MKT103A Assessment 3 Brief Page 1 of 9
| ASSESSMENT BRIEF | |
| Subject Code and Title | MKT103A – Integrated Marketing Communications |
| Assessment | Assessment 3- Integrated Marketing Communication Campaign Plan Part A – Written Campaign Part B – Campaign Pitch |
| Individual/Group | Group (2-3 students) |
| Length | Assessment 3A- 2000 words (+/-10%) Assessment 3B- 10 minutes (+/- 10%) |
| Learning Outcomes | a) Describe the principles of integrated marketing communications. b) Identify and analyse marketing communication approaches through the application of communication models and relevant theory. c) Compare and contrast the effectiveness of media tools used to design integrated marketing communication campaign plans. d) Define and design a creative integrated marketing communication campaign plan |
| Assessment 3A- By 11:55pm AEST/AEDT Sunday of module 6.1 (week 11) Assessment 3B Online students: by 11:55pm AEST/AEDT Sunday of module 6.2 (week 12) On campus students: in class on module 6.2 (week 12) | |
| Weighting | Assessment 3A- 35% Assessment 3B- 15% |
| Total Marks | 100 marks each |
Context
This assessment has been designed for you to apply the skills and theory you have learned
by creating an Integrated Marketing Communications (IMC) plan for a real client, which your
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group will select. You will use the insights you have gained through the reflection analyses in
assessments 1 and 2, and apply them to create an IMC plan to suit the client’s needs.
The focus of this assessment task is on the application of IMC theory to a case study (your
client), and on demonstrating your creativity in the design of an integrated communication
campaign based around a budget. This focus needs to be present in both, your written
campaign and your campaign pitch.
Both parts of this assessment task simulate what marketers do as part of their roles, where
working in groups to present, secure and implement a campaign is a requirement.
Instructions
1. Form a group with your peers (2-3 students per group) by week 7.
a. Please notify your learning facilitator if you need to be allocated to a group
by week 7.
2. As a group, create an IMC plan to promote a new service or product. You have a
budget of AU$ 20,000.
3. To do this, you need to:
a. Identify a local small business with an online presence (such as a website or
social media activity) that provides enough information to assist you in
gaining a good insight into their activities.
b. Research your chosen business and document your observations.
i. You do not need to contact this business, as you will not be
presenting your assessment to them.
c. Establish the overview of the business and its target audience, and decide on
the type of promotion you are planning to organise.
i. The type of promotion is up to you. For example, a local coffee shop,
which is introducing healthy smoothies into their menu, or a local gym
that is reducing their membership fee or introducing yoga classes.
d. Consider and determine the integrated communication tools best suited for
your plan and client.
i. Draw from academic resources to support your ideas.
e. Create your written campaign and creative campaign pitch.
Part A- written campaign, suggested outline:
| | Introduction – introduce the business. Target Audience- outline who is their current target audience and create a profile/persona. Objective – what are your promotional objective/s for the campaign? IMC Tools – outline the integrated marketing tools you have selected and discuss why they are appropriate for this campaign. How are they integrated? Use academic resources on IMC theory to support your ideas. |
| |
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| | Campaign Outline – provide an overview of your campaign including the creative strategy and justify your ideas. Include an example of one of the integrated marketing communication tools brought to life (This could be an outdoor signage, social media campaign or similar). |
| |
o An example of this could be (1) creating what your social media activity may
look life. (2) You may be considering doing a TV or radio ad – have fun
creating this using your mobile phone. (3) If it is a billboard, magazine or
newspaper ad, create the example through your artwork capabilities on your
personal computer.
| | Timeline of your activities –outline the timing of each activity and how they will be evaluated in a Gantt chart (information discussed in module 5.2). Budget – list and justify how you will spend the budget. Evaluation of the campaign – how will you measure the campaign’s success? Reference List: this assessment task should include appropriate academic referencing and a reference list following APA 6th edition style of referencing. Please see the Academic Skills page on Blackboard for information on referencing in APA 6th ed. : https://laureate |
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au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163
_1&content_id=_2498849_1
Part B- Campaign pitch
Imagine you are selling this idea to the local business. Therefore, you should create a pitch
that is different, lively and engaging, but most importantly professional and persuasive.
The pitch can be created in power point, prezi or similar presentation software. Be
conscious of how you present the information to achieve your objective: engaging your
audience and ultimately selling them your idea.
Avoid an overreliance on text in your presentation. This pitch’s duration is 10 minutes, and
as a reference, you should plan for 2-3 minutes per slide. Online students will need to make
a video of their presentation. Instructions will be provided by your learning facilitator.
Ensure you include the key information from your report but only in point form. Similarly,
you should use imagery throughout the presentation to support your pitch.
One key aspect that must be included in your pitch is your Integrated Marketing
Communication tool example brought to life. This example should be part of the
presentation slides. For instance, a link to a video, voice over or a photograph/screen shot
of your ad or social media idea. The demonstration of your example to your audience is
paramount to achieve your objective, which is to win the client’s approval.
