Business Studies – Year 12

Formal Assessment (Group Task)

Task Type: Marketing Plan Weighting: Date of Issue: 4th August Due Date: 14th September
Development 25%

Length: 10-minute multimodal

presentation
Rationale:

The unit marketing is focused on the main elements involved in the development and implementation of
successful marketing strategies. It requires students to examine contemporary business issues and
investigate aspects of business using hypothetical situations and business case studies. In doing so students
will explore various topics within the marketing domain including the role of marketing, influences on
marketing, marketing processes and marketing strategies.

The purpose of this assessment is to evaluate student knowledge and their ability to apply marketing theory
and concepts to develop a marketing plan. It is the teacher’s aim to assess student knowledge and
understanding of marketing processes, strategies and planning through the development and evaluation of a
marketing plan. This group task has also been designed to gauge students’ ability to engage in critical
higher order thinking to present an elaborate and well organised presentation. This assessment has an
embedded literacy and ICT focus where students are required to apply these capabilities in a coherent and
logical manner to achieve the assessment outcomes.

Outcomes to be assessed:
H4 analyses business functions and processes in large and global businesses
H5 explains management strategies and their impact on 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

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

 Demonstrate knowledge and understanding of marketing processes, strategies and planning
 Evaluate the marketing plan’s strengths and weaknesses
 Suggest methods of improvement to the marketing plan
 Communicate using information from your marketing plan
 Present an elaborate well organised answer in the form of a presentation
 Use and apply appropriate business terminology and concepts

Feedback provided
Feedback to be provided via the use of an annotated marking criteria and overall comments outlining the
strengths of the submitted assessment task and areas for improvement. Students can expect grades/feedback
to be released within 3-4 weeks from the date of submission.
Task:

Throughout our study of Marketing, we have explored a range of elements involved in the marketing
process. This task will assess your ability to develop and evaluate a marketing plan for a new sporting
team in Australia.

As the world of sports management continues to grow and the Australian sports industry continues to
thrive, an opportunity has arisen for a new team to be developed. All three football codes (NRL, A-
League & AFL) are looking to add one new team as part of their vision for expansion. You are
required to develop a marketing plan for your new team and justify decisions you have made.

In groups of Four, You need to:

1. Research and develop a marketing plan for a new sports team.
2. Justify the Brand of the new team in your marketing plan and include the following:
 Team name
 Football Code selected (Must Select 1)
 Location of the team
 Marketing strategy
 Target market
 Vision/Long term goals

3. Evaluate the marketing plan using the following guidelines;

 The extent to which each of the five elements of the marketing process is addressed
 Explain the areas of strength and weaknesses in the marketing plan
 Make four realistic recommendations to improve the marketing plan

4. Create a multimodal presentation outlining your marketing plan

 Marking Guidelines

Criteria Mark
 Displays extensive marketing knowledge and includes a range of academic
resources relevant to the purpose of this assessment
 Coherently justifies the development of the marketing plan
 Demonstrates a thorough and precise analysis of the elements present in the
marketing plan
 Critically discusses strengths and weaknesses of the marketing plan
 Provides four explicit and appropriate suggestions for improvement 21-25
that could be made to the marketing plan A
 Communicates in a cohesive presentation format, using
appropriate business terminology and concepts
 Presentation developed is concise and comprehensively covers
required information
 Presents work professionally and adheres to the specified time
limit
 Displays sufficient marketing knowledge and includes some relevant
academic resources
 Demonstrates a clear and accurate analysis of the elements present in the
marketing plan
 Clearly justifies the development of the marketing plan
 Provides a detailed explanation of the strengths and weaknesses in the 16-20
marketing plan B
 Provides three suggestions for improvement that could be made to the
marketing plan
 Communicates in a presentation format, using appropriate business
terminology and concepts
 Presentation accurately covers required information
 Discusses the elements present in the marketing plan
 Provides some form of justification for the development of the marketing plan
 Outlines the strengths and weaknesses in the marketing plan
 Provides some suggestions for improvement that could be made to the 11-15
marketing plan C
 Communicates in presentation format using business terminology
 Presentation includes aspects of the required information
 Outlines the elements present in the marketing plan
 Briefly outlines some strengths and weaknesses in the marketing plan
 Makes vague suggestions for the improvement of the marketing plan 6-10
 Presentation does not adhere to the specified time limit D
 Communicates in presentation format using some business terminology
 Vaguely presents aspects of the required information
 May mention elements of a marketing plan
 Refers to areas of strength and/or weakness in the marketing plan
 May suggest improvement/s for the marketing plan 1–5
 Shows limited communication skills E
 Communicates in an unprofessional manner
 Presentation does not adhere to the specified time limit
Critical Evaluation
NSW schools operate within an industry and demographic which exposes them to increased
public scrutiny in a world demanding of high standards. Education providers are taking
ownership and responsibility of their own performance with the aim of discovering new
ways of improving student outcomes. Assessment, assessment design and feedback are
important aspects of teaching and learning which inform the practice of teachers in various
teaching areas. They enable teachers to assess their own performance and gain an insight
into how their students are understanding concepts and reacting to teaching pedagogies. This
section of the paper will evaluate the importance of assessment, assessment design, and
approaches to feedback and discuss implications for future teaching practices.

