STUDENT SEMINAR and ASSIGNMENT PACK
Week 1 - Seminar 1 (tutor led)
THIS WEEK SEMINAR DISCUSSION:
 Course introduction
 Technical and practical guidance
SEMINAR PREPARATION FOR NEXT WEEK: Read Case study-1 "PIZZA SHOP” and
prepare brief answers to the questions set. Be prepared to discuss your findings at seminar session
next week.
ASSINGMENT: none
Week 2 - Seminar 2 (tutor led + individual participation)
THIS WEEK SEMINAR DISCUSSION: Case study-1 "PIZZA SHOP”
SEMINAR PREPARATION FOR NEXT WEEK: CS 2 “Falling Demand” and prepare brief
answers to the questions set. Be prepared to discuss your findings at seminar session next week.
ASSINGMENT: none
Case study-1 "PIZZA SHOP”
Directions: Read the case study and prepare brief answers to the questions set. Be ready to
discuss your findings at the seminar session the next week .
PIZZA SHOP
Mr. Tom Jones lives in his own house and runs a small pizza restaurant at the basement floor of the
house. The house location is about five minutes walking distance from the Aston University (2000
students) in downtown Birmingham. Mr. Jones' wife and two daughters Mary (20) and Kate (23) are
also engaged in the restaurant and it is a typical family business with pretty high turnover. Mr. Jones
has an idea to expand his business by renting another shop and to open a second pizza restaurant
nearby. The problem with renting a new shop is that this area had recently been included in the major
Municipality Reconstruction Project and the prices of all houses and shops around was affected by 11
% monthly inflation which almost doubled their rental prices for the last 10 months.
On the other hand Kate has a boy friend and intends to marry him and it is not clear if she would
remain in that business after that. Kate's boy friend Peter (26) is a taxi driver and has his own sedan
car and a van and he jointed as an unlimited partnership in transportation services for 3 years. This
business was not so profitable and he quitted. At present Peter is registered as unemployed. Knowing
Kate's family and their business well Peter proposes to Mr. Jones to join the pizza business and to
help them introduce a new service to the customers - "Pizza delivery service".
Mr. Jones and his family thought it was a good idea to have Peter working with them and instead of
opening a second restaurant to try to develop the new service with his help. Before taking a final
decision however Mr. Jones decides to consult a marketing company because all of them know little
about delivery service and how to organize it. He visits a consultant marketing company and asks
them to help him identify his choice about : a) the existing pizza restaurant and b) the newly
proposed pizza delivery service.
The market manager (this is you) takes the responsibility for Mr. Jones' order and after one-week you
will present him: * A list of all environmental factors affecting his business, * Information needed for
decision making, * Four basic questions to be included in a survey.
Questions:
1. Based on the Local Business Environment explain which factors might have external and internal
influence on the activities of Mr.Tom Jones.
2. What type of information he needs to collect in order to make a decision?

about the existing pizza restaurant and

about the new service - pizza delivery
3. Write down four questions, two about a) and two about b), which you consider to be the most
important to ask to customers in that particular survey.
Week 3 - Seminar 3 (tutor led + individual)
THIS WEEK SEMINAR DISCUSSION: CS 2 “Falling Demand”
SEMINAR PREPARATION FOR NEXT WEEK: CS 3 Topic discussion: “What Social (sociocultural) Factors are Affecting the Business of IUC” (see instructions bellow)
ASSINGMENT:CW 1 (see instructions below)
CASE STUDY 2—FALLING DEMAND
Directions: Read the case study and prepare brief answers to the questions set. Be ready to
discuss your findings at the seminar session next week.
Firms operate against a background of what is happening to other firms and to the economy in
general. In business studies we talk about a multiplier effect of upturns and downturns in business
activity. In Aberdeen, in the mid-1980s, there was a downward regional multiplier effect.
The multiplier effect occurs when an original change in demand goes on to create further changes
in demand in a given area. If the government spends £50 million in the North East and workers who
receive this income re-spend some of it in the North East, this will help to create further income and
jobs in the area. If, in the end, total spending in the area rose by £100 million, the multiplier would be
two.