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Submission Instructions
Only one student per group should submit your Assessment 3A: Written Campaign via the
Assessment link in the main navigation menu in MKT103 Integrated Marketing
Communications by the due date.
Only one student per group should submit your Assessment 3B: Campaign Pitch via the
Assessment link in the main navigation menu in MKT103 Integrated Marketing
Communications by the due date. Online students must submit a PDF of their presentation
and (a link to) their video. On campus students must submit a PDF of their presentation.
The learning facilitator will provide feedback to both parts of the assessment task via the
Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
The learning rubric below is your guide to how each part of the assessment task will be
marked. Please be sure to check this rubric very carefully before submission.
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Learning Rubric: Assessment 3A Written Campaign
| Assessment Attributes | Fail (Unacceptable) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75 -84% | High Distinction (Exceptional) 85-100% |
| Introduction, target audience and objective 10% | Business has not been introduced, or has been introduced partially. There is no/limited evidence of an attempt to identify their target audience, create their persona, or the promotional objective(s) of the campaign. | Business has been basically introduced, and there is some evidence of an attempt to identify their target audience, create their persona, or the promotional objective(s) of the campaign. | Business has been satisfactorily introduced, and their target audience have been clearly identified. The persona has been sufficiently described, and the promotional objectives have been outlined and partially justified. | Business has been thoroughly introduced, and their target audience have been clearly identified. The persona has been thoroughly presented and the promotional objectives have been outlined and justified. | Business has been expertly introduced, and their target audience have been clearly and diligently identified. The persona has been thoroughly and critically presented and the promotional objectives have been justified in depth. |
| Selection of Integrated Marketing Tools and integration evidence 30% | Selection of Integrated Marketing Tools does not present adequate information, ideas or evidence. No integration evidence. | Selection of Integrated Marketing Tools presents information, ideas and evidence is sufficient; however, these require further logic and clarity. Some integration evidence. | Selection of Integrated Marketing Tools presents information, ideas and evidence clearly and logically. Relevant integration evidence. | Selection of Integrated Marketing Tools presents information and arguments in a logical and clear way, which is well supported by evidence. Good integration evidence. | Selection of Integrated Marketing Tools is expertly presented; descriptive, concise and informative, exceptionally developed and well supported by evidence. Excellent integration evidence. |
| Overview and justification of creative strategy 30% | There is no/limited evidence of a basic attempt to provide an overview of the campaign, neither including nor justifying the creative strategy. | There is evidence of a basic attempt to provide an overview of the campaign, including the creative strategy, however not justifying it in detail. There is evidence of a basic attempt to support ideas | The text provides an adequate and satisfactory overview of the campaign, including the creative strategy and its justification. Ideas have been supported by relevant academic | The text provides a thorough, critical and creative overview of the campaign, including the creative strategy and its justification. Ideas have been thoroughly supported by relevant | The text provides an expertly presented overview of the campaign, including an exceptionally well-presented creative strategy and its justification. |
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| There is no/limited evidence of a basic attempt to support ideas with relevant academic resources. No IMC tool example has been provided. | with relevant academic resources sourced from the subject materials. IMC tool example has been provided. | resources sourced from the subject materials. IMC tool example has been provided. | academic resources sourced from within and outside the subject materials. IMC tool example has been provided. | Ideas have been thoroughly well-supported by relevant academic resources sourced from within and outside the subject materials. IMC tool example has been provided. | |
| Budget, timeline and evaluation 20% | The budget, timeline and evaluation sections do not present adequate information or evidence. | The budget, timeline and evaluation sections present information, ideas and evidence sufficiently, however these require further logic and clarity. | The budget, timeline and evaluation sections present information, ideas and evidence clearly and logically. | The budget, timeline and evaluation sections present information in a logical and clear way, which is well supported by evidence. | The budget, timeline and evaluation sections are expertly presented; descriptive, concise and informative. |
| Structure, referencing and writing style 10% | Poorly structured and referenced document that is difficult to understand and follow and not well presented. Does not include correct references or in-text citations; does not use APA 6th ed. style. | Satisfactorily structured and referenced document that is clear to understand and follow and well-presented. Attempts to include references or in-text citations, however these are sometimes insufficient for research purposes, or incorrect; uses APA 6th ed. style, however may contain some citation or referencing errors. | Well-structured and referenced document that is easy and logical to understand and follow and very well presented. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, however may contain minor citation or referencing errors. | Very well-structured and referenced document that demonstrates advanced understanding, is easy and logical to follow and advanced in its presentation. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing minimal and or no errors. | Expertly structured and referenced document that demonstrates advanced and critical reasoning and understanding, is extremely logical to follow and exemplary in its presentation. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing no errors. |
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Learning Rubric: Assessment 3B Campaign Pitch
| Assessment Attributes | Fail (Unacceptable) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75 -84% | High Distinction (Exceptional) 85-100% |
