《国际市场营销》评估手册

International Marketing评估指导手册A S S E S S M E N T G U I D A N C E高等教育出版社H i g h e r E d u c a t i o n P r e s sC o n t e n t sAims (1)Overall structure for elements (1)Assessment Procedures and Methods (2)Demonstrating knowledge and understanding (8)Roles of candidate/assessor/internal verifier (8)Grading system (10)Assessment Records for Chapter one (15)Assessment Records for Chapter two (19)Assessment Records for Chapter three (23)Assessment Records for Chapter four (29)Assessment Records for Chapter five (36)Assessment Records for Chapter six (39)Assessment Records for Chapter seven (46)Assessment Records for Chapter eight (51)Assessment Records for Chapter nine (57)Assessment Records for Chapter ten (65)Assessment Records for Chapter eleven (72)This guidance book is to help assess the candidates’/students’ ability to apply the knowledge and skills required in the performance of a wide range of business communicative tasks. To achieve the competence of units, they must demonstrate they meet the requirements of the performance criteria by providing appropriate evidence through carrying out tasks. This evidence is assessed against the standards by a qualified assessor (teacher).The candidates will be asked to prove they are competent by providing evidence which shows:●they can perform all the specified tasks consistently to the required standard●they understand why they are doing things (knowledge and understanding).To claim competence for a unit, candidates need to gather evidence which shows they have met the standards. It is important that their evidence is easily understood so that it can be checked against the standards by both assessors and internal verifiers. The evidence collected has to be guaranteed by candidates to meet the following standards: Valid: Relevant to the performance criteria, range and knowledge specification being assessed.Reliable: Show that they can perform consistency to the required standards. Current: Their performance and knowledge is up to dateSufficient: They have enough evidence to cover all of the criteria within the unit. Authentic: It is clear that evidence is from their own work, investigation or research.In addition, evidence of competence will be derived from actual performance, and assessment should, wherever possible, be carried out in the candidate’s learning environment over a period of time. Assessors should use a variety of assessment procedures and methods to ensure a high level of reliability in their judgments. The methods widely adopted are direct observation, questioning, oral presentation, simulation, products of work, case study, project and reflective account of work.Products of workCandidates’competence, knowledge and skills from their learning, practicing, investigation and research can be demonstrated by means of their products of work or performance evidence. Their assessor may also look at things that they “produce” at work or lab, from learning and investigation. Evidence does not have to be presented ina pre-set format and may be of many types and from diverse sources. Products can be in any of the following types depending on fitness for purpose:Paper-based (textual): investigation/research report; essay; notes; letter; memo; diary; story; questionnaire; photocopy of reference; term paperAudio and visual: recorded discussion; recorded presentation; recorded interview; graph; chart; diagram; picture; poster; map; phtotographArtifact: product; model; display; exhibitionPlease note that since video or audio taped product is likely to relate to several candidates, each candidate should be provided with individual notes on his/her performance.The product has to be prepared and finished based on the requirement in Task and Practice or the assessor’s guidance. Once the product has been collected and organized in each unit, it must be closely checked by the assessor to ensure that it meets the requirements set out in the assessment criteria.QuestioningThere will be instances where performance on its own provides sufficient evidence of competence; however, on most occasions this will not be sufficient to cover all of the criteria in all of the circumstances and contexts expected. Therefore, questioning becomes useful method. Generally there are two types of questioning --- oral questioning and written questioning which particularly check skills, knowledge and understanding across the full range required. However, in order to assess different levels of learning and understanding, different style of questioning can be used.●Questions to assess candidates’ depth of knowledge: Candidates need to show thecapacity to recognize and recall facts, theories and information (terminology, policy, theory, conventions, sequences). E.g. what is non-verbal communication?●Questions to assess candidates’ ability to comprehend: Candidates are expected toknow what is being communicated and to make some sense of the material. E.g.Can you state the problem in your own words?●Questions to assess candidates’ability to apply the knowledge: Candidates areexpected to show the capacity to use generalizations developed from the relationships of facts, information and theories to solve problems. E.g. Can youpredict the outcome of this situation based on your understanding of experimental research?