AP Statistics Poster Project
(This project was gleaned from the ASA Poster Competition.)

What Is a Statistical Poster?

Definition and Purpose

There are many excellent references on the basics of developing a good data-based graphic. Here are a few basic guidelines for constructing a statistical poster.

  • A statistical poster is a display containing two or more related graphics that summarize a set of data, examine the data from different points of view, and answer specific questions about the data.
  • Statistician John W. Tukey said "[m]uch of what we want to know about the world is naturally expressed as phenomena, as potentially interesting things that can be described in non-numerical words." We collect data to describe and answer questions about phenomena. We present data to communicate our ideas to others. The purpose of a statistical poster, then, is to visually tell a story from the data about some phenomena revealing the conclusions that can be drawn. Because there is no narrator to tell the story, nor an accompanying report to discuss it, the poster must be able to stand alone; it should not have to be explained.
  • For this reason, special care must be taken to present ideas clearly. Not only must the viewers understand the individual graphics, but they must understand the relationships among the graphics and how the graphics address the question(s) being studied.

Data-Based Problem Solving

Data are everywhere. Teachers may assist students by suggesting topics of interest, but students should have little trouble generating or collecting data about themselves, their schools, their neighborhoods, and interesting phenomena in the world. The level of reasoning and the complexity of the problems will differ greatly depending on the maturity of the student(s), but, even in the lower grades, formulating and solving problems based on data should be the primary goal.

The poster, then, becomes a communication tool-a tool for the graphical presentation of data. In the upper grades, the poster can be used for not only data presentation, but also graphical problemsolving. The poster should demonstrate that the scientific method of solving a problem has been used. Keep in mind the following questions:

  • Was there a carefully focused question or questions?
  • Were appropriate data collected?
  • Were the data analyzed thoughtfully?
  • Were the correct conclusions drawn?

Basic Guidelines

While constructing a poster, it is important to keep in mind that the central idea of the study should be the prominent feature of the poster. To bring the main idea into focus, questions such as the following should be asked:

  • What is the purpose for displaying this information?
  • What comparisons should be made?
  • Which trends should be shown?

Questions should be asked until the central idea of the study becomes clear. This becomes the focal point of the poster. The poster must reveal what the data have to say. It must allow the viewer to see the data; that is, to see the variation in the data, the structure of the data, the important patterns in the data (or lack of patterns), the data points that do not fit the pattern, and the conclusions to be drawn from the data. Further, each graphic on the poster should convey new information about the data-a pattern or structure, for example, that cannot be seen in the other graphics.

The poster title should be informative to reduce the need for additional explanatory text. For example, the title may indicate the questions addressed by the graphics or even convey the major conclusion to be drawn from the data.

Each graphic's legend should be positioned so there is no question which graphic and legend go together. Further, each graphic and its legend should stand alone. If the graphics need to be viewed in a certain sequence, however, then the viewer's eyes must be guided in that sequence.

Try to eliminate trivial and extraneous information, line work, or lettering. In particular, redundancy in titles and legends should be omitted. Only explanations needed to make the conclusions clear should be included. Data tables should not be shown on the poster, as reading off numbers is not the point of the display.

Choose a few harmonious colors that are easily visible. The key to using color effectively is restraint. Colors should not distract the viewer, but should enhance recognition of the structure of the data and the conclusions.

Edward Tufte, who wrote The Visual Display of Quantitative Information, said graphics may "…reveal the data at several levels of detail, from a broad overview to the fine structure." In a similar sense, a poster may do the same. At a distance, only a broad overview of the poster and the data is possible. Therefore, main titles should be visible, and overall outlines of the data-as revealed by the graphics-should be seen. On closer inspection, however, aspects such as individual data labels and legends should be more apparent.

