Areej Abu Maraseh (19590240) Secondary Curriculum 2A (Assignment 2)

Part A: Formal Assessment Task – Business Studies – Year 12

Marketing

Year/elective: 12 Business studies

Task Type: Presentation-Marketing plan
Date of issue: Term 2-week 6
Due date: Term 2-week 9
Weighting: 25%
Teachers: MS A. Maraseh
School: Thomas Reddall High school

Submission instruction: All students must submit their assignment to Ms

A. Maraseh in A16 at the start of break 1 on Wednesday (day 3 week 9)

Outcomes to be assessed:

H2 Evaluates management strategies in response to changes in internal and

external influences
H4 Analyses business functions and processes in large and global businesses

H5 Explains management strategies and their impact on business

H6 Evaluates the effectiveness of management in the performance of

businesses
H7 Plans and conducts investigations into contemporary business issues
H8 Organizes and evaluates information for actual and hypothetical
business situations
H9 Communicates business information, issues and concepts in
appropriate formats

In this topic – Marketing, we examine different elements of marketing strategies including market segmentation,
products, pricing methods, promotion and distribution.
This assessment will measure students’ skills to evaluate and investigate the marketing plan of an existing business.
Task Requirements
In your answer, you will be assessed on how well you:

 Using your knowledge and data provided with evidence

 Communicating using relevant business vocabulary and concepts
 Providing a reasonable and well-designed answer in the form of a business presentation
 Using financial information, applying mathematical analysis and drawing conclusions
Task:
Areej Abu Maraseh (19590240) Secondary Curriculum 2A (Assignment 2)

You must submit:

Clear and detailed presentation of your analysis using 12 font size on Google Slides. A copy
of the marketing plan that you analyzed should be attached. Recommended word count:
1000-1200 words, penalties for exceeding the word limit will be applied.

Rationale:

Measuring and supporting student productivity and achievement in understanding the marketing
plan.

Improving and developing students 'knowledge through informative, revealing, relevant, and
fruitful comments related to students' needs.

Assessment criteria: The student will be assessed for the superiority of the following:
o Create responsiveness and deliberate marketing strategies and planning.
o Studying the strong point and weaknesses of the marketing plan, and
proposing to amend the marketing plan
o Communication using indication from the actual business marketing plan.
Provide a well-organized written answer in the form of a presentation, using suitable
business terms and notes.

Marking Guidelines
Criteria Mark
Areej Abu Maraseh (19590240) Secondary Curriculum 2A (Assignment 2)

 Present a rich and accurate analysis of the approved foundations in the

marketing plan.
 Discuss the different marketing strategies that have been adopted based on
in-depth research of the market's needs.
 Determine the target segment and achieve the success of the marketing
plan.
 Explain in details the of solidity and impairment of your marketing plan.
 Provide some explicit recommendations (3-4) for suitable enhancements to 21–25
your future marketing plan.
 Present the outcome in the form of a coherent presentation, using suitable
business terms and expressions.

 Show analysis of elements and strategies in the marketing plan

 Examine the marketing strategies implemented on the basis of research to
meet the needs of the market and the target segment
 Explanation of the solidity and impairment of your marketing plan
16–20
 Provide some recommendations for suitable enhancements to your
future marketing plan
 Present the outcome in the form of presentation, using suitable
business terms and expressions.
 Debate the elements of the marketing plan
 Identify the solidity and weakness of the marketing plan
 provide some recommendations for improvements to your future marketing 11–15
plan
 Present the outcome in the form of presentation, using business expressions
 Debate the elements of the marketing plan
 Briefly recognize some of the solidity and weakness of the marketing plan
 Produce ambiguous recommendations for the marketing plan 6–10
 The presentation may not finalize within the due date
 Present the outcome using some business expressions

 May Debate the elements of the marketing plan

 Indicate the solidity and weakness of the marketing plan
 May offer an amendment to the marketing plan 1–5
 Demonstrate bounded communication proficiency
Part B: Evaluation of the importance of assessment and approaches to feedback and
assessment design that will inform your practice in your teaching area.

