Course Title: Evaluate campaign effectiveness
Part B: Course Detail
Teaching Period: Term1 2015
Course Code: MKTG5826C
Course Title: Evaluate campaign effectiveness
School: 650T Vocational Business Education
Campus: City Campus
Program: C6102 - Advanced Diploma of Business (Public Relations)
Course Contact : Sally Parrott
Course Contact Phone: +61 3 9925 5175
Course Contact Email:sally.parrott@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Alain Grossbard
Tel: 99255522
Nominal Hours: 60
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
This unit applies to individuals working in a senior advertising management or account management role within an advertising or media organisation.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
BSBADV605B Evaluate campaign effectiveness |
Element: |
1/. Develop a campaign evaluation strategy
|
Performance Criteria: |
1.1 The evaluation strategy defines standards and measurements by which the effectiveness of PR can be measured and improvements identified. |
Element: |
2/. Implement campaign evaluation strategy |
Performance Criteria: |
2.1. Evaluate expenditure data to determine effectiveness of the campaign in relation to the budget |
Element: |
3/. Utilise advertising effectiveness data |
Performance Criteria: |
3.1. Use the results of evaluations of PR and advertising effectiveness in the analysis and planning phase for subsequent advertising |
Learning Outcomes
This unit describes the performance outcomes, skills and knowledge required to develop and implement a campaign evaluation strategy to determine whether advertising objectives have been attained.
Details of Learning Activities
A range of learning activities are planned for this course including self-paced and collaborative classroom based activities. The self-paced activities will be delivered through various technology platforms and include your contribution to wikis and discussion threads, reflective journals, and interactive sessions. The collaborative classroom based activities will include group discussion, group problem solving activities and opportunities to practise your skills in a real workplace environment. It is expected that you will participate and contribute in all scheduled learning activities. This course is co-delivered and co-assessed with MKTG6049C Develop and Manage Complex PR Campaigns
Teaching Schedule
| Week | Commencing | Topics | Assessment |
| 1 | 9 February | Course Induction • Course delivery and assessment details • Course support documents • Online learning environment – go through Blackboard shell • Accuracy of enrolment • Plagiarism – must have signed cover sheets on all assessments • Appeals – take them through this process and where it is on website • Extensions – take them through process (details on website.) • Feedback – when they can contact you and expect a response. • Submission requirements – how all work must be uploaded and how • Resubmission policy – one resubmission, marked to a pass allowed • Where to get support - Student study support details • Student responsibilities – must check emails and bb shells weekly |
Hand out assessment overview in week - What students are going to do and when Information to inform course content and delivery |
| 2 | 16 February | Advise working groups of Work Integrated Learning Projects – Project initiation Complex PR Campaigns Case Study 1 |
Assessment 1 (Activity) |
| 3 | 23 February |
PR Campaign case - Project scope & terms of reference |
|
| 4 | 2 March | Finding the best partnership model for the campaign and ways to be involved Complex PR Campaigns Case Study 2 |
Assessment 1 (Activity) |
| 5 | 9 March |
Community Relations, consumer relations and relations with special public Complex PR Campaigns - Case Study No. 3 |
Assessment 1 (Activity) |
| 6 | 16 March | PR Campaign case - Project scope & terms of reference | |
| 7 | 23 March | Determine financial requirements Business case - Project scope & terms of reference Complex PR Campaigns - Case Study No. 4 |
Assessment 2 & 3 |
| 8 | 30 March | Major Assignment |
|
| Mid Semester Break 2 April – 8 April inclusive |
|||
| 9 | 13 April | Evaluating effectiveness of PR campaigns – need and review of evaluation | |
| 10 | 20 April | Evaluate creative content : planning & development | Assessment 1 (Activity) |
| 11 | 27 April | Evaluating effectiveness of PR campaigns Case Study No.5 |
Assessment 1 (Activity) |
| 12 | 4 May | Ethical and Legal requirements of Evaluation | Assessment 2 |
| 13 | 11 may | PR Campaign - Project scope & terms of reference for major assignment | |
| 14 | 18 May | Major Assignment in Presentation to Clients and feedback |
Assessment 3 |
| 15 | 25 May | Return final assessment and schedule any resubmission Presentation to Clients and feedback |
|
| 16 | 1 June | No classes - resubmissions only | Reschedule resits/submission |
Learning Resources
Prescribed Texts
References
Other Resources
Nil
Overview of Assessment
Students must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including assignments, journals, presentation and written or test. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.