Rules and Evaluation Methods

  • Posters will measure between 18 and 24 inches high and 24 and 30 inches wide (no larger).
  • Any weight of paper is permitted. You may use standard poster-board or matte-board cut to the correct size.
  • Any layers of paper on posters must be affixed securely.
  • Posters must be the original design and creation of the entrant(s).
  • Computer graphics may be used.
  • Subject matter is the choice of the participant(s) or their classmates. If it may be deemed questionable have it approved by your teacher.
  • An example of the original data and brief descriptions of the method of collection and purpose of the experiment must be taped securely to the back of the poster. (Cite references for published data.)

Evaluation

Your poster will be judged based on the following:

  • Overall impactof the display for eye-catching appeal, visual attractiveness, and its ability to draw the viewer to investigate the individual graphs (more than one graph is required for all but the K-3 category)
  • Clarityof the message's demonstration of important relationships and patterns, obvious conclusions, and ability to stand alone, even without the explanatory paragraph on the back
  • Appropriatenessof the graphics for the data
  • Creativity

Grading Rubric:

Score / Overall Impact of the
Display
(Use of space, dimensions of
question, readability, neatness,
poster design aspects) / Technical Aspects
(Spelling, Grammar, Consistency
of colors or patterns) / Clarity of the Message
(How well is a story told?) / Appropriateness of the Graphs for the Data
(Statistical Appropriateness) / Creativity
(Data collection methods, sample
size issues, who cares factor)
5 / Poster is neatly constructed,
including good use fonts,
pictures, and extras. The overall
display is eye-catching but
retains statistical substance.
Good use of space for graphical
presentation. Addresses multiple
dimensions of the question or
problem. / Poster uses colors and patterns
well. Correct grammar and
spelling are used. / Question or purpose is clearly
stated, and the presentation leads
to the conclusion on a path that is
easy to follow. The results of the
study are immediately obvious to
the viewer. / Graphs are appropriate for the
question and data, and they are
correctly constructed. / Overall question is interesting,
phrasing of titles, captions, and
question are creative. Shows
creative thought in topic, graph
design, or data collection.
Collects data appropriately.
Answers an important topic.
4 / Addresses multiple dimensions
of a question. Good use of
space. Fonts could be larger but
do not really detract from the
message. Could be a little neater
but really does not detract from
the message. / Better use of color or patterns
would help the presentation, but
in general the poster grabs the
attention of the viewer. Correct
grammar and spelling are used. / At least one link in the chain
from the question through the
results to the conclusion is
difficult to follow. / Errors or inaccuracies are present
in at least one graph. More
appropriate display(s) would
improve the presentation. / Overall question is interesting.
Some creativity in design or data
collection. Collects appropriate
data.
3 / Good use of space. Addresses
multiple dimensions of a
question. Readability or neatness
detract from the overall appeal of
the poster. / Use of more or different colors,
would vastly improve the appeal
of the poster. Minor grammar
and/or spelling mistakes. / The progression from question to
conclusion can be followed, at
least in part, but only with
considerable effort, and the
information on the back may be
needed to confirm. / Significant gap exists in the
demonstration of understanding
of the graphics, or how the
graphics relate to the purpose of
the poster. / Some creativity. Data could be
better but it doesn’t distract.
2 / Serious problems with neatness
or organization prevent the poster
from being eye-catching and
understandable. Multiple
dimensions of the question
addressed. Could use space
better. / Serious problems colors or
patterns prevent the poster from
being eye-catching and
understandable.
OR Multiple mistakes in
grammar or spelling prevent the
poster from being eye-catching
and understandable. / The information on the back is
required in order for any
relationships in the poster to be
understood. / Although some part of the graphs
is correct, substantial errors lead
to invalid or inappropriate
conclusions. / Creativity and topic are of some
interest. Data collection could be
improved with larger samples.
1 / The poster is unidimensional.
Poor use of space for graphics.
Major neatness or readability
issues. / The poster has multiple
spelling or grammar/spelling
errors AND isn’t consistent with
colors or patterns so much so that
it severely distracts from the
poster. / The poster is virtually
incomprehensible. / The displays are inappropriate
and incorrect for the research
question and data types. The
question is badly misunderstood
and the results are nonsensical / The poster appears to have been
constructed with very little or no
creativity or with improper data
collection methods.