Assessment: Examples from marketing

Cognitive Process

Sample Learning Outcome - Students will be able to…

Sample Assessment

Sample Instructional Activities/Learning Experiences

Remember

Recall marketing theories and models

Students write questions based on their notes and mind-maps to quiz each other and themselves

• Instructor provides overview of marketing theories and models via case studies
• Students take notes and create mind-maps

Understand

Explain the stages in the marketing process

Jigsaw activity: working in groups, students share information about each stage in the marketing process with each other in order to complete a graphic outlining the stages.

• Instructor presents a broad overview of the stages in the marketing process. Students are given information on the different stages in the form of handouts.

Apply

Design holistic sustainability marketing programs.

Students complete reflections around their own sustainability concerns and the readings. Students are given a choice re type of reflection (e.g., written, video, audio, or image).

Students complete a case study.

• Instructor reviews the concepts of sustainability as it impacts marketing
• Instructor provides case studies  around sustainable decisions in business
• Students and instructor discuss sustainable decisions and the impact on business
• Students practice analyzing cases in small groups

Analyze

Analyze marketplace trends and changes to determine how they may be impacting the current sales environment.

Students debate different predictions on the impact of social media on the retail industry.

• Students analyze a series of case studies illustrating the potential effect of social media on different areas of the retail industry
• Students discuss the case studies in small groups and form arguments for and against the predicted outcomes

Evaluate

Assess how media in Canada operates and specify the different requirements of electronic, internet and print media including focus, timelines and audiences

Student presentations on requirements of different media

• Case studies, lectures, video interviews
• Students work in small groups to research and compare buying behaviour of different businesses

• Students work in small groups to research the specific requirements of electronic, internet, and print media
• Student groups create a poster display comparing the requirements of different types of media
• Instructor presents an overview of how the media in Canada operates

Create

Participate actively in and contribute to a team project

Create an effective marketing plan

Student groups create a marketing plan including: a team charter, SWOT, target market and marketing mix.

• Instructor provides Charter, SWOT, Target and Mix template and example before each deliverable due date
• Instructor reviews the key terms and meaning behind the elements of each project item
• Librarian presents key research terms
• Students work in their small teams in labs
• Instructor provides written feedback for each submission
• Instructor meets with each team twice per term
• Students complete peer and self-assessment