← VCE Data Analytics U3O2

Writing criteria to evaluate visualisation design ideas

Statements written from the research question, audience and requirements, worded so each visualisation design idea can be rated with evidence.

Part of: VCE Data Analytics - U3O2 - Analysis and Design — Module 140

Understanding Writing criteria to evaluate visualisation design ideas in VCE Data Analytics U3O2

What it does: A number of users and a time limit mean the idea can be rated from observed evidence, not opinion. The requirement becomes a checkable criterion that each design idea can meet or not meet, with evidence in the design. Criteria should be written from the research question. The first one checks that the data needed to answer the question is shown, while school colours do not. Audience-linked criteria describe what the actual users need, such as their skills and reading level. A complex chart may overwhelm this audience. The first can be checked by looking at the mock-up and pointing to evidence. 'Feels professional' is a personal impression.

Common mistakes: This criterion is vague and has no link to the audience or the research question, so it can't be rated with evidence. It should be specific, e.g. 'C2: Year 10s can read labels'. A criterion should judge how well an idea meets the research question, not prescribe one chart type. It should be 'C1: Compares points by house'.

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This module's key terms are also in a printable crossword (Modules 76–146) and word search (Modules 3–146).

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Learning
Duo
Which criterion is better for judging a visualisation design idea?
The chart looks niceThe chart lets Year 10 students compare weekly canteen sales for each food category
Matches
Criterion: The design looks good.
↓
Vague wording that cannot be rated with evidence and is not linked to the research question, audience or requirements.
Applying
Meanings
Term
evaluation criteria
Meaning
Statements written from the research question, audience and requirements, worded so each visualisation design idea can be rated with evidence.
Practice
Criterion 1 (research question): The chart compares canteen sales for each year level.
Testing
Gaps
Source:
Check Answer
Spots
3C1: Shows sleep and marks
4C2: Looks nice and modern

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Quick Questions

1. Which criterion is better for judging a visualisation design idea?
A. The chart lets Year 10 students compare weekly canteen sales for each food category ✓
B. The chart looks nice
A good criterion is worded so it can be rated with evidence. 'Looks nice' is a vague opinion and cannot be checked against anything.
2. Which criterion is linked to the research question 'Does screen time affect sleep hours for Year 11 students?'
A. The design uses the school colours throughout
B. The design shows screen time and sleep hours together so a relationship can be seen ✓
Criteria should be written from the research question. The first one checks that the data needed to answer the question is shown, while school colours do not.
3. Which criterion is linked to the audience of Year 7 students with limited graph experience?
A. The design uses simple chart types and plain labels that Year 7 students can read without help ✓
B. The design uses a complex multi-axis chart to show every detail
Audience-linked criteria describe what the actual users need, such as their skills and reading level. A complex chart may overwhelm this audience.
4. Which wording is ratable?
A. The chart is good for users
B. Each axis has a label and a unit, so all axes are labelled (yes or no) ✓
Ratable wording can be checked and scored with evidence, such as counting labelled axes. 'Good for users' has no clear way to be rated.
5. Which statement about evaluation criteria is true?
A. They are written from the research question, audience and requirements ✓
B. They are written after choosing a favourite design to make it win
Criteria come from the problem, not from a preferred design. Writing them first lets every design idea be judged fairly.

Match the Pairs

Criterion: The chart shows monthly sales for each region so the research question can be answered. → A criterion linked to the research question
Criterion: Year 7 students can read the main trend within 10 seconds without help. → A criterion linked to the audience and worded so it can be rated
A ratable criterion uses wording that can be scored with evidence, such as a count or a test → Criterion: At least 4 of 5 test users find the highest value in under 15 seconds.
A criterion drawn from a requirement turns it into a statement used to rate each design idea → Requirement: show data by month. Criterion: the design displays all 12 months on one axis.
Criterion: The design looks good. → Vague wording that cannot be rated with evidence and is not linked to the research question, audience or requirements.
Criterion: The design is something the designer likes. → Not linked to the audience, so it measures the designer's taste and not whether the audience can use the visualisation.

Key Term

evaluation criteria
Statements written from the research question, audience and requirements, worded so each visualisation design idea can be rated with evidence.

Fill in the Blanks

1. Source: research question Criterion: Shows sales for each month
Hint: Type what the criterion is linked to: the question the visualisation must help answer.
2. Source: audience Criterion: Text suits Year 7 readers
Hint: Type the people who will use the visualisation and whose needs this criterion reflects.
3. Criterion: Shows sales for each month Rate each idea 1 to 5 and give evidence
Hint: Type what must back up each rating so the judgement can be justified.
4. Source: requirement Criterion: Chart updates when data changes
Hint: Type the other source for criteria: what the solution has to do or meet.
5. Weak: The chart looks good Ratable: Uses no more than 3 colours
Hint: Type the label for the clearer wording that can be rated, as opposed to the vague version.

Spot the Error

Question 1
A RQ: Does sleep affect marks?
B Audience: Year 10 students
C C1: Shows sleep and marks
D C2: Looks nice and modern
Line D — This criterion is vague and has no link to the audience or the research question, so it can't be rated with evidence. It should be specific, e.g. 'C2: Year 10s can read labels'.
Question 2
A RQ: Which house earns most?
B Audience: Year 7 parents
C C1: Uses a pie chart
D Rating: 1-5 with evidence
Line C — A criterion should judge how well an idea meets the research question, not prescribe one chart type. It should be 'C1: Compares points by house'.
Question 3
A RQ: Is rainfall rising?
B C1: Shows temperature by day
C Audience: Local farmers
D Rate each idea 1-5
Line B — The criterion is not linked to the research question, which is about rainfall over time. It should be 'C1: Shows rainfall by year'.
Question 4
A Audience: Everyone
B C1: Labels are 14pt or larger
C C2: Uses no jargon for Year 7s
D Rate each 1-5 with evidence
Line A — 'Everyone' is too broad to judge a design against. Criteria need a specific audience, e.g. 'Audience: Year 7 students'.
Question 5
A C1: Is colourful and fun
B C2: Highlights the top sport
C Rating: 1-5 with evidence
Line A — 'Colourful and fun' is not linked to the research question about which sport has the most fans, and it is hard to rate with evidence. It should be 'C1: Shows fans for each sport'.

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