Importance of Assessment

Assessment is an ongoing process which involves gathering, analysing and reflecting on

evidence in order to make informed and consistent judgements and improve students future
learning outcomes (State Government Victoria Department of Education, n.d.). Assessment
has three main purposes which emphasises its importance to student learning. These include
assessment for learning, assessment as learning and assessment of learning. Assessment for
learning is a process which involves teachers using evidence of student knowledge,
understanding and performance to guide their teaching practices. The aim of assessment for
learning is to enable students to grow and enhance their learning without focusing purely on
the grades received (NESA, 2018). It emphasises the importance of continual growth and
development for students and the significance of developing knowledge and skills
throughout their schooling years. Assessment for learning embodies the notion that all
students can improve and motivates students to learn through constructive feedback. It is an
important aspect of learning which is inclusive of all learners and fosters positive
relationships between students and teachers.

Assessment as learning is an additional principle of assessment in education. It is a student-

centered approach which occurs when students assess and monitor the progress of their own
learning (NESA, 2018). As a result, students are encouraged to take responsibility for their
learning and strive to reach their goals. Assessment as learning enables students to assess
their learning and plan for the next phase and requires students to ask questions and acquire
feedback in order to improve their learning. It is a type of formative assessment which takes
place gradually throughout the school year, empowering students to clarify their
understanding and learning and engage in self-reflection for future improvement.
Assessment as learning enhances the self-esteem of the student, emphasising the importance
of the experience as they are able to gain an understanding of how they learn, reflect upon
their learning and adjust their learning strategies (State Government Victoria Department of
Education n.d.).

Assessment of learning is the final purpose of assessment in education. It is the process of

assessing student achievement against outcomes and standards (NESA, 2018). Assessment
of learning is a formal procedure which generally takes place upon he completion of a unit
of work (e.g. an exam), providing students with a grade for their performance within the
unit. This enables students to validate their learning and demonstrate their knowledge and
understanding of concepts learnt. This process is used to describe the extent of student
achievement and assists teachers in planning for future teaching strategies to improve
students learning outcomes.
Assessment Design
Assessment is a process of gathering evidence to judge student performance and provide
feedback to students to improve their future learning outcomes. Assessment design has a
major impact on a students’ ability to achieve the required outcomes from the syllabus and
improve for future learning. This section of the paper will discuss the impact of high stakes
testing on student outcomes and the role of authentic assessment tasks within Business
studies.

High stakes testing (HST) is an assessment design which places emphasis on student
achievement of grades. Ryan and Weinstein (2009) have indicated that HST is a uniform
process which may not be challenging for all students and schools. HST fails to cater for the
learning needs of a diverse range of students, limiting their ability to demonstrate their
knowledge, understanding and skills. It has also been found that HST has the ability to
undermine student engagement and limit best teaching practices, disadvantaging students
through inciting anxiety and pressure to perform to a certain standard (Ryan & Weinstein,
2009). This also raises the issue of increased drop out rates due to being over challenged and
students who may impact the school’s ranking being forced out. Educators are also more
inclined to focus their teaching around content which will appear in HST, limiting their
ability to create a safe and supportive learning environment where meaningful learning takes
place.

