sound, convincing conclusions / recommendations. Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration.
Ability to investigate contradictory information and identify reasons for contradictions.
Strong, persuasive, conclusions, justifiable recommendations. Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration.
Ability to investigate contradictory information and identify reasons for contradictions.
Highly persuasive conclusions
4. Practical Application and Deployment
Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative and creative solutions to solve problems. Limited or no use of methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application. Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques.
Basic appreciation of the context of the application.
A good and appropriate application of standard methods, materials, tools and/or techniques.
Good appreciation of the context of the application, with some use of examples, where relevant.
A very good application of a range of methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive use of examples, where relevant.
Evidence of some innovation and creativity. An advanced application of a range of methods, materials, tools and/or techniques.
The context of the application is well considered, with extensive use of relevant examples.
Application and deployment extend beyond established conventions. Innovation and creativity evident throughout. Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques.
5. Skills for Professional Practice
Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. Communication media is inappropriate or misapplied.
Little or no evidence of autonomy in the completion of tasks.
Work is poorly structured and/or largely incoherent. Media is poorly designed and/or not suitable for the audience.
Poor independent or collaborative initiative.
Work lacks structure, organisation, and/or coherence Can communicate in a suitable format but with some room for improvement.
Can work as part of a team, but with limited involvement in group activities.
Work lacks coherence in places and could be better structured. Can communicate effectively in a suitable format, but may have minor errors.
Can work effectively as part of a team, with clear contribution to group activities.
Mostly coherent work and is in a suitable structure. Can communicate well, confidently and consistently in a suitable format.
Can work very well as part of a team, with very good contribution to group activities.
Work is coherent and fluent and is well structured and organised. Can communicate professionally and, confidently in a suitable format.
Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations.
Work is coherent, very fluent and is presented professionally. Can communicate with an exceptionally high level of professionalism.
Can work exceptionally well and professionally within a team, showing advanced leadership skills.
Work is exceptionally coherent, very fluent and is presented professionally.
Student Self Evaluation Form
Student name: Student P number:
Programme: Year of programme
Assignment Title:
This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of achievement you feel you have achieved with regard to each of them.
Common Assessment Criteria Applied Level of Achievement
REFER
3rd
2:2
2:1
1st
1st
OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
Part 1
1. Research-informed Literature 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
Part 1
2. Knowledge and Understanding of Subject 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
Part 1
3. Analysis 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
Part 1
5. Skills for Professional Practice 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
Part 2
3. Analysis
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
Part 2
4. Practical Application and Deployment 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
Part 2
5. Skills for Professional Practice
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL PLEASE COMMENT ON AREAS YOU FEEL THAT YOU NEED TO DEVELOP
Student’s Name Date
Student’s Signature
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