●Questions to assess candidates’ability to analysis information: It is to assesscandidates’ capacity to use rules and principles to various parts of a problem in a reasoned way. There are generally three aspects of analysis - classification of the elements, the relationship between the elements, and the organizational principles including the structure. E.g. What is the conclusion and what statements support it?●Questions to assess candidates’ ability to synthesis information: It is to assess thecandidates’capacity to put together the parts to form a whole. This is the most creative part of thinking. E.g. What are the skills in writing and organizing ideas?SimulationSimulation is one comprehensive assessment approach to measure working competence, skills and knowledge via work-based simulations, which is the most accurate way of measuring certain competencies, such as e-commerce skills, communication skills and team building skills. Presenting candidates with realistic situations, and observing their behaviors, provides a great deal of assessment fidelity and depth. In a relatively short period of time, a wide variety of situations can be presented which measure different skills important to success on the job.In the simulation direction, candidates are asked to finish certain tasks, solve some realistic problems in the real or simulated scenarios. Candidates are appointed certain roles to play in the simulated work environment. If possible, candidates shall record their operating situation, which can form a part of performance evidence for assessment. Besides, candidates can ask the assessor to witness or observe their work, which is another form of assessment. At the end of their simulation, candidates are supposed to present their work product, such as summary, report, photos, papers, collected materials etc., which can be assessed or scored according to their respective standard.ProjectProject, both teaching and learning methods, can be applied to evaluate candidatesunder this assessment system. The candidates are assigned a carefully planed piece of work, work-field based or classroom based. Their performance and work result are evaluated. A project assignment can be effectively carried out by teams, which focuses the learners’ concerns on how to collaborate with peers in order to reach their learning goals. This method can cultivate candidates with 1) positive interdependence so that candidates believe in their hearts that they are responsible for each other’s learning as well as their own, 2) individual accountability so that candidates do their fair share of the work, 3) face-to-face interaction in which candidates promote each other’s learning by assisting and encouraging, 4) appropriately using the interpersonal and small-group skills needed to work effectively, and 5) processing how well they are working together and what they could do to improve.The project-based assessment method is a comprehensive approach to check the candidates an interdisciplinary array of skills. For example, after one unit on International Chamber of Commerce Terms (INCOTERMS), they are expected to make a phone survey, or email contact, or personal visit, and understand the importance and applicability of these terms. Then they need to summarize their research by report writing or oral presentation.Oral presentationOral Presentation -- Presenting ideas effectively to individuals or groups when given time for preparation (including nonverbal communication and use of visual aids). It can be divided into individual and group oral presentation. The key to the presentation's success is that the speaker has time to prepare. The presentation must follow a logical sequence, develop issues and ideas succinctly, state needs and recommendations clearly, and address the listener's goals and levels of understanding.When assessing candidates’performance via the method of oral presentation, the following factors should be considered:●Responding to the audience's needs, interests, attitudes, and level of awareness●Ideas presented in a clear, concise, organized, logical and persuasive manner●Effective use of nonverbal communications (gestures, posture, facial set, andmannerisms)●Effective use of prepared visual materials and the audience impacted in a positivemanner●Keeping within time schedules.Direct ObservationFor practical subjects, this is the most obvious form of assessment: watch someone doing something to see if they can do it properly. It is the recommended default form for competency-based programmes, and for assessment of practical skills, which can be demonstrated by performance. For any area in which performance itself is not enough, direct observation needs to be supplemented by other methods. This guidance book recommends oral questioning, to get at the rationale of performance.Special precautions for assessing by direct observation are given as follows:●Need for clear assessment criteria: reliability is only assured when everyoneengaged in the assessment process is perfectly clear about what is being looked for, and what evidence is required to determine competence. Developing observation protocols is not a trivial activity.