Authentic assessment is a key aspect of education. It is a principle which ensures students

are working towards the required outcomes and developing important knowledge, skills and
understanding. There are numerous factors which contribute to authentic assessment. These
include life beyond school, curriculum and classroom practice, learning and instruction,
processes and products, conditions, and, figurative contexts (Palm, 2008). Authentic
assessments should enable students to develop skills and processes applicable to life beyond
school, empowering them to become competent contributors to society. They should also be
founded upon the curriculum in order to ensure effective learning takes place and required
outcomes are achieved (Palm, 2008).

Palm (2008) also describes authentic assessments as tasks which require students to
implement processes within the constraints of provided conditions (e.g. time frames) and
relate to a figurative context (e.g. business marketing). This is particularly important for
business studies as the course aims to provide students an effective learning experience
relative to life beyond school. It is designed for students to learn about contemporary
business concepts in light of business being an activity of everyday life (NESA, 2010).
Hence, it is important for assessments to be authentic in business studies to resemble the
focus of the course and develop students who can function competently within society.
Feedback Approaches

Feedback is information provided to an individual regarding aspects of their performance

and understanding during specific activities, guiding future improvement (Hattie &
Timperley, 2007). The type of feedback received depends on the individual providing the
feedback e.g. a teacher may provide students with information on how to improve their
performance, a peer might suggest alternative strategies and ways in doing things whilst a
textbook can provide students with clarity on concepts and ideas being studied. The aim of
feedback is to guide individuals with information regarding performance to enhance their
future practices and outcomes. This is vital in education as students complete a range of
assessments and activities, requiring teachers to provide effective feedback to enrich their
learning experience and encourage improvement.

Hattie and Timperley (2007) have outlined three questions central to effective feedback:
What are the goals?, What progress is made towards achieving those goals?, and What
could be done to make improvement?. This provides teachers with a framework for
assessing student performance in consideration of learning outcomes and map out strategies
which students can implement to improve their future learning outcomes. As described by
Hattie and Timperley (2007), providing students with information regarding their attainment
of learning goals is an important aspect of feedback. It establishes a further avenue of
feedback where teachers can inform students of their performance in specific tasks e.g.
assessment tasks and instruct future practices for improvement.

They have also outlined four levels/approaches to feedback: feedback about the task,
feedback about the processing of the task, feedback about self-regulation, and feedback
about the self as a person. The first level is aimed at providing feedback relative to the how
well a task has been completed, known as corrective feedback (Hattie & Timperley, 2007).
The second approach to feedback is providing individuals with feedback regarding the
processes undertaken to complete tasks, enabling teachers to provide students with feedback
regarding self-regulation which is their ability to monitor and regulate their actions to
achieve learning outcomes. The final feedback approach is that regarding the self as a
person, i.e. positive and negative feedback relative to their identity as a student. These four
levels outlined by Hattie and Timperley (2007) allow teachers to implement varying
approaches to feedback in different contexts, empowering students to improve their learning
outcomes.

Implications for future teaching

Overall, assessment is a key aspect of teaching and learning which gauges the performance
of both teacher and student. As pressure increases on NSW schools to achieve high
standards, issues regarding assessment design have been explored to cater for the needs of
diverse learners. Similarly, a number of approaches to feedback have been outlined in this
paper, enabling teachers to provide students with effective feedback for future learning. In
summary, it is important for teachers to carefully consider the learning needs/abilities of
their students when designing assessments and explore a range of approaches to ensure
effective feedback is provided. This will foster a positive learning environment where
students are provided the necessary support to achieve the required outcomes.
Appendix: Resources to assist students with the completion of the assessment

Western Sydney Wanderers Case Study (West Sydney Football, 2013).

Link: http://www.westsydneyfootball.com/sitefiles/fch/football_comes_home.pdf
Scaffold

Concept: Marketing & Development of a new sporting team

Marketing Plan (Aspects to consider when developing marketing plan)

Team Name ………………………………………………………………

Location ……………………………………………………………….

