The interaction examples (online) from class.

Design Exercise 7-1: Interaction requires you to submit a video. This posting will give you some ideas on the mechanics of how to do it: how to actually record, upload and embed it into Canvas.

For grading, we looked at visualizations and assigned codes for things we saw. We generally used the same codes from last year (see DE5-6 Codes). We added some new codes, and also a new notation where we assess the severity of the problem (or the benefit of the good thing).

We promised to provide some examples of Module 4 grading early in the Module 5 process (to give you time to appreciate expectations). Here are some examples with some example “assessment”. We also took a few from last year (to get some negative examples).

As with Module 2, we’re providing a breakdown of our grading rubric for each assignment. This time, we also provide some examples for DE 3-2 - some from this assignment, some from previous years - along with the points they earn on the rubric. Ideally, this will clarify our intent with our grading scheme.

For upcoming assignments (Module 5 and 6) we will work with a data set about airline flight delays provided by the Bureau of Transportation Statistics. This data set is quite big (there are thousands of flights each day). It is interesting for class because it can be viewed simply as tabular data, or as set or graph data.

We’re publicizing the complete rubrics developed for Module 2 assignments to (hopefully) make our grading more transparent, and help you focus your efforts on the course objectives.

Task abstraction is an important concept - but a tricky one to define. Abstraction can mean many things when it comes to task. I realize that in class I have given multiple definitions - and here I want to clarify a bit. I have been using the term “abstraction” when discussing tasks in two different ways. Here I’ll review those two different senses of abstraction that I described in class (they come from the Task Cubes paper that was mentioned in lecture and was optional reading).

In assessing student design exercises, we face some of the same challenges as in general visualization evaluation. And there are some additional challenges: we need to be able to assign “absolute” measures (grades) in a consistent way, provide meaningful feedback, and do this at scale…

A few selected images from Seek and Find 1. These were selected by the TA to show the range of things that students have picked as a response to the prompt: pick any data visualization - but pick one that you encountered recently. Either something from your day to day life, your research, your hobbies, …