| Knowledge and understanding demonstrated during the campaign pitch presentation 35% | The information presented demonstrate a limited understanding of required concepts and knowledge of the campaign. Key components of the campaign plan have not been addressed. Confusion of personal opinion with information (substantiated by evidence) from the research/subject materials. No clear indication of further reading and research undertaken. No IMC tool example has been provided. | The information presented demonstrate a basic understanding of required concepts and knowledge of the campaign. Basic key components of the campaign plan have been addressed, however, resemble a repetition/ summary of key ideas; needs originality. Some confusion of personal opinion with information from the research/subject materials. Basic indication of further reading and research undertaken. IMC tool example has been provided. | The information presented demonstrate a thorough understanding of required concepts and knowledge of the campaign plan; it demonstrates a good capacity to explain and apply relevant concepts. Key components of the campaign plan have been addressed, adequately. Justifies personal opinion with information from the research/subject materials. Some indication of further reading and research undertaken. IMC tool example has been provided. | The information presented demonstrate a highly developed understanding of required concepts and knowledge of the campaign plan; well-demonstrated capacity to explain and apply relevant concepts. Key components of the campaign plan have been addressed, very well. Discriminates skilfully between personal opinion and information from the research/subject materials. Clear indication of extensive reading and research undertaken. IMC tool example has been provided. | The information presented demonstrate a sophisticated understanding of required concepts and knowledge of the campaign plan; Mastery of concepts and application to new situations/further learning. Key components of the campaign plan have been addressed, expertly. Systematically and critically discriminates between personal opinion and information from the research/subject materials. Considerable indication of comprehensive reading and research undertaken. IMC tool example has been provided. |
| Organisation, development, and transition of ideas in presentation | Organisation: ideas are somewhat disorganised, making them convoluted | Organisation: ideas are coherently organised, however, some points come across as convoluted. | Organisation: presented in a thoughtful, clear and coherent manner; signs of | Organisation: provides motivating content that engages the viewer from the beginning of the | Organisation: Professionally presented; logical, clear and very well supported by evidence. |
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| 30% | and difficult to understand. Development: ideas have little flow, and are often vague. The points are unclear, information is often irrelevant, and ideas lack support. Transition: presentation lacks a logical sequence, and transitions are abrupt and distracting. | Development: ideas have potential, however, flow is a challenge. There is clarity with some of the points however, some information is redundant and ideas could use more structure. Examples need a clearer connection to the central purpose. Transition: presentation needs a clearer logical sequence of information and requires some effort to follow. Transitions in the presentation are allowable, however not always smooth, which at times distracts the audience. | logical sequence in the organisation. Development: sufficient information, evidence and examples that relate to purpose are included. Transition: most transitions are easy to follow, but at times ideas are unclear. | presentation and keeps the audience’s attention throughout. Development: information, arguments and evidence are very well presented; logical, clear, and well supported by evidence. Transition: ideas support the event concept plan and are arranged logically; transition smoothly from one to another and are clearly linked to each other. | Development: Expertly presented; logical, persuasive, and motivating; introducing a set of ideas and suggestions that keep audience’s attention throughout. Transition: Ideas transition smoothly from one to another and are clearly linked to each other and clearly related to purpose; smooth transitions connect ideas right from the start. |
| Appropriate and creative use of multi media and visual data 30% | Multi-media is poorly prepared and/or distracting, or non existent. Lacks an understanding of the variety of available resources; needs to develop a better understanding of the variety of available resources. | Multi-media is included, however, does not clearly or appropriately support script and overall presentation. Shows evidence of using available resources, however can be more professional. Some visual data used to support script and overall presentation, however, | Multi-media is well-prepared and clearly relates to script and overall presentation. Shows evidence of using available resources, satisfactorily. Adequate visual data used to support script and overall presentation, however, could be used more strategically and effectively as a | Effective use of (possibly diverse) multi-media clearly relating to the script and overall presentation. Available resources used in a professional manner. Effective and strategic use of visual data as a motivational tool for the audience. | Highly effective use of (possibly diverse) multi media, clearly relating to the script and overall presentation. Available resources used in a very organised and professional manner. Exemplary use of visual data as a motivational tool for the audience. |
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| Visual data used very poorly; does not support script and overall presentation. | could be used more strategically and effectively as a motivation tool for the audience. | motivation tool for the audience. | |||
| Appropriate citation and references. 5% | Does not include correct references or in-text citations; does not use APA 6th style. | Attempt made to include references or in-text citations, however these are sometimes insufficient for research purposes, or incorrect; uses APA 6th style, however may contain some citation or referencing errors. | Shows good evidence of attempts to source information. Incorporates in-text and citations references from suitable sources; uses APA 6th style, however may contain minor citation or referencing errors. | Shows evidence of wide scope for sourcing evidence. Incorporates in-text and citations references from suitable sources; uses APA 6th style, containing minimal and or no errors. | Shows evidence of wide scope for sourcing evidence. Incorporates in-text and citations references from suitable sources; uses APA 6th style, containing no errors. |