Because oil prices fell dramatically, the oil-drilling boom came to an end. Industries related to oil
were the first to suffer. Work almost came to a standstill in firms producing oil-rigs and components
for drilling. Some other industries also follow the recession trends. The fall in incomes and earnings
spilt over into a wide range of other businesses from beer to engineering. Unemployment rate rose
and at a time when house prices throughout Britain were rising, many houses in Aberdeen could not
find buyers at the asking prices and house prices tumbled. Foreign investors left the region and
closed many production sites. Local banks almost stopped to support the business with reasonable
credits and inner company debts rose drastically.
Questions
1.
Make a list of the industries or/and particular businesses that you would expect to have suffered a slump in sales in Aberdeen.
2.
If you were the manager of a retailing firm (bookstore) in a slump, how would you react to
this change?
3.
Would anyone in Aberdeen benefit from the recession?
4.
What sorts of factors would cause an upward multiplier?
CS 3 - Topic Discussion
Topic: “What Social (socio-cultural) Factors are Affecting the Business of IUC”
Format: List the factors’ titles and subtitles in a 2 column table (see sample below) with a very short
explanation, if any, for each factor. Not longer than a page. Don’t write essay or textual description of
the factors themselves.
Sample for Topic Discussion
Topic: “What Social (socio-cultural) Factors are Affecting the Business of IUC”
Demographic factors
Location
Comments
Inconvenient for the time being
Culture factors
Students’ motivation
Moderate because …
Parents’ believes
High because ….
Staff composition
Psychographic factors
Product’s standard
ASSIGNMENT - Course Work 1 (individual)
Topic: Chose a set of objective/s listed below and prepare an operational plan for achieving it
Assume that you are looking for employment in HP Project in Bulgaria. (ICT development) – this is
your GOAL.
Some possible objectives to achieve this goal:
 Acquire higher work qualifications,
 master foreign languages,
 higher computer literacy,

master communication skills . . .etc.
Format: List each step of your plan in sequential order in a 2 column table with a very short
explanation, if any, for each factor. Not longer than a page. Don’t write essay or textual description
of the steps themselves.
Not longer than a page or two. Don’t write essay or textual description of the factors themselves.
Submission: Hard copy (a page) + CD in a vinyl pocket.
Label : CW № + student’s name and group
Due Date: see Unit Handbook
Sample for CW 1 (hard copy)
Topic: “Employment in HP Project in Bulgaria”
Student’s name ……………………………………… group …… date …………..
Key Objective
e.g. Master Computer Literacy
Steps in logical order
What shell I do for it?
1. Get information
For what? From where?
2. What is my current level
Evaluate and determine the gap.
3.
4.
5.
6.
7.
…..
Week 4 – WORKSHOP 1 (INDIVIDUAL PRESENTATION)
THIS WEEK WORKSHOP (INDIVIDUAL PRESENTATION) on CS 3 Topic: “What Social
(socio-cultural) Factors are Affecting the Business of IUC”
SEMINAR PREPARATION FOR NEXT WEEK: CS 3 “Gas Service Station - PEST Analysis”
and prepare brief answers to the questions set. Be prepared to discuss your findings at seminar
session next week.
ASSINGMENT: none
Week 5 - Seminar 4 (tutor led + individual participation)
THIS WEEK SEMINAR: Class Discussion on CS 3 “Gas Service Station – PEST Analysis”
SEMINAR PREPARATION FOR NEXT WEEK: CS 1 (second time approach for ETOP
Analysis)
ASSINGMENT: CW 2 (see instructions below)
Directions: Read the case study and prepare brief answers to the questions set. Be ready to
discuss your findings at the seminar session according to the LECTURE/SEMINAR
PROGRAMME .
CASE STUDY 2“A Gas Service Station”
Deborah Gomez is the owner of the Waverley Gas Service Station which is local on a stretch of
motorway on| which there are no exits for 27 miles, giving her considerate monopoly powers. She
is able to charge prices which are 15 % higher than the national average for petrol sales. However
weighed against this, she has to pay higher-than-average wages to attract staff. She is able to
operate the firm on a 24 hour a day basis but must keep a daily check on sales figures because the
turnover is so high.
