Western Sydney High School

HSC Assessment Task 2, 2018 Notification

Course: Business Studies Task: 2

Topic: Marketing Weight: 25%
Issue date: 01st May, 2018 Mark: 25
Due date: 21st May, 2018

Outcomes to be assessed:

H5 explains management strategies and their impact on businesses

H6 evaluates the effectiveness of management in the performance of businesses
H7 plans and conduct investigations into contemporary business issues
H8 organises and evaluate information for actual and hypothetical business situations
H9 communicates business information, issues and concepts in appropriate formats

Rationale:

In the topic of marketing, you have studied the influences on marketing and marketing strategies.
You have also related these to the Qantas case study.

For this assignment, in pairs of two, you are required to investigate a small business and recommend
marketing strategies for its improvement.

Task:

With a partner in your own class, choose and interview a local small business. Conduct a SWOT
analysis for the business. Recommend appropriate marketing strategies which will contribute to the
improvement of weaknesses and achievement of opportunities while considering consumer laws
and specific marketing practices. Present your findings in a visual and oral presentation, 6-8 minutes
in length, in class.

Students may wish to design an ICT presentation (eg. PowerPoint or Prezi), poster, roleplay*, etc.
Please consult your teacher if you have any other ideas. You may wish to follow the scaffold
provided.

* if chosen, present your findings in dot point form in a hard copy submission on the day.

You will be assessed on how well you:

 Address all aspects of the task with detailed knowledge and understanding
 Use relevant business case study
 Conduct research and inquiry into a real business
 Communicate using relevant business terminology and concepts
 Create and present a clear, coherent and engaging presentation
 Marking criteria Mark
 Conduct detailed research and analysis into a local small
business
 Conduct a detailed SWOT analysis with no faults
 Recommend 4-5 marketing strategies in detail and explain
their impact on the potential success of the business
 Explain in detail the role of consumer laws and specific
marketing practice on the marketing potential of the
business
 Flawlessly uses relevant business terminology and concepts
 Conduct thorough research and analysis into a local small
business
 Conduct a thorough SWOT analysis with no to little faults
 Recommend 4-5 marketing strategies and explain their
impact on the potential success of the business
 Thoroughly explain the role of consumer laws and specific
marketing practice on the marketing potential of the
business
 Mostly uses relevant business terminology and concepts
Content  Conduct brief research and analysis into a local small
20% business
 Conduct a brief SWOT analysis with some faults
 Recommend 2-3 marketing strategies and briefly explain
their impact on the potential success of the business
 Briefly explain the role of consumer laws and specific
marketing practice on the marketing potential of the
business
 Briefly uses relevant business terminology and concepts
 Conduct little to no research and analysis into a local small
business
 Conduct a brief SWOT analysis with many faults or does not
conduct a SWOT analysis
 Recommend one or no marketing strategies and barely
explain their impact on the potential success of the business
 Little to no reference to consumer laws and specific
marketing practice on the marketing potential of the
business
 Barely to no use of relevant business terminology and
concepts
 Designs an interesting and eye-capturing presentation
 Presentation is clear and coherent
 Effectively uses photographs and other sources to enhance
Presentation the presentation
5%  All sources are referenced throughout the presentation
 Speaks clearly and confidently and maintains eye contact
with audience
 Presentation adheres to time limit
Scaffold

Title – describe your chosen business SWOT analysis

Strategy 1 & affecting consumer Strategy 1 & affecting consumer

law/marketing practice law/marketing practice

Strategy 1 & affecting consumer Strategy 1 & affecting consumer

law/marketing practice law/marketing practice

Strategy 1 & affecting consumer

Recommendation summary
law/marketing practice

PowerPoint tutorial: Technology for Teachers and Students (2017). Beginner’s guide to powerpoint –
2017 tutorial [video]. https://www.youtube.com/watch?v=XF34-Wu6qWU

Prezi tutorial: Technology for Teachers and Students (2017). Prezi Next 2017 Tutorial - New Version
of Prezi 2017 [video]. https://www.youtube.com/watch?v=mEqbJ1sulWA
 Evaluate the importance of assessment and approaches to feedback and assessment design that
will inform your practice in your teaching area.

 The impact on student outcomes of high stakes testing.

 Opportunities for feedback to inform and improve student learning and links to the literature

Discussion – Assessment and feedback in HSC and Stage 6 Business Studies.

NSW Education Standards Authority (NESA) (2018) explains assessment as “the collection and

evaluation of a student’s learning”. The Higher School Certificate (HSC) is an integral step in the

educational career of students, where assessment is especially necessary in clarifying students’

knowledge, understanding, skills and abilities. NESA (2018) also emphasises the significance of

feedback to support student learning. Feedback helps students clarify the development of their

knowledge, understanding and skills of the content being addressed and how to improve their

learning (NESA, 2018). Standard 5 of the Australian Professional Standards for Teachers (APST)

(Australian Institute for Teaching and School Leadership [AITSL], 2011) requires teachers to “Assess,

provide feedback and report on student learning”. This places teachers in a position of accountability

in the assessment and improvement of students’ knowledge, understanding and skill development

through pedagogy and feedback. The following paper will discuss the impact of high-stakes

assessment such as the HSC on the self-efficacy and achievement of students, and how effective

feedback can be used to combat test anxiety and pressure. The approach undertaken in the design

of a stage 6 Assessment task is also justified.