Aim ……………………………………………………………….

Vision Statement …………………………………………………………….

Marketing Process: SWOT Analysis, Market research, establish market objectives, identify
target market, develop marketing strategies

Marketing Strategies: Market segmentation, product, branding, promotion,

place/distribution, e-marketing, global marketing

5 Ps of Marketing examples

Product: e.g. new sporting team, league, type of club etc.

Price: e.g. Affordable prices for families (ticketing, merchandising, memberships)

Promotion: e.g. promotion via advertisements (tv, Social Media, Website, school clinics)

Place: e.g. an in-town location (easily accessible, suitable to the lifestyles of the community)

People: e.g. staff that are friendly and accommodating of the needs of the community
SWOT Analysis Template

Source: Ansoff Matrix (2018)

Link: https://www.conceptdraw.com/How-To-Guide/ansoff-matrix
Sample Marketing Plan: (Boise Blizzards, 2009)
Link:
https://bobbycamilleri.weebly.com/uploads/4/2/4/7/4247438/sport_marketing_plan_final.pdf
Source: (Kettering College Writing Centre, 2018).
Link: https://kcwritingcenter.weebly.com/multimodal-projects.html
Multimodal Presentation Program List

Students should look towards the following programs/websites for inspiration when
deciding how to create their presentation:

 Prezi
 PowToon
 Emaze
 iMovie
 Google Drive Presentations
 Weebly
 Story Bird
 Toontastic
 Video Maker
 Coach’s Eye

Note: There are many programs which can be used to form your presentation. These have
been suggested to provide a starting point for this assessment task.
References

Ansoff Matrix (2018). SWOT Analysis Matrix Diagram Templates. Retrieved from
https://www.conceptdraw.com/How-To-Guide/ansoff-matrix

Boise Blizzards (2009). Boise Blizzards Sports Marketing Plan. Retrieved from
https://bobbycamilleri.weebly.com/uploads/4/2/4/7/4247438/sport_marketing_plan_fi
nal.pdf

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational
research, 77(1), 81-112. doi: 10.3102/003465430298487

Kettering College Writing Centre (2018). Multimodal Projects. Retrieved from

https://kcwritingcenter.weebly.com/multimodal-projects.html

NSW Department of Education and Training (2003). Quality Teaching in NSW Public
Schools: A classroom Practice Guide. Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.
pdf

NSW Education Standards Authority (2010). Stage 6 Business Syllabus. Retrieved from
https://www.educationstandards.nsw.edu.au/wps/wcm/connect/2f9a5382-5446-4dc6-
ba39-f90f53469200/business-studies-st6-syl.pdf?MOD=AJPERES&CVID=

NSW Education Standards Authority (2010). Sample Formal Assessment Task: Business
Studies Year 12 – Marketing. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/bf542f94-5c2d-4296-9bf5-
6a5ee3666571/business-studies-year-12-sample-formal-assessment-task-2-
marketing.docx?MOD=AJPERES&CACHEID=ROOTWORKSPACE-bf542f94-
5c2d-4296-9bf5-6a5ee3666571-maf0RS8

NSW Education Standards Authority (2018). Assessment For, As and Of Learning.

Retrieved from https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-
and-of-learning/

Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis

of the literature. Practical Assessment, Research & Evaluation, 13(4), 1-11. Retrieved
from https://pareonline.net/getvn.asp?v=13&n=4

Ryan, R. M., & Weinstein, N. (2009). Undermining quality teaching and learning: A self-
determination theory perspective on high-stakes testing. School Field, 7(2), 224-233.
doi: 10.1177/1477878509104327

State Government Victoria Department of Education (n.d.). Assessment. Retrieved from

http://www.education.vic.gov.au/Documents/school/teachers/support/assessmentpres.p
pt

West Sydney Football (2013). Football Comes Home: The Early days of Western Sydney
Wanderers FC. Retrieved from
http://www.westsydneyfootball.com/sitefiles/fch/football_comes_home.pdf