She buys in her supplies of fuel from a well-known multinational oil company. Because her
demand for petrol and accessories is a high, she is able to negotiate a size able trade discount.
However, she finds that prices tend to fluctuate because of frequent price wars between the giant
companies.
Because of the importance of the product, Deborah is not affected by regulations restricting
Sunday trading. However, her sumps are regularly checked by the local trading standards
departmenent and her cashiers are only allowed to work the regulation number of hours in the day.
She is also bound by local by-laws to keep her premises tidy and safe.
Questions
1. (a) Explain the following terms found in the case study:
(i) Monopoly powers (ii) Turnover (iii) Multinational (iv) Trade discount
(b) Explain one advantage and one disadvantage of the location.
2. Explain four different groups which might have an external influence on the activities of the
garage.
3. Use the PEST Analysis Template below to complete the task..
PEST Analysis Template
Situation being analysed: __________________________________________________
PEST analysis (political, economical, social, technological) assesses a market, including competitors,
from the standpoint of a particular proposition or a business.
criteria examples
ecological/environ
mental current
legislation
future legislation
international
legislation
regulatory bodies
and processes
government
policies
government term
and change
trading policies
funding, grants and
initiatives
home market
pressure- groups
international
pressure- groups
wars and conflicts
Political
economical
criteria examples
home economy
economy trends
overseas economies
general taxation
taxation specific to
product/services
seasonality issues
market/trade cycles
specific industry
factors
market routes
trends
distribution trends
customer/end-user
drivers
interest/ exchange
rates
international trade
and monetary
issues
criteria examples
social
technological
lifestyle trends
demographics
consumer attitudes
and opinions
media views
law changes
affecting social
factors
brand, company,
technology image
consumer buying
patterns
fashion and role
models
major events and
influences
buying access and
trends
ethnic/religious
factors
advertising and
publicity
ethical issues
criteria examples
competing
technology
development
research funding
associated/depende
nt technologies
replacement
technology/solution
s
maturity of
technology
manufacturing
maturity and
capacity
information and
communications
consumer buying
mechanisms/techno
logy
technology
legislation
innovation
potential
technology access,
licencing, patents
intellectual
property issues
global
communications
SWOT analysis explanation and templates are at
www.businessballs.com/swotanalysisfreetemplate.htm
© Businessballs 2009. A free PDF version of this tool and information about PEST analysis methods
are available at www.businessballs.com/pestanalysisfreetemplate.htm A free resource from
www.businessballs.com Not to be sold or published.
ASSINGMENT: CW 2 Prepare a PEST Analysis for BG companies
CW 2– for all seminar groups
Prepare a PEST/EL Analysis for the companies listed bellow:
Billa BG (retailer)
Seminar group 1
Mobiltel BG (telecommunication)
Seminar group 2
Lukoil BG (oil)
Seminar group 3
Metro Cash & Carry (wholesaler)
Seminar group 4
EVN BG (utility company)
Seminar group 5
Lidl BG (retailer)
Seminar group 6
OMV BG (oil)
Seminar group 7
Cosmo Bulgaria Mobile (telecomunication)
Seminar group 8
 Conduct Internet research on each company
 All of them are global/international companies, but your analysis could be limited to their
activities and environmental factors in Bulgaria.
Format: Each seminar group uses the PESTEL analysis Templates (see sample below) and list all
relevant information in the columns. Not longer than a page. Don’t write essay or textual description
of the factors themselves.
Submission: Hard copy (a page) + CD in a vinyl pocket.
Label : CW № + student’s name and group
Due Date: see Unit Handbook
PESTEL Analysis Template Sample for CW 2 (hard copy)
Topic: “PESTEL Analysis on ………………………………………….”
Student’s name (all group members) ……………………………………….
group …… date …………..
…………………………………………
………………………………………….
………………………………………….
