Assessment Task: Business Studies – Year 12

St John’s High School

Topic: Marketing
Task: 3 of 4.
Weighting: 25%
Date of issue: 25/04/2018
Due date: 23/05/2018

Outcomes to be assessed:
H4 analyses business functions and processes in large and global businesses
H6 evaluates the effectiveness of management in the performance of businesses
H7 plans and conducts investigations into contemporary business issues
H8 organises and evaluates information for actual and hypothetical business situations
H9 communicates business information, issues and concepts in appropriate formats

Task rationale:
In this topic of marketing, students focus on the main components involved in the process and
application of successful marketing strategies. Students

Part A: Business report

With specific reference to QANTAS:
 Analyse 3 marketing strategies used by QANTAS.
 Evaluate the effectiveness of these 3 marketing strategies.
 Recommend 1 improvement per marketing strategy (3 overall) that QANTAS can use to
better their business.

Part B: Presentation
With specific reference to ONE Qantas promotional advertisement:
 Create a presentation (Prezi or PowerPoint) that focuses on;
- Analysing the target market of the chosen advertisement (does it appeal to that
market?)
- Evaluating the campaign and its effectiveness (how is it effective?)
- Suggesting improvements to the campaign. (how can it be better?)

You need to:

1. Write and submit a business report (800-1000 words) using business terminology and
concepts to showcase Qantas as the provided case study.
2. Present a 5- minute presentation outlining one chosen Qantas advertisement using the
scaffold provided.
You must submit a hard copy of your 800-1000 word business report on Qantas as well as a
USB with your presentation by the 23rd of May at 3pm.

Assessment criteria – You will be assessed on how well you:

 Research and analyse the marketing strategies of QANTAS
 Evaluate the effectiveness of the chosen marketing strategies
 Provide reasons in favour to the improvement of Qantas’s marketing strategies
 Classifies information, concepts and ideas in appropriate formatting
 Recommends and suggest appropriate improvements, using the relevant case study, in an
oral presentation

Marking Criteria

Part a:
Outcomes: H4, H6, H7, H8, H9 Marks
 Presents a logical, cohesive and well-structured business report that 12-15
uses relevant business concepts and terminology
 Provides a detailed outline of the marketing strategies as per the
syllabus and relates them to the stimuli
 Evaluates the effectiveness of the marketing strategies well with detail
and structure
 Presents 3 reasons in favour of choosing appropriate strategies to assist
Qantas in improving their marketing strategies
 Presents a simple business report using some business terminology 8-11
and concepts
 Outlines a range of marketing strategies, per syllabus dot points, and
relates them to the stimuli
 Discusses the effectiveness of the marketing strategies on Qantas,
with limited detail
 Provides 2 reasons in favour of choosing appropriate strategies to
assist Qantas in improving their marketing strategies
 Communicates using a poorly written business report with basic 4-7
business terminology and concepts
 Identifies some marketing strategies relating to Qantas
 Basic reference to Qantas’ marketing strategies
 Suggests some strategies to improve Qantas’ strategies
 Conveys little to no business terminology or concepts in a business 0-3
report format
 Mentions little to no marketing strategies relating to Qantas’
strategies
 Mentions little to no strategies to improve Qantas’ marketing
strategies
Feedback:
Part b:
Outcomes: H4, H6, H7, H8, H9 Marks
 Presents a clear and logical presentation within the time frame 12-15
 Strong eye contact and engagement with the audience
 Provides a strong detailed analysis of the businesses target market
 Provides a strong evaluation on the effectiveness of the campaign
 Recommends original and creative suggestions to the business
 Presents a clear and logical presentation relatively in the time frame 8-11
 Relatively strong eye contact and engagement with audience
 Provides a detailed analysis of the businesses target market
 Provides a mostly detailed evaluation on the effectiveness of the
campaign
 Recommends some suggestions to the business
 Presents a basic presentation mostly within the time frame 4-7
 Limited eye contact and engagement with the audience
 Basic analysis of the businesses target market
 Provides a basic evaluation on the effectiveness of the campaign
 Recommends limited or basic suggestions to the business
 Presents a limited presentation not within the time frame 0-3
 Limited to no eye contact or engagement with the audience
 Limited to no analysis of the businesses target market
 Provides little to no evaluation on the effectiveness of the campaign
 Recommends little to no suggestions to the business
Feedback:
Scaffold part A:
Scaffold part B:
 Evaluation
Over the years, the term ‘assessment’ was originally used to describe the methods of evaluation
and effectiveness in relation to instructional activities when units of work were complete. In
recent times, however, there has been a shift towards seeking to understand activities that aim at
guiding the learning process to intended learning goals as forms of assessment (Wiliam, 2011).
In order for there to be effective and quality assessment, teachers and students need to recognise
the importance of the learning process and its outcomes (Borghouts, Slingerland & Haerens,
2017). Developments in research have led to new understanding of assessment and its
importance in enhancing learning. Assessment for learning is any assessment that’s priority for
design and practice is to assist the purpose of encouraging student learning. According to
Klenowski (2009), assessment for learning is part of an ongoing practice by students, teachers
and peers where student involvement becomes key to the idea of assessment of learning.
Assessment of learning, or summative assessment, is when assessment is used for certification
and assortment (Stiggins, et al. 2007). Lastly, assessment as learning, according to NESA (2018),
is the learning that occurs when students evaluate and monitor their own learning. Students also
ask questions and use multiple strategies to assess what they know and are capable of.