●Ensure that product evidence is gathered and retained wherever possible,including video-recordings etc. When evidence consists of check-lists or similar devices, ensure that the candidate has a copy as soon as possible, and that there is an opportunity for dissenting views of a particular occasion of observation to be recorded. Direct practice is ephemeral, and judgments may later be contested.Reflective accounts of workA reflective account of the candidate’s work is usually a written summary of how the candidate has carried out part of his job. For example on how the candidate dealt with a client who was abusive. There is no need for a witness; the assessor will judge the candidate’s performance or knowledge on what the candidate has written. This evidence may not be as strong as a Direct Observation but is very useful for covering parts of the candidate’s job that only happen occasionally.Special precautions for assessing reflective accounts are provided as follows:●The process of reflection allows candidates to examine their current practice andto make improvements upon it. By recording these reflections, issues can beidentified and changes made. Candidates should be encouraged to think about what they have learned based on these recordings and identify the impact on their future practice. This is a crucial aspect of reflection, which records a snapshot in time and can assisting in overall evaluation of provision.●There are different ways to reflect depending on individual preference but theyshould always include a written record.●Encouraging candidates to think about how the learning received on the coursehas changed the way they approach the subject is beneficial. Has it changed their thinking or confirmed their beliefs? It may also be useful to state how the learning experience has confirmed their approach or challenged their thinking.●Reflective accounts should not be about facts and figures but thoughts andfeelings, it is important that the candidate makes it personal. Phrases like “I feel”or “I think” may be useful in reflec ting.●The reflective accounts should be short and to the point: it is not an essay. It isgenerally accepted that the assessment may be up to 10% above or below the recommended length.Case studyHere are guidelines on how to go about designing an evaluation for a case study. There are different types of case studies. Case study evaluations, using one or more qualitative methods, have been used to investigate business practices.From our practice and experience in teaching and learning, a case study should include, but not be limited to, the following parts:● A brief introduction to the case (companies, enterprises, or businessorganizations).●Focus on a selected aspect of the case. Describe the advantages and disadvantagesof the aspect of the case.●Describe strategies to maximize the advantages and to minimize the disadvantagesin the case.●Find some effective and efficient solutions to the problems in the case.The course instructor may require a written or an oral report describing candidates’ solution to the case. The high quality of their analysis or the brilliance of their insightswill do them little good if their solution is not expressed clearly. The teacher is more likely to accept their solution even if he or she does not agree with it, if they are able to identify the issues, explain the analysis and logic that led them to choose a particular alternative, and lay out a good plan for implementing the decision.The following factors could be taken into account when assessing the candidates’ work: ●Understanding of the relative concepts and principles●Description of the case, advantages and disadvantages, and reasonable solutions tothe problems●Number of mistakes in document of case studies●Format of the text or document●Grammar and spellingIn order to meet the standards, candidates may also be required to prove knowledge and understanding. Each unit contains a list (Summary) summarising the knowledge, understanding and skills a candidate must possess. Evidence of how these have been achieved could be found in the Knowledge Assessment Record of this Guidance book.Role of the CandidateThe candidate will:●negotiate learning objectives and assessment tasks with the Assessor;●provide evidence of competence;●judge the evidence against the standards;●write personal statement;●sign the assessment record(feedback form);●discuss assessment evidence with the teacher;●participate actively in the assigned task.Role of the AssessorAssessors are responsible for assessing candidates against the Performance Criteria and Knowledge associated with elements of competence. They therefore need to have sufficient occupational expertise in the areas for which they will be assessing to enable them to make a valid judgment about the demonstration of competence in those areas. They are normally teachers with experience in particular areas and will ideally be in regular contact with the candidates.Assessors will:●ensure that each candidate is aware of how he/she will be assessed and thestandard of course achievement;●interpret the criteria/standard;●identify valid and sufficient evidence for the assessed task;●judge evidence against Performance Criteria and Knowledge Assessment toidentify candidates’ achievements;●identify gaps in achievement;●give feedback to the candidates (this includes being able to say no);●meet regularly with other Assessors and/or Internal Verifiers;●explain and agree assessments with the Internal Verifier;●maintain their own records of the achievement of each candidate for whom theyassess;●ensure that there is open access to the assessment process, and that there isequality of opportunity.Role of the Internal VerifierInternal verification is the process of monitoring the work of all Assessors involved in this assessment