220Y1Y-excel代写
时间:2022-11-25
DACM Assignment #1 for ECO220Y1Y
Due: Before noon on Friday, November 25, 2022
Your Objectives and Expectations for Your Effort
Using an approved dataset from DACM and methods from ECO220Y and DACM, find an insight – beyond what
appears already in DACM or elsewhere in our course – that you can capture with a table and discuss it. Your
insight must be presentable in a well-constructed table. Throughout our course you see tables from economists
and other researchers. This is your chance to create your own table. To further assist you, this assignment ends
with some helpful sample tables. In several short paragraphs, offer a clear explanation of your insight, analysis,
and associated table. Give the necessary context and correctly apply relevant course concepts. To earn good
marks, your analysis must be sufficiently complex so you can demonstrate the requisite mastery. Imagine your
audience is your peers who have some training in economics and statistics but expect you to clearly explain your
analysis, table, and insight. Create a great title – like a headline it should succinctly convey your insight – and
title your table too. Your primary submission – the title, writing, and table – must fit on one side of one page. On
the second page, itemize the steps in Excel to replicate your findings and list the tables that inspired you.
The approved DACM datasets are on Quercus marked by ***. You may use more than one of the approved
datasets if that makes sense. You do not need to use the same data for Assignments #1 and #2.
Spend about eight to ten hours on this assignment. This gives time to read and review this assignment and
sample tables, find your insight, construct your table, write a discussion, revise both, and itemize the replication
steps in Excel and the inspiring tables. This is a mini project, and it is not expected to take days of your time.
How We Mark Your Assignment: The Rubrics
20 points are possible. TAs give a mark for each category but do not write comments. A second table explains
“Excellent,” “Good,” “Adequate,” “Flawed,” and “Fail.”1 No attempt for a category means a mark of zero.
CATEGORY: Criteria Mark
TABLE: Conveys a correct message/analysis that is sufficiently
complex. Is well labelled and is clear on its own. Overall, adheres to
the norms of substantive tables in academic research. Is well
constructed and communicates effectively.
6.0
Excellent
4.8
Good
3.6
Adequate
3.0
Flawed
1.8
Fail
DISCUSSION: Correct and substantive discussion of the insight and
table. Gives needed context. Correctly applies relevant course
concepts. Supports the message with thorough and insightful
supporting evidence.
6.0
Excellent
4.8
Good
3.6
Adequate
3.0
Flawed
1.8
Fail
OVERALL PRESENTATION: Gives a clear and coherent message that
the reader easily understands. Uses effective titles. Writing is
concise and not wordy. Is visually appealing. Is free of typos and
formatting issues. Follows all instructions.
4.0
Excellent
3.2
Good
2.4
Adequate
2.0
Flawed
1.2
Fail
REPLICATION: Clear, accurate, complete, and succinct replication
steps for a substantive analysis in Excel. Lists inspiring tables.
4.0
Excellent
3.2
Good
2.4
Adequate
2.0
Flawed
1.2
Fail

1 Adapted from the “Generic Rubric – Mathematics – Open Response (Grade 9)” from the Education Quality and
Accountability Office, retrieved from https://www.eqao.com/the-assessments/math-open-response-g9/ on July 27, 2022.
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Mark: Meaning Short Meaning Long
Excellent: Clearly meets, or
exceeds, all criteria.
Demonstrates a thorough understanding of relevant concepts and mastery of relevant
analysis skills. Application of knowledge and skills is highly effective and any minor errors
and/or omissions do not detract from the overall impact.
Good: Meets important
criteria.
Demonstrates considerable understanding of relevant concepts and good proficiency with
relevant analysis skills. Application of knowledge and skills is considerably effective.
Adequate: Approaches
meeting important criteria.
Demonstrates some understanding of relevant concepts and some proficiency with
relevant analysis skills. Application of knowledge and skills is moderately effective.
Flawed: Falls short of
important criteria but shows
progress towards them.
Demonstrates limited understanding of relevant concepts and limited proficiency with
relevant analysis skills. Application of knowledge and skills is slightly effective. There is
evidence of progress towards understanding and proficiency, but overall falls short.
Fail: Insufficient progress
towards important criteria.
Demonstrates insufficient understanding of relevant concepts and insufficient proficiency
with relevant analysis skills. Application of knowledge and skills is ineffective.