PESTLE Analysis
Your notes
Potential
Implication and importance
factors
Impact:
The list below is just to About your
Time Frame: Type:
Impact: Relative
get you started.
H
High
0-6
months
organisation.
Importance
Remember to put these How might the
M - Medium 6-12 months Positive + Increasi Critical
, and others that you factors listed on L – Low
12-24
Negative - ng >
Important
add in the context of the left impact
Umonths24 + Unknown Unchan Unimportant
your organisation or your business or Undetermined months
ged = Unknown
business.
part of the
Decreas
etc.
organisation?
ing <
Unknow
n
Political
………………………
………..
Economic
………………………
………..
Social
………………………
………..
………………………
Technological
………………………
………..
Legal
………………………
………..
Environmental/
Ecological
………………………
………..
Week 6 - Seminar 5
(individual presentation)
THIS WEEK SEMINAR DISCUSSION:
CS 1—(second time approach for ETOP Analysis)
CW 1 – “Employment in HP Project in Bulgaria” - Feedback
SEMINAR PREPARATION FOR NEXT WEEK: Read CS-5 “Description of the general
environment of Coca-Cola. Extrapolate it for Smart Phones or other good/s or services. Complete the
STEP Template.
ASSINGMENT: none
Week 7 - Seminar 6 (tutor led + individual presentation)
THIS WEEK SEMINAR: CS 5 -General environment of Coca-Cola. Extrapolate it for Smart
Phones” or other good/s and services
SEMINAR PREPARATION FOR NEXT WEEK: Revision for the in-class test (all lectures and
topics so far)
ASSINGMENT: none
Case Study 5. Description of the general environment of Coca-Cola.
Extrapolate it for Smart Phones.
Look at Exhibit 5-3 “Description of the general environment of Coca-Cola”.( Hitt, M., Black, J. &
Porter, L. (2009) Management. 2nd ed. Prentice Hall, page 143). Listed below
Apply the same STEP analysis approach and try to make a similar description of the general
environment of Smart Phone. Students are encouridged to include more PEST fctors relevant to the
business environment of the IT sector and this particular product. List your suggestions in a table
format below.
Description of the general environment of Coca-Cola
Sociocultural
Demographics
 Baby boomers drink less soft drinks as they age.
 U.S. population growth is slowing and much of the growth comes from
immigrants who generally drink less soft drinks
Values
 Society is increasingly concerned about pollution and recycling.
 Increasing focus on health and the negative aspects of caffein, carbonation,
and suggar.
Technological
 New “canning” technology makes, using recycled aluminium easier and
cheaper.
 Internet opens up a new means of running promotion contests and activities.
 Slow economy reduces per-person consumption primary due to fewer social
occations (parties) at which soft drinks might be served.
 Nearing end of economic downturn and prospect of economy recovery.
Sticker liability for illness caused by beverage consumpion.
Economic
Political/Global
 Gradual increase in acceptance of carbonated soft drinks in other countries,
such as India and China.
 Widely available elecrticity and increasing ability to afford refrigerators in
emerging countries ana economies.
Week 8 - In-class Test (individual):
In-class Test (individual): 45 min. written closed book test containing 2 parts: a) Multiple
choice questions , b) SWOT template for a topic
SEMINAR PREPARATION FOR NEXT WEEK: Prepare for group presentation on CW 2 “
PEST Analysis for BG companies”
ASSINGMENT: none
Week 9 – WORKSHOP 2 (tutor led + group presentation)
THIS WEEK SEMINAR:
 In-class test – Feedbback
 All seninar groups presentation on CW 2 “PEST Analysis for BG companies”
SEMINAR PREPARATION FOR NEXT WEEK: All students review Porter’s Five Forces and
to prepare an example how do they affect any industry in BG (its your choice).
Week 10 - Seminar 7 (tutor led + individual)
THIS WEEK SEMINAR: Class discussion on Topic “Review Porter’s Five Forces and to prepare
an example how do they affect any industry in BG (its your choice).