system to ensure that they are applying the same standards when assessing candidates.The Internal Verifier is responsible for carrying out this process. He/she ensures that the judgements that the Assessors have made about candidates. Competence are in accordance with the performance criteria given in each element of a unit. He/she willbe required to sample the work of the candidates and to countersign the appropriate sections of the feedback form. Sampling includes observing assessment in progress, re-checking candidate’s evidence.The Internal Verifier will:●sample the records of Assessors to monitor consistency of assessment standards;●observe a sample of assessments taking place to monitor consistency ofassessment decisions and their agreement with the standards;●countersign the feedback form;●support the Assessors through offering guidance and advice;●ensure that opportunities are made for each candidate to achieve the requiredelements of competence;●ensure that the course gives open access and equal opportunity to all candidates.This guidance book offers a combined grading system. The Performance Assessment advocates a letter-grading system with a six-point scale of numerical equivalents. Grades are entered as numbers, the possible values being 6, 5, . . . and decreasing by one until 3 is reached. Numerical grades may be considered equivalent to letter grades as follows: A (Excellent)---6 B (Good)---5 C (Satisfactory/Pass)---4 D (Poor/Fail)---3. The Knowledge Assessment part provides a numerical grading system from the value of 100 to 0. Each question in each unit equals with the value of 10.In the Performance Assessment if a candidate achieves eight A, three B, two C, two D with a numerical grade of 6 in terms of team work and other aspects specified in the Note, he/she can get a numerical grade of 77, which is worked out via the following format: 6(A’s numerical grade equivalent)ⅹ8+5(B’s numerical grade equivalent)ⅹ3+4(C’s numerical grade equivalent) ⅹ2+3(C’s numerical grade equivalent) ⅹ2=77. In the Knowledge Assessment, if a candidate get 9 questions correct, he/she can have a numerical grade of 90.In reporting grades for candidates’unit performance in the two assessments (Knowledge Assessment and Performance Assessment), the teacher can adopt a letter grading system with the following equivalence relation: A 90-100; B 75-89; C 60-74;D Below 60. Thus in the above example, the candidate’s score in the Performance Assessment is B and in the Knowledge Assessment is A.Candidate’s Name _____________ Unit No. _____________Aims of this unitThis unit is about the candidate’s ability to define marketing, discuss its core concepts and trace the evolution of marketing. The candidates should be able to identify the implications of the different marketing concepts to marketers.Element 1.1 What is marketingElement 1.2 Evolution of marketingNote:When assessing candidates’ performance, assessors should also take into account such factors as teamwork spirit, task understanding, conversation arrangement, English proficiency and etiquette. This part could come to a numerical grade of 10.Score ______________Knowledge Assessment RecordElement 1.1 What is marketingQ: What is marketing?A:Q: What is the role of marketing to business?A:Q: What are the differences between wants and demands?A:Q: What are the marketing tasks for a business?A:Element 1.2 Evolution of marketingQ: What are the characteristics of the Production Concept?A:Q: In what business situation will the Production Concept be useful?A:Q: What are the characteristics of the Selling Concept?A:Q: In what business situation will the Selling Concept be useful?A:Q: What are the characteristics of the Marketing Concept?A:Q: What are the characteristics of the Societal Marketing Concept?A:Score ______________Candidate’s Name _____________ Unit No. _____________Aims of this unitThis unit is about the candidate’s ability to describe the environmental forces that affect the company’s ability to serve its customers. The candidates should be able to explain how changes in the microenvironment forces and macro-environment forces affect marketing decisions.Element 2.2 MicroenvironmentElement 2.3 Macro-environmentNote:When assessing candidates’ performance, assessors should also take into account such factors as teamwork spirit, task understanding, conversation arrangement, English proficiency and etiquette. This part could come to a numerical grade of 10.Score ______________Knowledge Assessment RecordElement 2.1 What is marketing environmentQ: What is marketing environment?A:Q: What is Microenvironment?A:Q: What is Macro-environment?A:Q: What are the implications of marketing environment to marketers?A:Element 2.2 MicroenvironmentQ: What are forces of microenvironment?A:Q: What are the implications of suppliers to marketers?A:Q: What are the implications of customers to marketers?A:Q: What are the implications of competitor analysis to marketers?A:Q: What are the implications of knowing the company itself to marketers?A:Score ______________Candidate’s Name _____________ Unit No. _____________Aims of this unitThis unit is about the candidate’s ability to identify the components of the marketing mix in the marketing of a product or service. The candidates should be able to make use of the Boston Matrix and the Product Life Cycle to analyze a business. The candidates should be able to use different pricing methods in different