Formatting Requirements for Your Assignment
 From your first to final draft, use Microsoft Word with file type .docx and portrait orientation, not
landscape. The table and text must be created in Word: do not use images or screenshots.
 The first page has your title, paragraphs, and table. All should comfortably fit on one side of one page.
We do not dictate fonts, margins, and spacing, but it must comfortably fit and be visually appealing.
 The second page gives succinct, yet clear, bullet lists of replication steps and tables. For replication, the
first step is: open tba.xlsx, where “tba” is the selected DACM dataset. For inspiring tables, list clearly. For
example, from the April 2022 ECO220Y Final Exam “Table 1: Summary Statistics” from Question (1).
 Do NOT include a cover page. Do NOT write your name and student number.
 For how to be concise, and not wordy, see https://advice.writing.utoronto.ca/revising/wordiness/.
Uphold Your Academic Integrity
Submit your own work. Collaboration is not allowed. While you may use services provided by University of
Toronto, you may not use tutoring, editing, or other services of individuals or other organizations. Ouriginal – a
plagiarism detection tool – assesses your submission. Avoid plagiarism: https://advice.writing.utoronto.ca/using-
sources/how-not-to-plagiarize/. TAs also assess integrity. If it appears that any results are made up (i.e. fake),
beyond a mark of zero for failing to meet the assignment expectations, we alert Student Academic Integrity (SAI)
https://www.artsci.utoronto.ca/current/academic-advising-and-support/student-academic-integrity. Similarly,
we alert SAI of all academic integrity concerns.
Your Submission Window and Penalties for Lateness
You receive this assignment on Friday, October 28, 2022. It is due before noon on Friday, November 25, 2022.
The four-week submission window for this short two-page assignment accommodates all issues. Do not wait
until near the end of the window to finish, leaving no time for unexpected situations affecting your ability to
finish. There are no extensions. A late penalty of 1 percent (of the maximum possible points) per hour is
automatically applied by Quercus. Submit your assignment at least a week before the deadline. We set Quercus
to allow you to resubmit. Hence, before the deadline, you can upload a revised and refined version. We only
mark (or even look at) the most recent submission. If you resubmit after the deadline, late penalties apply.
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Some Advice for You
Do something that interests you. You may think of this as a mini-mini research paper. If that is daunting rather
than exciting, tackle a concept/skill that has challenged you and create a primer demonstrating your mastery.
To have a sufficiently complex table and message, use multiple methods from our course and ways to convey
your message. For example, panels for heterogeneity analysis or multiple ways to measure an effect.
You have some flexibility in your use of space. You may create a large table (e.g. two-thirds of a page) that is so
well-designed that it almost explains it all with shorter paragraphs underscoring the insight. Alternatively, you
may create a small table (e.g. one-third of a page) with more extensive paragraphs.
Exceeding the length parameters will substantially worsen your assignment, not make it better. Make strategic
decisions about where to focus the reader’s attention. Long research papers are routinely distilled to one page
in the monthly NBER Digest. It is an important skill to be concise and judicious.
For tables with multiple panels or variations on a theme, researchers often explain one set of results in detail. Do
not plod through results in your table: if the writing is repetitive and tedious, it needs revision. If the take-away
is similar, just say that. In contrast, if results are notably different, it is important to point out those differences.
Make your table sing! Seasoned researchers often first read the title and abstract of an empirical paper and then
skip ahead to the tables. While you are not off the hook for supporting text, the table itself should tell a story. It
is an important opportunity to communicate your message. We often think of writing and talking as
communicating, but a table – if well-constructed – can be highly effective in making your message clear.
Get started! A first draft is often too long, lacking coherence, and riddled with errors. That is OK if you leave time
to revise and refine. The act of writing and preparing a table helps you think. Start your first draft now!
Some More Advice for You: How Not to Prepare Your DACM Assignment
Some further advice, informed by past mistakes, may be helpful. Here is a bullet list of mistakes to avoid:
 Preparing a simplistic table and analysis that gives you insufficient opportunity to demonstrate your
mastery of course concepts and analysis skills
o For example, a table with one regression or one correlation matrix are too simple.
 But, for an example of how two correlation matrices could be shown in one table, see
“Table 1: Correlations between Inflation, Future Inflation, and Expected Inflation” in
Binder and Kamdar (2022), https://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.36.3.131.