Assessment Tasks
This course is co-delivered and co-assessed with MKTG6049C Develop and Manage Complex PR Campaigns
Overview
The assessment approaches for the whole course will include the context and purpose in developing and effectively managing a complex public relations campaign, including preparing campaign plan containing objectives of the campaign, a risk assessment, strategies, scheduling, budgetary and resource requirements; engaging external suppliers where appropriate; and evaluating the success of campaign.
You will need to successfully complete three tasks in this course to be deemed competent.
Assessment Tasks
There will be three assessment tasks which will cover the kind of assessment (e.g. report, presentation, group work) and any instructions for conducting the assessment or any special requirements.
Overview
The assessment approaches for the whole course will include particular tasks that fir into an understanding of the context and purpose in developing and effectively managing a complex public relations campaign, including preparing campaign plan containing objectives of the campaign, a risk assessment, strategies, scheduling, budgetary and resource requirements; engaging external suppliers where appropriate; and evaluating the success of campaign.
You will need to successfully complete three tasks in this course to be deemed competent in this course.
Task Assessment 1: Real life case studies of Complex Public Relations Campaigns
The first task of the three tasks will provide a set of real life case studies on complex public relations campaigns in which individual activities will look at the function, form and strategy appeals of different strategies of public relations campaigns and evaluation processes.
Students will need to read case studies, discuss and respond to the questions asked from each case study. Each case study response will be handed in at the end of the class, then assessed and returned with an indication of how competent in resolving the issue(s).
This will cover 30% of total assessment for this course.
Task Assessment 2
The task is to prepare and produce a new campaign and a set of recommendations to the client for the required project, event or campaign. This activity may take place outside RMIT facilities.
The business report will be present to the client covering strategies, creative, media, budgetary and evaluation recommendations. All team members to participate in the writing and completing the business report. Documentation to support the presentation and contact reports of student team meetings will be required.
The grade for this assessment task is worth 50% of your overall grade in this course.
Task Assessment 3
The task is to pitch a new campaign and a set of recommendations to the client for the required project, event or campaign. This activity may take place outside RMIT facilities.
The pitch or presentation will be presented to the client covering strategies, creative, media, budgetary and evaluation recommendations. All team members to participate in the writing and completing the business report. Documentation to support the presentation and contact reports of student team meetings will be required.
The grade for this assessment task is worth 20% of your overall grade in this course.
Submission Requirements for all assessments:
Assessment tasks need to be submitted via Blackboard. A hard copy may be required as well but where possible all assessments must also be submitted electronically
Format:
Work to be saved in a word doc or .pdf and uploaded to assessment tab in your course blackboard shell by required date. Work sent by email will not be marked. Work submitted after the deadline and without one of the forms below will not be accepted or marked.
Assessment deadline extensions:
Ensure that you submit assessments on or before the due date. If you think you might not make the due date due to special circumstances you must apply for an application of extension time BEFORE the due date:
You can apply for an extension of seven or fewer days from the original due date for submission of assignments, projects, or essays. You must lodge it no later than one working day before the original submission due date. See link below for eligibility criteria and forms.
If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms for extension time and special consideration can be found at: http://rmit.edu.au/browse;ID=ls0ydfokry9rz.
Always retain a copy of your assessment tasks (hard copy and soft copy).
When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. Cover sheets for submission of work is available from the Student forms website.