business context.Element 3.1 ProductElement 3.2 PricingElement 3.3 PlaceNote:When assessing candidates’ performance, assessors should also take into account such factors as teamwork spirit, task understanding, conversation arrangement, English proficiency and etiquette. This part could come to a numerical grade of 10.Score ______________Knowledge Assessment RecordElement 3.1 ProductQ: What is marketing mix?A:Q: What can be included in the description of product?A:Q: What are the three product levels?A:Q: How does a business develop new products?A:Q: What are the characteristics of Dogs, Problem Children, Stars and Cash Cows?A:Q: What are the characteristics of the different stages of Product Life Cycle?A:Element 3.2 PricingQ: What does market penetration refer to?A:Q: What does market skimming refers to?A:Q: Under what business circumstances can you apply market penetration pricing strategy?A:Q: What’s contribution pricing?A:Q: What’s full cost pricing?A:Score ______________ Element 3.3 PlaceQ: What are the advantages and disadvantages of direct selling?A:Q: What are the disadvantages of the full chain distribution?A:Q: What distribution channel would you recommend to a given company?Why?A:Score ______________Element 3.4 Four CsQ: What are the different focuses of Product and Customer?A:Q: What are the different focuses of Price and Cost?A:Q: What are the different focuses of Place and Convenience?A:Q: What are the different focuses of Promotion and Communication?A:Score ______________Candidate’s Name _____________ Unit No. _____________Aims of this unitThis unit is about the candidate’s ability to construct a simple model of consumer buying behavior and analyze how consumer decision making varies with the type of buying decision.Element 4.1/4/.2 Buying Decision ProcessElement 4.3 Model of Consumer BehaviorElement 4.4 Types of Buying Decision BehaviorElement 4.1/4.2 Buyer Decision ProcessNote: When assessing candidates’ performance, assessors should also take into account such factors as teamwork spirit, task understanding, conversation arrangement, English proficiency and etiquette. This part could come to a numerical grade of 10.Score ______________Knowledge Assessment RecordElement 4.1/4.2 Buyer Decision ProcessQ: What are the five steps of the buyer decision process?A:Q: What are the implications of Information Search to marketers?A:Q: What are the implications of Post-purchase Behavior to marketers?A:Q: What are the implications of buyer decision process for new products to marketers?A:Element 4.3 Model of Consumer BehaviorQ: How do the cultural factors affect consumer behavior? Give examples.A:Q: What are the implications of cultural factors to marketers?A:Q: How do the personal factors affect consumer behavior? Give examples.A:Q: What are the implications of personal factors to marketers?A:Q: What are the implications of the Maslow’s Theory of Motivation to marketers?A:Score ______________Element 4.4 Types of Buying Decision BehaviorQ: What are the characteristics of the complex buying behavior?A:Q: What are implications of the complex buying behavior to marketers?A:Q: What are the characteristics of the dissonance-reducing buying behavior?A:Q: What are implications of the dissonance-reducing buying behavior to marketers?A:Q: What are the characteristics of the habitual buying behavior?A:Q: What are implications of the habitual buying behavior to marketers?A:Q: What are the characteristics of the variety buying behavior?A:Q: What are implications of the variety buying behavior to marketers?A:Score ______________Candidate’s Name _____________ Unit No. _____________Aims of this unitThis unit is about the candidate’s ability to understand the marketing information system and identify the advantages and disadvantages of various methods of collecting information.Element 5.1 Marketing Information SystemElement 5.2 Marketing Research ProcessNote: When assessing candidates’ performance, assessors should also take into account such factors as teamwork spirit, task understanding, conversation arrangement, English proficiency and etiquette. This part could come to a numerical grade of 10.Score ______________Knowledge Assessment RecordElement 5.1 Marketing Information SystemQ: What are the implications of the marketing information system to marketers?A:Q: What are the functions of marketing information system?A:Q: What methods can be used to conduct market research?A:Element 5.2 Marketing Research ProcessQ: How to develop the market research plan?A:Q: How to gather the secondary data?A:Q: How to gather the primary data?A:Q: How to design a questionnaire?A:Q: What are the advantages and disadvantages of the different contact method?A:Score ______________Candidate’s Name _____________ Unit No. _____________Aims of this unitThis unit is about market segmentation and market targeting for competitive advantage. It includes an introduction to the seven-step approach to market segmentation, different levels of market segmentation, bases on which to segment the market, the indicators of an effective segment, how to decide on the target market and how to position for competitive advantage.Element 6.1 Introduction to seven-step approach to market segmentationElement 6.2 Different market segmentation levelsElement 6.3 What are the bases of market segmentation?Element 6.4 What are effective segments?Element 6.5 Market targetingElement 6.6 Positioning for competitive advantage。