O’Brien and Wright (2007) state that “The Higher School Certificate and similar tertiary

entrance examinations are a source of real stress for students in a society that places a premium on

academic achievement and competition”. Assessment standards and expectations for students

continue to rise as the Australian government continuously works towards ensuring “world-class
curriculum and assessment for Australia at national and local levels” (Ministerial Council on

Education, Employment, Training and Youth Affairs 2008). The sense of competition put forth by the

HSC is leading students to engage in unethical behaviours. Students also find themselves having to

live up to expectations and stress from their parents in regards to the HSC (Moore, 2011). Such

behaviours include plagiarism, rote learning, and the problem of tutors writing students’ assessment

tasks (Moore, 2011). In an ABC News broadcast, Thomas (2011), co-ordinator at Korowal school,

expresses the potential for such behaviours to be carried through further education and through the

workplace by students who engage in them during school years, where they may eventually be

caught out. This demonstrates that the initial stress caused by high stakes assessment such as the

HSC, and students’ solution for dealing with such stress, may contribute to their actions in future,

impacting negatively on the moral ethic and reliability of their achievements.

Research shows a proven correlation between test anxiety and achievement (Beilock; Beilock

& Carr; Chapell et al.; Hong & Karstensson; McCarthy & Goffin; Musch & Broeder; Ramirez & Beilock;

Worthy, Markman & Maddox, as cited in Sung, Chao & Tseng, 2016). According to Bandura (as cited

in Roick & Ringeisen, 2017), self-efficacy and confidence beliefs determine state anxiety in

performance situations. Where students feel as though they are unable to meet the expectations set

by the HSC and Australian curriculum, they may experience stress and/ or anxiety which may affect

their final result. As assessment is a vital aspect of schooling and of the HSC, it should be of interest

for teachers and/or schools to pay attention to or attempt to strengthen self-efficacy beliefs and

achievement emotions in students (Roick & Ringeisen, 2017), which have been identified as two

major determinants of academic performance (Pajares; Richardson, Abraham & Bond; Schunk &

Meece; Zeidner, as cited in Roick & Ringeisen, 2017).

Bandura (as cited in Sapp, 2013) suggests four ways in which self-efficacy can be enhanced in
test-anxious persons. These are:
 1. Increase one’s sense of achievement through successful testing experiences where one can
reach realistic goals
2. Expose an individual to models who perform successfully during test situations
3. Provide verbal persuasion and encouragement concerning test taking
4. Strengthen physiological arousal

These are tips which will inform my own teaching practice around assessment. Considering

the high stakes surrounding HSC assessment, it is necessary to ensure the self-efficacy and

confidence of students remains high to ensure performance and achievement is not hindered.

Feedback is another effective tool in maintaining self-efficacy and confidence in students. The

ultimate goal for feedback is to clarify to students how to improve their learning (NESA, 2018).

According to Rae and Cochrane (as cited in Rand, 2017, p.34) “feedback is considered as one of the

most powerful influences on student growth, development, learning, and achievement”. Hattie and

Timperley (as cited in AITSL, n.d.) determine that effective feedback can almost double the average

student growth over a school year. In their research, Hattie and Timperley (2007) propose a model

which identifies three major feedback questions: “Where am I going? How am I going? and Where to

next?” (p.102). They justify this by explaining that “The answers to these questions enhance learning

when there is a discrepancy between what is understood and what is aimed to be understood.”

(p.102). Where students are made aware of their level of knowledge and understanding and how to

improve, they remain hopeful in that they know where they are lacking and can focus on improving

in specific areas.

Students value effective feedback and see it as necessary in improving their academic results

and achievements. Higgins, Hartley and Skelton (2002) state that in their research, “While

recognising the importance of grades, many of the students in the study adopt a more

‘conscientious’ approach. They are motivated intrinsically and seek feedback which will help them to

engage with their subject in a ‘deep’ way.” (p.53). This makes it necessary for feedback to be
detailed, specific and informative from which students can extrapolate areas in which they have

succeeded, areas which need work and how to increase achievement. NESA (2018) provides specific

tips and principles by which feedback should abide in order to support student learning. These

include, as mentioned previously, advising students on how they can improve, allowing them to

rehearse and practice, consult a range of reference points, and plan how to improve their

knowledge, understanding and skill (NESA, 2018).