Resubmission
It is the student’s responsibility to check their results and complete resubmissions by deadline set (usually within 2 weeks of receiving feedback/results). Students are entitled to one re-submission per assessment. All resubmissions will be marked to competent or non-competent only, no grades will be given. All resubmissions must be received by week 16.
Marking Guides
Competency:
Criteria for Competency
Vocational Education and Training (VET) is based on current industry needs and the focus on preparing you for the workplace. Because VET courses are informed by practical application of knowledge and skills, they are based on a system known as ‘competency based training’ (CBT). So when you are assessed in VET it is about whether you are competent to do the job, as well as having a firm grasp on the knowledge and skills required to do that job, as opposed to traditional curriculum based education settings that are often based on knowledge retention. You need to demonstrate you are competent in all of the elements of competency you are studying – which means you will need to pass every assignment as each one addresses a different element.
The Marking Guide is designed to show you what knowledge and skills you need to demonstrate in each assessment.
The Level of Performance Grading Sheet will tell you how well you are performing (tracking at a P, C, D or HD level).
After achieving competency we then grade your performance in the unit; this gives you the opportunity to have the level of your performance formally recognized against industry standards and employability skills. Performance will be graded on the Level of Performance Grading Sheet (Template to use is at the end of this document)
You will receive one of the following grades:
CHD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved – Graded
Principles of Assessment/Rules of Evidence
Principles of assessment are required to ensure quality outcomes. Assessments should be fair, flexible, valid and reliable as follows:
a) Fairness: Fairness requires consideration of the individual candidate’s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands, and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.
b) Flexible: To be flexible, assessment should reflect the candidate’s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and, support continuous competency development.
c) Validity: There are five major types of validity: face, content, criterion (i.e. predictive and concurrent), construct and consequential. In general, validity is concerned with the appropriateness of the inferences, use and consequences that result from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a candidate (e.g. competent/not yet competent, a grade and/or a mark), based on the evidence of performance by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision, exploring alternative explanations for good or poor performance, and feeding them back into the assessment process to reduce errors when making inferences about competence.
Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed for a particular purpose and target group may not necessarily lead to valid interpretations of performance and assessment decisions if the tool was used for a different purpose and/or target group
d) Reliability: There are five types of reliability: internal consistency; parallel forms; split-half; inter-rater; and, intra-rater. In general, reliability is an estimate of how accurate or precise the task is as a measurement instrument. Reliability is concerned with how much error is included in the evidence.
Rules of Evidence are closely related to the principles of assessment and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current as follows:
a) Validity: see Principles of assessment.
b) Sufficiency: Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.
c) Authenticity: To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work.
d) Currency: Currency relates to the age of the evidence presented by candidates to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence must be from either the present or the very recent past.
Additional Resources
RMIT Assessment policies/procedures:
http://www.rmit.edu.au/browse/Staff%2FAdministration%2FPolicies%20and%20procedures%2FAcademic%20and%20research%2FAssessment/
For more information about how to design assessments go to:
National Skills Standards Council (NSSC) – Formerly NQC
http://www.nssc.natese.gov.au/nqc_archive/nqc_publications
For more information about the principles of assessment go to:
ASQA
http://www.asqa.gov.au/
The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education and training sector.
ASQA regulates courses and training providers to ensure nationally approved quality standards are met.
The standards include quality requirements for training and assessment and can be found at the following website:
http://www.asqa.gov.au/about-asqa/national-vet-regulation/vet-quality-framework.html
(NOTE: The Users’ Guide explains the standards and gives suggestions – these documents can also be found on the Blackboard BTS LT site)
TEQSA
http://www.teqsa.gov.au/
National Register (for all Training Package/Accredited Curricula information)
http://training.gov.au/
Assessment Matrix
You must demonstrate that you have all the required skills/knowledge/skills in the unit of competency you are studying. You will receive feedback on each assessment task that will inform you about your progress and how well you are performing.
Other Information
Nil
Course Overview: Access Course Overview