MARK2012
Assessment 1 – Learning Reflection (Individual Assessment, 20%)
➢ Before the Assessment
• The assessment aligns with CLO1 and CLO2
• The assessment has two components, “In-class reflection” and “Written submission.”
• Students need to refer to the marking criteria for assessment preparation.
• Tutors will model the behaviour and expectations in the Week 1 tutorial.
• Students will participate in the assessment in Week 2 and Week 3 tutorials.
• Week 2 Group will reflect on Week 1 learning; Week 3 Group will reflect on Week 2 learning.
• Tutors will allocate students in an assessment schedule, and students will present in the sequence
specified.
• Students need to refer to the assessment rubric for assessment preparation.
Example reflection topics:
A news *Strictly not to use a textbook case*
An Airbnb experience last Christmas holiday An internet Ad from Netflix
Organic eggs purchased from Woolworths A Toyota TV commercial
A newsletter sent to you from Big W A story your friend shared with you
A KFC Ad on a billboard on M4 An apple cider you had in Bilpin over the weekend
Example assessment schedule:
Week 2 Group (Group A)
(Topic: Chap 4 Marketing Environment)
Week 3 Group (Group B)
(Topic: Chap 5 Consumer Behaviour)
1 Adrian Hay Dylan Meaney
2 Charlie Wendle Ruth Jones
3 Julia Kingswood Bernie Hanaka
4 Michael Bubble Ben Oh
5 James Hutton Kinsley Moore
6 Olivia Biden Kapa Gregory
7 Holly Roberts Juan Lopez
8 Nuomi Hong Selina So
9 Jason Tai Lucas Windsor
10 Haillie Turner Cyrus King
11 Jennifer Hammon David Rodriguez
12 Paul Clifton Jenny Reyes
13 Steven Carr Evelyn McLaughlin
➢ “In-class Reflection” Brief
• Students must analyse their personal experiences from cultural or demographic perspectives.
• It is suggested to use visual materials, to aid audience understanding. (you can also bring a carton of organic eggs
if that is your topic)
• Students will have 3 minutes (maximum) to reflect on their learning using personal experience.
• Students will answer questions and receive feedback from the audience. (max. 3 minutes allowed)
• Students will contribute to each other’s reflections by providing feedback to improve the written
submission.
• Tutors will set a timer of 3 minutes for each student for in-class reflection presentation and a timer of 3 minutes
for Q&A and/or feedback session.
• Students will reflect on Week 1 and 2 learning and relate their personal experiences to the marketing
concepts and frameworks discussed.
• Students will apply marketing techniques and frameworks to the reflection scenario and offer
business solutions.
• The in-class reflection must address the “course knowledge and oral communication” task criteria.
Example guiding questions for learning reflection
• How does the partnership factor from the marketing immediate-environment learning apply to
personal experience?
• How does the framework of social factors from consumer behaviour learning apply to personal
experience?
Example guiding questions to give feedback
• Could Gucci consider the cultural factor from the marketing Macro-environment learning and create
Australian indigenous art elements in the handbag design to create value for the customers?
• What need recognition has Gucci failed to identify from the consumer behaviour learning that
contributed to the negative publicity?
➢ “Written Submission” Brief
• Group A written submission is due in Turnitin by 4pm Week 3, Monday.
• Group B written submission is due in Turnitin by 4pm Week 4, Monday.
• The written submission must use a Word document with a maximum word count of 300 words (essay
style). https://www.student.unsw.edu.au/essay-writing-basics
• The written submission must address the “critical thinking and written communication” task criteria.
• You must include a reference list for the written submissions
➢ Use of AI for assessments
• AI is NOT permitted in this assessment unless permitted otherwise. Students who wish to use generative AI
must obtain permissions from LiC to avoid any potential penalties arising. It is recommended for students to
keep copies of their drafts, ideas, etc. proof documents (showing tracked changes) in their local drive just in
case you are required to provide further evidence on the originality of your work. Students should refer to
UNSW use of AI for assessments guideline https://www.student.unsw.edu.au/assessment/ai
MARK2012: MARKING CRITERIA FOR LEARNING REFLECTION (20 marks)
Criteria / Competency Fail (0-49%) Pass (50-64%) Credit (65-74%) Distinction (75-84%) High Distinction (85-100%)
In
-c
la
ss
r
ef
le
ct
io
n

(1
0
m
ar
ks
)
Course
knowledge
Demonstrates little to no
understanding of core
marketing concepts.

The reflection has little to no
application to marketing
frameworks and/or course
content.
Demonstrates basic understanding of
core marketing concepts.
The reflection has some mention of
marketing frameworks and/or course
content but the use is limited.
Demonstrates good
understanding of core
marketing concepts.
The reflection has appropriate
application to marketing
frameworks and/or course
content.
Demonstrates proficient
understanding of core marketing
concepts.

The reflection has good
application to marketing
frameworks and/or course
content.
Demonstrates excellent understanding
of core marketing concepts.

The reflection has excellent application
to marketing frameworks and/or course
content.

Oral
communication
Does not verbally communicate
arguments, ideas, and
information logically.
Does not express ideas and
information clearly in language
appropriate for the intended
audience and purpose.
The reflection does not
stimulate audience’s interest
and engagement.
Verbally communicates arguments,
ideas, and information logically in
most applications.
Expresses ideas and information
clearly in language appropriate for
the intended audience and purpose,
although it could be more consistent.

The reflection stimulates minimum
audience’s interest and engagement.
Verbally communicates
arguments, ideas, and
information logically.

Expresses ideas and
information clearly in language
appropriate for the intended
audience and purpose.

The reflection stimulates good
audience’s interest and
engagement.
Verbally communicates
arguments, ideas, and
information logically and of high
quality.
Effectively expresses ideas and
information clearly in language
appropriate for the intended
audience and purpose.
The reflection stimulates good
audience’s interest and
engagement.
Verbally and flawlessly communicates
arguments, ideas, and information in a
logical way.
Consistently expresses ideas and
information clearly in language
appropriate for the intended audience
and purpose.

The reflection stimulates excellent
audience’s interest and engagement.
W
rit
te
n
Su
bm
is
si
on
(1
0
m
ar
ks
)
Critical thinking
Presents a summary of the
chosen topic or course
materials with no original
thinking.
Does not discuss the consumer
experience from a cultural or
demographic perspective.
Presents a basic summary of the
chosen topic or course materials with
minimum original thinking.

Discuss the consumer experience
from cultural or demographic
perspectives and could be more
consistent.
Presents some original
thinking, although it could be
more consistent.
Discuss the consumer
experience from cultural or
demographic perspectives.
Presents good quality of original
thinking.

Discuss the consumer experience
from cultural or demographic
perspectives.
Presents original thinking and shows
complexity.

Discuss the consumer experience from
cultural or
demographic perspective with high-level
of proficiency.
Written
communication
The writing is not clear or
logical. Work lacks coherence,
and there are errors in spelling
and grammar.
In-text reference and/or a
reference list not provided.
The writing is overall clear. However,
work lacks coherence, and could
benefit from proofreading.
Both in-text references and a
Reference list provided.
The writing is clear and
structured. Information is
presented with a logical flow.
Both in-text references and a
Reference list provided.
The writing is clear and well-
structured. Information is
consistently presented with a
logical flow.

Both in-text references and a
Reference list provided.
Development of ideas is logical and
insightful; key points are clearly
distinguished. Is well sequenced, easy to
follow and has a clear, coherent
structure.

Both in-text references and a Reference
list provided.