The Stage 6 Business Studies teaching area exposes students to real life business activities and

allows them to develop skills to enhance their confidence and ability to participate as members of

the business world and of society (NSW Board of Studies, 2010). NESA (2017) sets out assessment

requirements which build on stimulus-based skills, inquiry and research and communication of

business information. The Business Studies syllabus places emphasis on the utilisation of

hypothetical situations and actual business case studies to investigate aspects of business. The

designed assessment task has taken this into consideration and asked of students to inquire into and

research a local small business for which they must recommend and present marketing strategies.

This satisfies several key competencies as set out by the Business Studies Stage 6 Syllabus (Board of

Studies NSW, 2010) including ‘collecting, analysing and organising information’, ‘communicating

ideas and information’, ‘planning and organising activities’, ‘working with others and in teams’ and

‘using technology’. These competencies are in place and “considered essential for the acquisition of

effective, higher order thinking skills necessary for further education, work and everyday life.”

(Board of Studies NSW, 2010).

Standard 5 of the Australian Professional Standards for Teachers (AITSL, 2011) requires

teachers to ‘assess, provide feedback, and report on student learning’. In achieving this standard, a

teacher must conduct formal and informal assessment which provides insight into the knowledge,

understanding and skills of students and provide effective feedback which contributes to

improvement in student achievement. Assessment should correlate with and satisfy learning
outcomes set by the Australian curriculum, while feedback provides students with insight into the

outcomes and criteria which they have succeeded with and how to improve results in other criteria.

Considering the high-stakes assessment put forth by the HSC, it is important for teachers to maintain

self-efficacy and confidence in students in attempt to not hinder performance and achievement.

These are considerations which I will carry through to my own teaching practice while ensuring fair

assessment for students of all abilities and providing effective feedback with the intention of

assisting students in improving results and achievements. Assessment design will be informed by the

assessment requirements and outcomes set out by NESA and the Business Studies Stage 6 Syllabus

(Board of Studies NSW, 2010).

 References

Australian Institute for Teaching and School Leadership (2016). Australian Professional Standards for
Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-
forteachers/standards/list

Australian Institute for Teaching and School Leadership (n.d.). Spotlight: Reframing feedback to
improve teaching and learning. Retrieved from https://www.aitsl.edu.au/docs/default-
source/research-evidence/spotlight/spotlight-feedback.pdf?sfvrsn=cb2eec3c_12

Board of Studies NSW (2010). Business Studies Stage 6 Syllabus. Retrieved from
file:///C:/Users/Rouba/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/Te
mpState/Downloads/business-studies-st6-syl%20(1).pdf

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review Of Educational Research, 77(1),
81-112. doi: 10.3102/003465430298487

Higgins, R., Hartley, P., & Skelton, A. (2002). The Conscientious Consumer: Reconsidering the role of
assessment feedback in student learning. Studies In Higher Education, 27(1), 53-64. doi:
10.1080/03075070120099368

Ministerial Council on Education, Employment, Training and Youth Affairs (2008). Melbourne
Declaration on Educational Goals for Young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_G
oals_for_Young_Australians.pdf

Moore, A. (Reporter). (2011). HSC pressure leading to unethical behaviour: Across Australia, Year 12
students are finishing their final exams and many are turning their attention to university [News
broadcast]. Sydney, NSW: ABC News NSW.

NSW Education Standards Authority (2017). Assessment and Reporting in Business Studies Stage 6.
Retrieved from https://educationstandards.nsw.edu.au/wps/wcm/connect/402ca131-58ce-
47c7-b6c3-6e9c1504414c/assessment-and-reporting-in-business-studies-stage-
6.PDF?MOD=AJPERES&CVID=

NSW Education Standards Authority (2018). Effective feedback. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/assessment/effective-feedback
O'Brien, T., & Wright, K. (2007). Helping students with HSC stress and distress [online]. Australian
Educational Leader, 29(2), 32-35. Retrieved from https://search-informit-com-
au.ezproxy.uws.edu.au/fullText;dn=751378695936985;res=IELHSS

Rand, J. (2017). Misunderstandings and mismatches: The collective disillusionment of written

summative assessment feedback. Research In Education, 97(1), 33-48. doi:
10.1177/0034523717697519

Roick, J., & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longitudinal
validation. International Journal Of Educational Research, 83, 84-93. doi:
10.1016/j.ijer.2016.12.006

Sapp, M. (2013). Test anxiety (3rd ed.). UPA.

Sapp, M. (2013). Test anxiety: applied research, assessment, and treatment interventions. Retrieved
from https://ebookcentral.proquest.com

Sung, Y., Chao, T., & Tseng, F. (2016). Reexamining the relationship between test anxiety and
learning achievement: An individual-differences perspective. Contemporary Educational
Psychology, 46, 241-252. doi: 10.1016/j.cedpsych.2016.07.001

Thomas, M (Speaker). (2011). HSC pressure leading to unethical behaviour: Across Australia, Year 12
students are finishing their final exams and many are turning their attention to university [News
broadcast]. Sydney NSW: ABC News NSW.