Performance Assessment and Rubric
Performance Assessment Task:
Student Council Research Proposal
Focus
Marketing research processes include problem identification, writing SMART objectives, and justifying research decisions.
Role of Students
Student Council Representatives preparing a proposal to present to school leadership.
Task Overview
In this task, students will take on the role of a Student Council representative preparing a research proposal to present to school leadership. Your goal is to identify a real issue affecting the student population and use market research techniques to frame the problem and set research objectives. As you complete the task, you are expected to recognize the importance of clearly defining the research problem and writing focused, SMART objectives, both of which are essential to conducting effective marketing research.
Instructions
Working in pairs, you will:
1) Choose a school-related issue that you believe needs investigation. This should be a real concern affecting students (e.g., canteen pricing, Wi-Fi access, uniform policy, study spaces).
2) Clearly identify the marketing research problem based on the issue. State the problem clearly and objectively, avoiding opinions or solutions at this stage.
3) Write two SMART research objectives that are directly aligned with the problem. Your objectives should be specific, measurable, achievable, relevant, and time bound.
4) Prepare and present a one-slide proposal or mini-poster that visually communicates your research plan.
Your visual must include:
The issue you are investigating
A clearly stated marketing research problem
Two SMART research objectives
Use headings, short bullet points, icons, or visuals to organize your slide. Keep your content focused and easy to understand. You will present your visuals to peers acting as the school's principal and senior staff.
5) Use peer feedback to revise your work before final submission. Each group will review another group’s proposal using a checklist provided by the teacher.
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This task reflects constructivist learning theory, encouraging higher-order thinking through real-world application. Peer feedback using a checklist will be included prior to the final submission. This structure supports the assessment standards of design and validity/reliability by aligning with learning goals, providing observable criteria, and allowing transparent, fair evaluation.
Performance Assessment Rubric (25 Marks Total)
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Students' Understanding of the Topic & Teacher Goals Being Met
For this lesson, I want students to understand two key concepts in marketing research: that the process begins by clearly identifying a research problem, and that objectives must follow the SMART format. The goal is for them to move beyond simply recalling definitions and instead apply these concepts in a purposeful and relevant way.
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The performance assessment helps achieve this by immersing students in a real-world context where they act as Student Council representatives, addressing a school issue. This role-play is intended to make the task meaningful and encourage them to think like researchers and decision-makers. The task promotes deeper engagement, critical thinking, and collaboration, which supports achievement of the cognitive and affective objectives of the lesson in a student-centered manner.
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The rubric plays a critical role in supporting this performance assessment. It clearly outlines the elements of a strong SMART objective and makes expectations easy to understand. This helps students feel confident in what they need to do. From a teaching perspective, it ensures the process is fair, equitable, and transparent. I would not have to guess when awarding marks; each area of the rubric directly connects to the lesson’s learning goals. It supports consistency in grading and reinforces the purpose of the task to evaluate whether students can apply their learning in a real, meaningful, and relevant way. Together, the performance task and rubric supported me as the teacher in ensuring that students meaningfully engaged with key marketing research concepts and demonstrated clear understanding of the lesson’s objectives.
Benefits and Challenges of Administering the Rubric and Performance Assessment
Administering the rubric and performance assessment in this lesson is expected to bring meaningful benefits, while also presenting a few implementation challenges that I will need to manage thoughtfully.
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One benefit of implementing the performance assessment task is that it will allow students to engage with the content in a way that feels purposeful and connected to their lived experiences. Rather than recalling definitions, students will apply marketing research skills to real school-based issues such as canteen pricing or uniform policy. Designing the task around a realistic context will help students make stronger connections to the content and promote deeper engagement, critical thinking, and collaboration. Students will also be able to refer to the rubric throughout the process to guide their decisions and check whether they are on the right track. This will enhance ownership of their learning and support a more student-centered experience.
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A second benefit will come from administering the rubric. It will provide a clear and fair structure for both students and me as the teacher. The breakdown of expectations from research problem identification to SMART objectives and presentation delivery will make the assessment criteria transparent and easy to follow. This clarity will help students feel more confident about what is expected, while also ensuring that I can assess their work consistently. I would not have to rely on guesswork when awarding marks. Since the rubric is directly aligned with the lesson objectives, it will streamline the marking process and help ensure that my evaluation remains focused on the intended learning outcomes.
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However, challenges may also arise when administering performance assessment and rubric. One likely challenge will be time management. Implementing a task that includes preparation, peer feedback, and presentations will take more time than a traditional assessment. I will need to adjust the pacing and structure of the lesson to accommodate these elements. In a packed CAPE curriculum, this could affect the coverage of other topics. It will require strategic planning to ensure that the assessment is delivered meaningfully while still allowing adequate time for the rest of the unit.
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Another challenge may be ensuring students clearly understand the rubric’s expectations. Although the rubric offers structure, some students may find certain language such as “clarity” or “coherence” difficult to interpret without guidance. Misunderstandings could lead students to submit incomplete or misaligned work, not because of lack of effort, but because they did not fully grasp what was required. To address this, I will need to spend time explicitly reviewing the rubric, modelling high-quality responses, and prompting students to ask questions. Doing so will be essential to ensure that the rubric truly supports student learning.
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Despite these challenges, I believe the benefits of using the rubric and performance assessment outweigh the difficulties. With thoughtful planning, modelling, and reflection, I can continue improving how these tools are implemented to make the learning experience both meaningful and effective.