Teaching and learning programs, involving formative and summative assessment, deliver
opportunities for teachers to collect data regarding students’ progress (AITSL, 2018). Both
formative and summative assessment provide effective methods in student learning and that
therefore requires appropriate attention on the decisions and progress of each (Kibble, 2017).
Formative assessment is the information provided about the process of learning that educators
use when making instructional decisions and students, as a result, can then improve their
performance (Wiliam, 2011). Summative assessment usually takes place at the end of a given
unit or work and tends to result in marks that add to determining a student’s performance
(Borghouts, Slingerland & Haerens, 2017). This task was a summative assessment task where
students engage in a case study provided to them to then apply that to a presentation. The
importance of assessment is therefore to assess students learning based on their performance to
encourage their learning process.
Offering high quality feedback includes the ability to be able to recognize different stages of
students learning process after identifying a ‘gap’ (AITSL, 2018). Feedback is described as an
important way to assist students progress as independent learners who are capable of monitoring,
evaluating and controlling their learning (Ferguson, 2011). When feedback is effective, it
provides the connection between assessment and learning. Therefore, quality feedback can lead
to developments in student learning (AITSL, 2018). The Australian Professional Standards for
Teachers make it aware to teachers that, at all stages, it is a requirement to be able to assess
learning and provide necessary feedback to students. E- assessment feedback is an approach that
has seen significant growth relating to learning opportunities. This approach supports students to
implement deeper ways to greater self-regulation of learning (Ibabe & Jaureqizar, 2010). Self-
assessment feedback is an approach that assists in the learners competence and will require
further targeted assistance to improve their areas of weakness (Evans, 2013). Students are able to
achieve a goal, in learning, once they have understood the goal and can evaluate what needs to
be done in order to read it. This therefore supports the idea of self-assessment and how it is
crucial to learning (Black, Harrison, Lee, Marshall, and Wiliam, 2004).

Feedbacks purpose to students is to accomplish variations in the learning process to make sure
that learning goals are recongised and met (Black & Wiliam ,2009). The NSW Education
Standards Authority, have stated that effective feedback, in terms of student learning, is vital for
students and even more important to teaching, learning and assessment (NESA, 2018). Feedback
allows students to recognise their strengths and weaknesses. Lizzio and Wilson (2008) refer to
feedback as being the support system for student and task progression as well as being the
positive impact towards quality student experiences. Assessment feedback can therefore be
described as the relating exchanges that are created within assessment design, as well as, the
gathering of a range of sources (Evans, 2013). Social-constructivist assessment is the process by
which students act as the main role in the feedback process. Students develop an understanding
of the standards so that they are capable of comparing and applying them to their own learning.
Having a feedback culture also, helps in providing students with the appropriate tools to assess
the quality of their learning to then make their own decisions long term. This approach assists
teachers in understanding how their own practices can be modified and developed and constantly
evaluate the strategies that work best (AITSL, 2018).
Differentiated assessment, defined by NESA, allows the contribution of educators to make
adjustments to assessment programs that aim at individuals or groups with diverse learning
abilities as well as a range of other learning styles (NESA, 2018). It involves designing
assessment tasks that, not only, showcase student knowledge and understanding, but also show
the adaptations made to strengths and weaknesses in the task itself (Tomlinson & Moon, 2013).
Varsavsky and Rayner (2013) further discussed differentiated assessment where they viewed it
as an educational outline for adopting changes within students through the flexible knowledge
acquisition, progression in skill and the types of assessment. The delivery of high quality
information on student developing is one strong characteristic, however, the creativity and
differing ways of thinking within the students is also improved (Brown, Bull, & Pendlebury,
2013). In terms of differentiated summative tasks, teachers need to be aware of the diverse
learners as they need to adjust to the content standards (skills) and the performance standards
(how they learn) in order to cater for all learning styles. This task in particular focus on a
business case study where students research and construct a business report from their findings.
Having a case study provided, shows students a real life scenario that they can apply. Part b then
requires them to choose a multimodal presentation to present their findings. This option caters to
those students who like to be creative and different in their learning and provides them with a
space to excel. Through the use of scaffolds, they also provide diverse learners with a basic
understanding of what’s expected of them. It provides a visual representation of what they must
produce out of their own learning. Scaffolds are support systems that teachers put in place to
assist learners during the problem-solving stage (Shepard, 2005).