Education is related to a continuous and interconnected set of processes that begin with the

presentation of content and overviews through initial reading, listening, and observation, and

then enhancing knowledge through group discussions, questions, and interaction. This

knowledge is then applied through various types of assessment, after which the student gets

formal and informal feedback from the teacher, friends, or family and up to the final stage of

reflection through deliberation, writing, reflective journals, and discussion (Chumba, 2016).

The NSW curriculum promotes an integrated approach to teaching, learning, and assessment

and aligning the evaluation's focus on judgment and decision-making with an emphasis on

challenging growth and development commentary for researchers and educators requiring

clarity, support and discipline, and an obligation to a culture of enhancement rather than a

culture of fulfillment (Watling and Ginsburg, 2019).

The evaluation or assessment is considered one of the most significant stages of learning as

it enters the educational process in more than one stage and constitutes an exceptional cycle

in its formal and informal stages (Bejnordi et al., 2017). This cycle begins from the stage of

assessment for learning where the teacher uses it as a suggestion of students' knowledge,

considerate, and skills to enrich their teaching method, which enables students to learn better

rather than just achieve better grades. Moving on to the second stage, which is the use of

assessment as learning, this occurs when students themselves, the assessors, are observing

their learning, asking questions, and using various strategies to determine what they know

and what can be done to gain more knowledge. For example, when HSC students are

assessed on writing a business report or preparing a presentation to analyse and evaluate the

marketing plan, knowing that this involves them to demonstrate wide research and get an

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answer in all aspects. This assessment will enable them to gain new knowledge and

experiences in the method of research and information presentation.

Among the benefits of this stage is that it encourages students to take responsibility,

enhances their self-confidence, and improves student participation and motivation. The third

stage is the assessment of learning, or what is known as the final evaluation, which usually

occurs during teaching or at the end of the unit. It has the advantage of helping teachers use

student learning guides to evaluate achievement against results and standards. It can also be

employed to rank or classify students to plan learning goals and future paths for students.

Effective and fruitful evaluation is characterized by sustainability through its contribution to

learning outside the time scale of a specific course, and that it is an assessment that

encounters the needs of the current from the requirements of formative assessment as it

equips students for future learning needs (Boud & Soler, 2016).

One of the most significant aspects of assessment practice is the way it is designed and the

process associated with it, which differs from one teacher to another. The design includes an

integration of all processes to form specific tasks for particular content, in addition to

developing evaluation models and redeveloping tasks in response to students' achievement at

different levels (Taylor et al., 2018). The distinct and effective design is based on many

foundations, the most critical one is considering the differences between students in terms of

capabilities and levels. The availability of the element of flexibility in the quality of the

assessment allows all students of different capabilities to contribute, finalize the tasks, and

successfully attain all the anticipated goals. As an illustration, preparing a presentation of the

marketing plan for a specific merchandise is pointed to all levels of students. The teacher is

expecting that all of the students can research, analyse, and present ideas in different ways.

A key goal of assessment design is to benefit students encounter their upcoming educational

needs, it motivates them to tie the gap between assessment and learning and inspires students

to make rulings about the progress of their learning (Carless & Boud, 2018).

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Regardless of the benefits of assessments and its importance in the learning process, it can

be a source of anxiety, stress, and burden (Bedewy & Gabriel, 2015), especially for HSC

students, which may lead to negative consequences such as evasion and aversion. That

makes education seem more stringent (Klusmann et al., 2016), and thus this will negatively

affect students' results. The solution to this dilemma is in the hands of the experienced

teacher and depending on his skill and creativity by designing the evaluation and making it

enjoyable, stimulating, and free from ambiguity, with clear and explicit instructions, so that

it facilitates the process of understanding and carrying out the tasks with desire, enthusiasm,

and credibility. For greater clarity, an example of this is the presentation required for

valuation in a representative means categorized by rich and unambiguous instructions

intended to analyse and evaluate the marketing plan of the product.

There is a close association between assessment and feedback, and this association is

described as bilateral so that feedback is continuously integrated during the evaluation

process to guide the learning process (Sopina & McNeill, 2015).

Feedback objectives are to emphasize the events, tasks, and achievements of the student,

deliver valuable data about their learning, and accurate misinterpretation (Brookhart, 2017).