SEMINAR PREPARATION FOR NEXT WEEK: Reversed SWOT Analysis on US Companies
Case Study 6 : “Reverse SWOT Exercise on U.S. Companies”
Format: List the factors in a Business SWOT Analysis Template (see sample below). Don’t write
essay or textual description of the factors themselves.
What does Reversed SWOT Analysis mean? (Don't try to look for a definition)
Each student is given a real SWOT analysis for a leading US company. Based on this analysis you
have to research the relevant information sources used for its preparation. Finding them, try to refresh
SWOT data and add additional factors. All the information you have to organize in a SWOT Analysis
Template.(see sample below)
Which SWOT Analysis do you have to research?
The numbered list corresponds to student’s numbered list. E.g. student № 3 have to research
Apple Co.
http://www.marketingteacher.com/lesson-store/lesson-swot.html
1. Amazon SWOT
2. Starbucks SWOT
3. Apple SWOT
4. Tata Motors SWOT
5. Bharti Airtel SWOT
6. Infosys SWOT
7. Toyota SWOT
8. Ben & Jerry's SWOT
9. ITC SWOT
10. Toys R Us SWOT
11. Dell SWOT
12. McDonald's SWOT
13. Wall-Mart SWOT
14. eBay SWOT
15. Nike SWOT
16. Yahoo SWOT
17. China Mobile SWOT
18. Crayola SWOT
19. General Motors SWOT
20. Hewlett Packard SWOT
21. Home Depot SWOT
22. Kroger SWOT
23. Nestlé SWOT
24. PepsiCo SWOT
25. Sandals SWOT
26. Time Warner SWOT
27. Trojan SWOT
28. Whole Foods SWOT
29. Indian Premier League SWOT
30. Smith and Wesson SWOT
Summarize your findings in s SWOT Analysis Template
SWOT Analysis Template
State what you are assessing here
…………………………………………………………………………………………
CW № ……….student’s name ……………………………………….…. Group …….
(This particular example is for a new business opportunity. Many criteria can apply to more than one
quadrant. Identify criteria appropriate to your own SWOT situation.)
criteria examples
Advantages of
proposition?
Capabilities?
Competitive
advantages?
USP's (unique selling
points)?
Resources, Assets,
Strength
Weakness
criteria examples
Disadvantages of
proposition?
Gaps in capabilities?
Lack of competitive
strength?
Reputation, presence
and reach?
Financials?
Own known
People?
vulnerabilities?
Experience,
knowledge, data?
Timescales, deadlines
and pressures?
Financial reserves,
likely returns?
Cashflow, start-up
cash-drain?
Marketing - reach,
distribution,
awareness?
Continuity, supply
chain robustness?
Innovative aspects?
Location and
geographical?
Price, value, quality?
Effects on core
activities,
distraction?
Reliability of data, plan
predictability?
Accreditations,
qualifications,
certifications?
Morale, commitment,
leadership?
Processes, systems, IT,
communications?
Processes and systems,
etc?
Cultural, attitudinal,
behavioural?
Management cover,
succession?
Management cover,
succession?
Philosophy and values?
Accreditations, etc?
criteria examples
Opprtunities
Threats
criteria examples
Market developments?
Political effects?
Competitors'
vulnerabilities?
Legislative effects?
Industry or lifestyle
trends?
IT developments?
Technology
development and
innovation?
Market demand?
Environmental effects?
Competitor intentions various?
Global influences?
New technologies,
services, ideas?
New markets, vertical,
horizontal?
Vital contracts and
partners?
Niche target markets?
Sustaining internal
capabilities?
Geographical, export,
import?
Obstacles faced?
New USP's?
Insurmountable
weaknesses?
Tactics: eg, surprise,
major contracts?
Loss of key staff?
Business and product
development?
Sustainable financial
backing?
Information and
research?
Economy - home,
abroad?
Partnerships, agencies,
distribution?
Seasonality, weather
effects?
Volumes, production,
economies?
Seasonal, weather,
fashion influences?