 Preparing a table that does not adhere to the norms of substantive tables in academic research
 Making conceptual mistakes with the course curriculum that severely undermine the entire assignment
 Using data other than the approved DACM datasets
 Including raw output from Excel: this is not a table and would earn a failing mark
 Following the raw output from Excel too closely: for example, a table with too many similarities to the
structure of Excel output rather than the norms of substantive tables in academic research
 Being shy about rounding numbers to an appropriate decimal place in your table
o Excessive precision – for example, inflation of 6.8721994634% – often distracts readers and
makes tables visually unappealing. Instead, round – for example, inflation of 6.9%.
 Insufficiently labelling the table so the reader is unsure of the units or the meaning of the numbers
 Leaving it unclear what is being conditioned on for conditional results
 Using the variable names from the original data rather than helpful, clear, and, still concise, labels
o For example, “num_res” should never be in a table, but “Number of residents” could be.
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 Being vague about the dependent and independent variables for tables with regression(s)
o Forgetting to mention a natural log transformation, when used
 Ignoring key instructions by including:
o more than one table, instead of just one table as instructed
o one or more figures, instead of just one table as instructed
o more than one page for the discussion and table, instead of just one page as instructed
 Preparing a table and discussion that are too long and cramming them into one page (with small font,
little spacing, and/or narrow margins) yielding a visually unappealing assignment that is tiresome to read
 Insufficiently interpreting results and/or offering too generic discussion of course concepts rather than
directly applying those to the context of the selected data
 Jumping to conclusions about causality given an analysis of observational data with endogeneity bias
 Leaving too much work for the reader to figure out your main message: instead, your title, table, and
discussion should work together to deliver a clear message and insight
 Using a separate introduction section: instead, put any background in the body of this short assignment
 Forgetting to include the required replication steps on the second page
 Writing replication steps that do not demonstrate fluency in how do analysis in Excel and/or are vague
and/or unclear
 Forgetting to list the tables serving as inspiration on the second page
 Creating drafts outside of Word (e.g. Google docs) and then converting and causing formatting issues
 Uploading after the due date and time and then asking us to waive late penalties (the answer is no)
 Waiting until mere hours (or minutes!) before the deadline before attempting to submit the assignment
to Quercus, encountering unexpected problems, and then asking us to intervene (the answer is no)
o You can resubmit as many times as you want before the deadline, and we only mark the most
recent version. After the deadline, late penalties apply automatically.
 Not keeping up with the DACM tasks assigned each week (e.g. Module A.1 assigned with the Unit 2
material) and having insufficient understanding and skills to successfully tackle this assignment
Some Sample Tables to Start the Inspiration
Review all the sample tables below. You can mix-and-match ideas, when sensible, not rigidly follow a template.
Many things with rows and columns do NOT adhere to the norms of substantive tables in academic research.
This list has helpful samples but is not exhaustive. Also, some tables could use revisions to improve clarity and
visual appeal: while researchers may take short-cuts, you cannot. The DACM page in Quercus gives links to each.
 April 2022 Exam, Questions (1) and (6): “Table 1 – Summary Statistics” from Aydin (2022) and “Table 3. Descriptive
Statistics” from Bachmann et al. (2021)
 Denning et al. (2022): “Table 2 – Changes in Initial College Attended” or “Table 3 – Summary Statistics, 1988 and
2002” or the first two columns of “Table 5 – Relationship between Graduation and GPA”
 Pritchett and Summers (2014): “Table 1: Little persistence in cross-national growth rates across decades”
 Egan at al. (2019): “Table 8. Labor Market Consequences of Misconduct: Job Turnover”
 April 2018 Exam, Question (7): “Table 1. Descriptive Statistics for Selected House Characteristics by Certification
Type, Research Triangle, N.C.” from Walls et al. (2017)
 April 2017 Exam, Question (4): “Table 4: Proportion of Efficient Flights by Group and by Time Period” from Gosnell
et al. (2017)
 March 2020 Test, Question (5): “Table 1. Summary statistics and covariate comparison of homes” from Myers et al.
(2019)
 April 2013 Exam, Questions (20) – (26) “Table 1: Descriptive statistics for variables used in analysis (World Values
Survey, 1990, 2001, 2007)” from Steele and Lynch (2013)


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