MRKT 150: Consumer Behavior
Stage 5
Marilyn Goodman
Basic Information
| Number of Outcomes | 5 |
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| Number of Outcomes Assessed | 5 |
| Assessment Frequency | No answer |
| Analysis Frequency | Every semester |
| Detail Link | Link |
Course Information
| Number of Course Sections | 1 |
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| Number of Instructors | 1 |
Improvement Details
| Details | New assessments for MKT 150: Consumer Behavior course offered as part of the Marketing Degree and Certificate. Assessment exercise for students to further the importance of branding, logo, name, look and feel of packaging in product purchase decision. Assume that you are a consultant for a marketer who wants to design a package for a new premium chocolate bar targeted to an affluent market. Research the affluent market by using the sites below or by researching others on your own and answer the following questions. 1. Describe in detail the affluent market segment in America, and why and how they buy a premium chocolate bar? 2. What recommendations and reasons would you provide in terms of: o package design o name and meaning o elements as color o symbolism o graphic design 3. Illustrate ideas for the label (package), weight of the product and the brand name of the product and the logo. (pull out the colored pencils, or graphic design programs on your computer) 4. What does the candy bar feel like when you pick it up? (touch) 5. What role will haptic sense play in consumers decision to buy the candy bar (page 55) 6. Describe the candy bar wrapper. What will it look like, how will it feel in your hand, and what sound does it make when unwrapping the candy? 7. What positioning strategy will you use to influence consumers interpretation your bar relative to your competition. (Lifestyle, price leadership, attributes, product class, occasion, quality, etc.- page 75-76) 8. Marketers’ messages are more effective when they speak to us via multiple sensory channels. Summarize those sensory channels and the effect of your design on them. |
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Assessment Methods
| Methods | Written paper which included detailed rubrics of expected outcomes. |
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Assessment Data Discussion and Analysis
| Term | Fall 2013 |
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| How and With Whom | Faculty and staff in the marketing department. |
| Number Assessed | 38 |
| Data Summary | 80% of students received a score of 45 or higher total points on all rubic elements for our capstone assignment. A score of 70/100 was considered to have met the outcomes measures. Our benchmark goal was to have 80% of our students meet the outcomes. 95% of students met the stated outcomes. Based on these results, we believe the assignment is a creative, fun, and extremely applicable assessment tool to measure the above objectives. |
| Planned Improvements | No improvements, except to give an example on ccsfmarketing.com |
| Program Review Link | No answer |
Future Plans
| Term | Spring 2014 |
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| Activities | Assessment (measurement) of outcomes |
| Details | Achieve a greater percentage of students receiving an 80/100 score on the assessment paper. |
| Highlights | Marketing students were very excited to learn about consumer behavior, as it relates to marketing. The course was fun, interactive, and made for extremely lively class interaction and discussions. |