Week 11 – Seminar 8 (tutor led + individual)
THIS WEEK SEMINAR 9: Class Discussion on CS 6 ”Reversed SWOT Analysis on US
Companies”
SEMINAR PREPARATION FOR NEXT WEEK: All students review CS 7 “SELLECTING A
NEW VENTURE”
Case Study 7 “SELLECTING A NEW VENTURE”
Would you like to be your own boss? Have you given any thougt to running your own business
someday? For this exersice you will think of a new venture you would like to start someday. The new
venture can be entrpreneurial* or intrapreneurial.** With either approach, don’t be concerned about
financing the business. At this stage, you are only sellecting a new venture. Try to apply the
business environmental metods you have studied so far. Provide information about you potentioal
business in the following list. You are free to add some more titles, but keep the presentation short in
a table format. Give all the topics some thought before writing down your final answers.
*Entrepreneur
•
A person who organizes, operates, and assumes the risk for running own business.
**Intrapreneur
•
A person within whowonts to start a new line of business for an existing company.
Questions:
1. Your Individual selection of a venture?
2. Titled list format (for report/discussion)
 Type of business
 Company name (line of business)
 Products (goods or/and services)
 Target markets
 Major competitors
 Competitive advantage (if any)
 Possible location of business, etc.
3. Your considerations on the topic/s
4. Apply it (What did I learn from this exercise? How will I use this knowledge in the future?
Source: Lussier R. (2006) MANAGEMENT FUNDAMENTALS, 3ed, Thompson South-Western
Publishing Co, Kentucky. P.136
Week 12 – Seminar 9 (tutor led +individual)
THIS WEEK SEMINAR: Class discussion on CS 7 “SELLECTING A NEW VENTURE”
SEMINAR PREPARATION FOR NEXT WEEK: Read the content of the Video “The
Unorganized Manager”
Week 13 – Seminar 10 (tutor led)
THIS WEEK SEMINAR: View the Video “The Unorganized Manager”
SEMINAR PREPARATION FOR NEXT WEEK:
Video “The Unorganized Manager”
Part I 23 min “Damnation ” How valuable time is wasted
Part II 25 min “Salvation” Organizing yourself
“Time spending is a budget item”
1. Establish company objectives
 these objectives are Managing director’s objectives too
2. Define all tasks as:
 positive active tacks (those which help to achieve objectives)
 reactive tasks (everyday problems) – “Reactive Management”
3. Establish priorities
3.1 Important and urgent tasks
3.2 Important but not urgent tasks
3.3 Urgent but not important and tasks
3.4 Not important and not urgent tasks
4. Delegation
4.1 What task to delegate
4.2 Whom to delegate (teach, train, inform)
4.3 Be available for advice
4.4 Control the delegation process
Part III 17 min “Lamenation”
Part IV 24 min “Revelation” Organise the others
1. Clarify responsibilities
1.1 Establish key area
1.2. Review them regularly
2. Set standards for achievement
2.1 Make standards measurable (through quality, quantity, time, costs)
2.2 Make standards achievable and controllable
3. Agree targets with each employee individually
3.1 Make targets challenging
3.2 Praise achievements
Week 14 – Seminar 11 (tutor led +individual)
REVISION WEEK
THIS WEEK SEMINAR 12: Everybody will be given a chance to prove his/her competence and
knowledge - Revision of all CW’s and CS’s.
Harvard Ongoing Assessment
http://learnweb.harvard.edu/alps/tfu/info3f.cfm
What is Ongoing Assessment?
How can we assess accurately and fairly what students have learned? This is a question every teacher
wrestles with. But when understanding is the purpose of instruction, the process of assessment is
more than just evaluation: it is a substantive contribution to learning. Assessment that fosters
understanding (rather than simply evaluating it) has to be more than an end-of-the-unit test. It needs
to inform students and teachers about both what students currently understand and how to proceed
with subsequent teaching and learning.