The teacher expects students to participate in the process of learning evaluation and that of

their peers as well, such as identifying and enhancing students' skills and allowing students

to play a more dynamic role in their learning. The effect of feedback focuses on

determination and ability since students may answer contrarily to feedback dependent on the

stage of accomplishment of the assessment (Lipnevich et al., 2016).

The effect of feedback also faces difficulty in evaluations and tasks, and it is usually greatest

when considering goals, so intentional intelligibility in setting goals and avoiding vagueness

in evaluation is always in the concentration of the student and represents a vital role in the

incorporation of the education procedure. There are some difficulties opposite teachers

during the feedback procedure due to the lack of adequate time to provide all students with

the appropriate feedback. however, the students could provide feedback for themselves and

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their peers if they are directed by fruitful educational methods and under the ideal

circumstances (Tai et at., 2018).

Self-evaluation can provide the student with accurate and useful information to improve

learning. The importance of the self-assessment form is to provide an instrument for students

to assess their work and rendering. For example, in the presentation task, the teacher

provided students with self-assessment marking guidelines as a tool for their work aimed to

help them understand all the rationale behind the task assigned to them. According to Tai et

al., (2018), the student self-evaluation process could be improved through other evaluation

forms such as peer evaluation and teacher comments.

Teaching is not an easy method that drives through diverse phases of teaching, evaluation,

feedback, and reflection. There are countless educational methods that I can use as a teacher

in the future to accomplish the goals of the educational progression in lifting the level up the

students' educational accomplishment and meeting their educational requirements. Before

starting to deliver content as a teacher, he as a teacher must know my students and how they

learn, in addition to determining what students know and what they need to know, to form a

general idea of how to improve and modify teaching methods to suit students with their

differences and the diversity of their cultures. Note that the obligation is not restricted to the

teacher, students, and the school only, but also parents, of course, bear the responsibility for

achieving the integration, coherence, and inclusiveness of the educational process. But

without a doubt, the main engine is the teacher who wheels the learning process and he/she

should master the different teaching pedagogies and work to employ them efficiently,

productively, and fruitfully in creating and designing evaluations and providing appropriate

feedback when needed. The process could be improved through other evaluation forms such

as peer evaluation and teacher comments.

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References:

Bahr, N., & Mellor, S. (2016). Building quality in teaching and teacher education.

Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources

among university students: The Perception of Academic Stress Scale. Health

psychology open, 2(2), 2055102915596714.

Bejnordi, B. E., Veta, M., Van Diest, P. J., Van Ginneken, B., Karssemeijer, N., Litjens,

G., ... & Geessink, O. (2017). Diagnostic assessment of deep learning algorithms for

detection of lymph node metastases in women with breast cancer. Jama, 318(22),

2199-2210.

Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in

Higher Education, 41(3), 400-413.

Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD.

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling

uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-

1325.

Chumba, H. K. (2016). Assessment of the Effect of E learning on Students’ Learning

Process in University of Nairobi (Doctoral dissertation, University of Nairobi).

Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers’ emotional exhaustion is

negatively related to students’ achievement: Evidence from a large-scale assessment

study. Journal of Educational Psychology, 108(8), 1193.

Lipnevich, A. A., Berg, D. A., & Smith, J. K. (2016). Toward a model of student response to

feedback. Handbook of human and social conditions in assessment, 169-185.

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Sopina, E., & McNeill, R. (2015). Investigating the relationship between quality, format and

delivery of feedback for written assignments in higher education. Assessment &

Evaluation in Higher Education, 40(5), 666-680.

Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative

judgement: enabling students to make decisions about the quality of work. Higher

Education, 76(3), 467-481.

Taylor, M., Dieker, L., & Delisio, L. (2018). Exhibiting what is learned: Using exhibition

assessments and Universal Design for Learning in college teaching. Innovative

Practice in Higher Education, 3(2).

UNSW Teaching Staff Gateway. (2020). Understanding Learning Processes. Retrieved 24

September 2020, from https://teaching.unsw.edu.au/understanding-learning-

processes

Watling, C. J., & Ginsburg, S. (2019). Assessment, feedback and the alchemy of

learning. Medical education, 53(1), 76-85.

(2020). [Ebook]. Retrieved from https://syllabus.nesa.nsw.edu.au/assets/global/files/years-

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