In the NSW Business Studies syllabus for stage 6, the allocated outcomes are there as guides for
student progress and achievement. Standards-referenced assessment is where the achievement of
students connects to the specific standards. This is done by retrieving evidence from a wide
range of activities, programs and observations. Teachers become involved in collecting informal
and formal data based on performance to then make judgments and proceed with student
development within the outcomes (NESA,2018). Teachers use the curriculum as a guide to
create a wide range of classroom-based assessment methods to then evaluate and report on
student development. A students progression can be relayed as an example of the standard
reached, whereas, in more traditional examination practice, students performance is evaluated
and assessed on how well they reached an individual and stable goal (Cumming, and Maxwell
2004). The syllabus is clear when it outlines the expectation regarding what students need to
learn, as well as, the amount of student achievement against the standards. Without the provided
outcomes and standards, teachers and students wouldn’t have the necessary information to assess
and achieve learning.
References

AITSL. (2018). Reframing feedback to improve teaching and learning. Retrieved May 9 from
https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight-
feedback.pdf?sfvrsn=cb2eec3c_12

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the Black
Box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21. doi:
10.1177/003172170408600105

Black, P., and D. Wiliam. (2009). “Developing the Theory of Formative Assessment.”
Educational Assessment, Evaluation and Accountability. Journal of Personnel
Evaluation in Education, 21 (1), 5–31.

Borghouts, L., Slingerland, M., Haerens, L. (2017). Assessment quality and practices in
secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5), 473-
489. DOI: 10.1080/17408989.2016.1241226.

Brown, G., Bull, J., & Pendleburry, M. (2013). Assessing student learning in higher education.
Psychology Press.

Cumming, J., & Maxwell, G. (2004) Assessment in Australian schools: current practice and
trends. Assessment in Education 11(1). DOI: 10.1080/0969594042000209010

Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive
knowledge. Higher Education, 59, 243–258. doi:10.1007/s10734-009-9245-6

Kibble, J. (2017). Best practices in summative assessment. Advances In Physiology

Education, 41(1), 110-119. doi: 10.1152/advan.00116.2016.
Klenowski, V. 2009. “Assessment for Learning Revisited: An Asia-Pacific Perspective.”
Assessment in Education: Principles, Policy & Practice 16 (3), 263–268.

Lizzio, A., Wilson, K. (2008) Feedback on assessment: students’ perceptions of quality and
effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263-275. DOI:
10.1080/02602930701292548

NESA. (2018). NSW Syllabus: Using Syllabus Outcomes in Standards Referenced Assessment.
Retrieved May 9 from https://syllabus.nesa.nsw.edu.au/support-materials/standards-
referenced-assessment/

Shepard, L. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3),

66-70.

Stiggins, A. Chappuis, A., & Chappuis, S. (2007). Classroom Assessment for Student Learning.
New York, NY: Pearson.

Tomlinson, C., & Moon, T. (2013). Assessment and student success in a differentiated
classroom. Alexandria, Virginia.

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3-
14. Doi: 10.3102/0034654312474350.

Varsavsky, C., & Rayner, G. (2013). Strategies that challenge: exploring the use of differentiated
assessment to challenge high-achieving students in large enrolment undergraduate
cohorts. Assessment & Evaluation In Higher Education, 38(7), 789-802. doi:
10.1080/02602938.2012.714739