This kind of assessment occurs frequently in many situations outside of school. Imagine a basketball
coach working with his team during a practice session. He might begin by asking the team to
concentrate on a few particular skills or plays. As the players scrimmage, he studies their moves,
measuring them against his standards of skillful basketball playing. He usually pays particular
attention to the strategies and skills he asked the players to concentrate on at the start of practice. He
analyzes the problems when the team falls short and, as the team plays, tells them how they can
improve their performance. Occasionally, he stops the practice session to bring the team together to
provide more sustained feedback and to give the players new tasks, based on his assessment of their
performance.
This kind of coaching continues through actual games. Games conclude not only with a score that
tells the team how well it performed, but also with debriefing sessions in the locker room in which
the coach and the team hash out what went well and what they need to work on before the next game.
Or think of a director's work as she rehearses a troupe of actors for a stage production. Each rehearsal
is a continuous cycle of performance and feedback as the actors work through their scenes. The
director gives initial instructions, offers advice and further direction while the scene is in progress,
and convenes more formal feedback sessions at various points during the rehearsal.
This integration of performance and feedback is exactly what students need as they work to develop
their understanding of a particular topic or concept. In the teaching for understanding framework, it is
called "ongoing assessment." Ongoing assessment is the process of providing students with clear
responses to their performances of understanding in a way that will help to improve next
performances.
Key Features of Ongoing Assessment
There are two principle components of the ongoing assessment process: establishing criteria and
providing feedback.
Criteria for each performance of understanding need to be:

clear (articulated explicitly at the beginning of each performance of understanding--though
they may well evolve over the course of the performance, especially if it is new to the teacher
as well as the students).

relevant (closely related to the understanding goals for the unit).

public (everyone in the classroom knows and understands them).
Feedback needs to:

occur frequently, from the beginning of the unit to its conclusion, in conjunction with
performances of understanding. Some occasions for feedback may be formal and planned
(such as those related to presentations); some may be more casual and informal (such as
responding to a student's comment in a class discussion).

provide students with information not only about how well they have carried out
performances but also how they might improve them.

inform your planning of subsequent classes and activities.

come from a variety of perspectives: from students' reflection on their own work, from
classmates reflecting on one another's work, and from the teacher.
Examples of Ongoing Assessment
Ongoing assessment needs to occur in the context of performances of understanding that, in turn, are
anchored to understanding goals. Therefore, each of the examples below includes unit-long
understanding goals (statement form only) and performances of understanding, as well as a
description of criteria and feedback for ongoing assessment.
In a writing class:
Understanding goal To help students understand the process of writing an effective persuasive
essay.
Performance of understanding: Students write an essay in which they pick a controversial issue and
argue for their personal stance on that issue.
Criteria for ongoing assessment: Teacher and students co-develop the criteria for the essay. To do
this, the teacher presents students with two brief sample essays written about the same issue. The first
argues the thesis effectively; the other is noticeably less-well executed. By comparing the two, the
students (with guidance from the teacher) generate the criteria for a good persuasive essay (a clear
position statement, concrete examples to support the position, a consideration and refutation of
counter arguments, and so on). The teacher copies the list of criteria for each student in the class so
that they can use it in the feedback process.
Feedback for ongoing assessment: Using the criteria sheet, students complete a first draft of their
essay and write a short reflection assessing it. They share this draft with a classmate, who also
provides a short written piece that reflects on how well the essay meets the criteria. Equipped with
these two reflections, students revise their essays and submit final drafts to the teacher. Both the
teacher and the student assess the final work of the essay by rating—on a scale of one to ten—how
well the student achieved each of the criteria and writing a brief explanation of the rating.
In a math class:
Understanding goals: To help students understand percentages and their real-life uses in describing
data. To help students understand surveying as tool for collecting data that can be expressed
mathematically.
Performance of understanding: Students develop surveys to collect information from fellow
students about their health—say, the number of colds each person catches in a year—and some
variable that the students think will be related to healthiness (percentage of after school time spent
exercising, for example). They decide how to use graphs and charts to represent their data most
effectively. (For example, eighty percent of students who report getting sick less than once a year
spend fifty percent or more of their after school time engaged in some exercise.)
Criteria for ongoing assessment: The teacher shares with the students a sheet that describes the two
categories of criteria for their work: qualities of an effective survey and characteristics of an effective
use of percentages in survey work.
