Subject Area: 10 Economics
Author: Simone Bouchier, Peter Harvey, David Elliot
Description
The assessment task at hand offers students some background knowledge to a specific coffee company, and suggests the notion that the company is considering developing a new product (in the specific case study, the new product is an iced coffee milk drink, similar to other such products on the market.)
The student is being asked to construct a marketing plan for the new product, focussing on the usage of the Marketing Mix elements, otherwise referred to as the 4 P’s of Product, Price, Place and Promotion. The case study suggests that the student’s marketing plan is to be created for / presented to the company Board, with the notion that the student is representing the Marketing Department, and that their marketing plan needs to be persuasive enough to convince the Board to go ahead with the development and launch of this new product.
The underlying notion of the task is that the students are able to then synthesise the elements of the Marketing Mix within their marketing plan in such a way as to demonstrate their understanding of the role of the Marketing Mix within the overall business plan.
As such, this rubric is able to be adapted to various types of marketing case studies in Year 10 Commerce units, as well as applied to Unit 1 Business Management AoS2 – Small business decision-making, planning and evaluation – whereby students work in groups to create their own small business operations.
Curriculum links
Procedural Properties
| Purpose | The purpose of this assessment was to determine students’ understanding and application of knowledge in regards to the topic of the Marketing Mix and its ability to assist in the creation of an overall business plan. If this assessment task were to be utilised within Unit 1 Business Management, then the students’ results from this task would count towards their grade for the relevant SAC. |
| Administer | The administering of this assessment task could be adapted according to the unit of work and year level to which it is being applied. If administered within a Year 10 setting, then the task may be set as an individual end of unit assessment piece. Within a Unit 1 Business Management setting, then the task would likely be administered to be worked on in groups over a number of weeks within class time. |
| Record | If used as a SAC, then the teacher would be responsible to record the students’ overall mark, along with also grading an S or N for the SAC / unit of work; the latter of which would later need to be recorded with VCAA. Within the context of a Year 10 Commerce setting, then the students’ overall grade would be recorded by the teacher to count towards their overall grade for the Commerce unit, which would then be communicated on end of semester / year reports. |
| Interpret | The graded task rubric and related ZPD level statements would be handed back to students during class time, so they could see their overall grade / achievement level, as well as being able to identify specific topic areas for improvement. |
| Use | In a Unit 1 setting, this assessment would count towards the overall S or N grade to be reported to VCAA.
In both Year 10 and Year 11 settings, the assessment would primarily be used by the teacher to identify specific knowledge and understanding gaps demonstrated by the students. This would allow the teacher to review and re-teach the topic material in class and offer study suggestions for the students, in lieu of any end of unit or semester exams which may cover this material. |
Construct
| Low | Students at this level will state individual elements of the marketing mix and use basic structures within their response. |
| Medium | Students at this level will explain elements of the marketing mix and incorporate marketing terminology and evidence within their response. |
| High | Students at this level will synthesise elements of the marketing mix to empower their proposal within their response. |
Rubrics
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reliable rubrics 