Study Guide
Field 069: Safety Net Business and Marketing
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Sample Constructed-Response Item
Competency 0009
Pedagogical Content Knowledge
start bold Use the information below to complete the task that follows. end bold
You are planning to teach a high school unit on the use of social media and social networking sites as marketing tools. Using your knowledge of business and marketing concepts, principles, and practices, write a response of approximately 400 to 600 words in which you:
- identify one learning goal related to the use of social media and social networking sites as marketing tools;
- provide a clear and logical rationale for including the learning goal in an instructional unit on the use of social media and social networking sites as marketing tools;
- describe in detail one instructional activity, including the use of appropriate resources, designed to promote students' achievement of the learning goal;
- explain how principles of differentiated instruction could be used in the context of the activity to support the learning needs of students with diverse abilities;
- describe an appropriate assessment method to use for evaluating student learning and performance in relation to the learning goal; and
- explain how the student evaluation data could be used to inform future instruction in relation to the learning goal.
Sample Strong Response to the Constructed-Response Item
(600 words)
Learning goal:
Students will be able to demonstrate how e-marketing can be used to enhance a business'
sales, reputation, and market share.
Rationale:
Social media and social networking provide a fast and effective way for a business
to connect with potential customers. They provide online visibility and the capacity
for two-way communication with customers. Social media can provide rapid feedback
on business policies, customer service, product reliability, customer loyalty, and
the prospect for future customers. When they enter the workforce, most students
will need to be familiar with the roles that social media play in business and marketing.
Instructional activity:
Students will be divided into mixed ability groups. Each group will be given a description
of a hypothetical company, including its size, products, target markets, and corporate
mission. The task for each team is to create an e-marketing proposal.
The teacher will provide guidelines for the proposal and each group will develop a written e-marketing plan as if it were a proposal to management. The proposals will cover different marketing approaches and explain how each approach will help the business reach its target markets. The proposals may include areas such as developing a Website, a Facebook page, and/or other social media outlets. They may also include the use of rating sites (such as Yelp), and other activities they think are appropriate for their target audience. There will be a general list of suggested resources such as Websites and books. Their proposal may include multimedia elements such as a Website mockup or slide presentations.
Differentiated instruction:
One of the key principles of differentiated instruction is that the teacher ensures
that all students are engaged in meaningful work. This approach accomplishes this
by focusing on a real-world activity that requires each student to participate in
order to meet a team goal. The activity includes tasks that call for skills and
knowledge in different areas, such as art and design, writing, research, popular
culture, analysis, and management. These tasks can be distributed among the group
to work on individually according to interest and skill level. Students will have
to explore concepts and solve problems as they arise. Each group will have to make
choices as to how they divide up their work and develop their plans.
Assessment:
Students will be given a rubric that clearly outlines the expectations for the finished
project. The areas to be included are organization, required elements, content,
mechanics, and appearance. The organization portion will highlight the overall organization
of the proposal from the introduction to the closing summary. The required elements
consist of the company logo, product description, and target market emphasis. The
content of the campaign includes the description of specific approaches and any
mockups or multimedia materials as well as the justification of approaches. The
mechanics portion will include the quality of the writing and presentation. The
appearance portion includes the overall look of font, text, and graphics of the
campaign. This rubric may also be used for peer assessment as a learning tool for
students.
Evaluation:
By reflecting on the assessment rubrics, the teacher can identify areas where students
struggle or seem confused and use this information to improve instruction. For example,
a group's proposal may focus on the wrong age group or use an approach that is inappropriate
for the company's product. The teacher can then carefully pose questions to those
students so they could discover the flaws in their thinking and come up with ways
to improve their proposal. The teacher may also identify areas where additional
review is needed in order for the students to master the content of the learning
goal.
Performance Characteristics for Constructed-Response Item
The following characteristics guide the scoring of responses to the constructed-response item.
Completeness | The degree to which the response addresses all parts of the assignment |
---|---|
Accuracy | The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively |
Depth of Support | The degree to which the response provides appropriate examples and details that demonstrate sound reasoning |
Score Scale for Constructed-Response Item
A score will be assigned to the response to the constructed-response item according to the following score scale.
Score Point | Score Point Description |
---|---|
4 |
The "4" response reflects a thorough command of the relevant knowledge and skills:
|
3 |
The "3" response reflects a general command of the relevant knowledge and skills:
|
2 |
The "2" response reflects a partial command of the relevant knowledge and skills:
|
1 |
The "1" response reflects little or no command of the relevant knowledge and skills:
|
U | The response is unscorable because it is unrelated to the assigned topic or off task, unreadable, written in a language other than English or contains an insufficient amount of original work to score. |
B | No response. |