Feedback for ongoing assessment: Students share drafts of their surveys with one another for
feedback and critique. They submit a first draft of their graphs and charts to the teacher for comment.
The final draft is submitted with a self-evaluation that the teacher includes as part of their final grade.
In a social studies class:
Understanding goal: To help students understand various forms of government and their advantages
and disadvantages.
Performance of understanding: Small groups of students are randomly assigned a form of
government (monarchy, oligarchy, democracy, and so on) and given a brief description of how laws
are made in that government. Each student is assigned a role (monarch or president or dictator,
wealthy owner of a factory, laborer living near the poverty line, and so on) within the group by
drawing a slip of paper from an envelope. The group then has to decide how to levy taxes in their
country, making their decision according to the form of government they have been assigned. After
giving the groups some time to work through the problem, students "jigsaw" so that the new small
groups are made up of one member of each of the original small groups. In these groups, they share
their experiences and discuss the advantages and disadvantages of a particular approach to
governance. Each student then writes a paper describing her initial group experience with the
assigned government and comparing it to other groups' governments.
Criteria for ongoing assessment: Students' final papers are assessed both on how accurately their
initial groups carried out the enactment of their particular government's decision making process and
on the degree and sophistication of comparisons and contrasts they are able to make between that
form of government and others. These criteria are shared with the class before they begin writing.
Feedback for ongoing assessment: The teacher has each student exchange first drafts with another
member of their group so they can check one another's accuracy in depicting the first small group
work. She then has them share a second draft with her, so she can check their understanding of
various forms of government. In cases where one (or more) of the small group seems not to have
captured the essential aspects of the assigned government, she provides the students with feedback
about where to find more information about that government so they can revise their work.
Planning Ongoing Assessment
It is usually easiest to think about specific ongoing assessment procedures in the context of
performances of understanding or activities you have planned.
Use your understanding goals to generate the criteria by which to assess students' performances. For
instance, if you ask students to write a paper with the aim of building their understanding of a
particular concept, then the paper needs to be assessed primarily on the basis of how well they
demonstrate their understanding (not primarily on whether or not they have used complete sentences
and appropriate paragraphing).
Build in opportunities at the beginning of and throughout a unit for assessing students' developing
understanding. If assessment happens only at the end of a unit, it is not "ongoing;" it cannot help the
students to develop and refine their understandings in the progress of their work.
Create opportunities within performances of understanding for students to give feedback to one
another and/or get feedback from you as they work.
Across performances, try to balance formal and informal feedback. Also, try to allow opportunities
for a variety of perspectives on assessment over the course of the unit: self-assessment, peer
assessment, and your assessment of student work.
Build in time to help students develop the skills they will need to provide one another and themselves
with useful feedback. Self-reflection and peer-assessment does not come easily to most students, but
both can be learned.
Teaching with Ongoing Assessment
Even if you have a sense for what the criteria for a particular performance should be, try inviting
students to develop the criteria themselves by looking at models or mock-ups of similar
performances.
Post criteria prominently in the classroom. Help students to see how the criteria relate to the
understanding goals.
Model for students how to provide feedback that both tells them how well they are doing and gives
them information about how they might do better.
Portfolios and reflection journals can be useful tools for students to track their learning over time.
Use assessment opportunities not only to gauge how well the students are doing, but also to examine
and reshape your curriculum and pedagogy.
Common Questions About Ongoing Assessment
This kind of assessment sounds very time consuming. How do teachers manage it?
Looking carefully at student work does take time, but the simple fact of the matter is, if we don't look
closely at that work, we have no idea what students are really understanding and what they are
missing. And, without feedback, students have little chance of figuring out what they need to work
on.
On the other hand, it helps to keep in mind that, in fact, most of us are assessing our students all the
time. Every time they ask a question or respond to one of ours, we are thinking about what those
questions and responses reveal about their learning. The trick is to figure out how to let our students
benefit from that continual weighing process and to help them understand the criteria for those
assessments as well as we do.
Several techniques help to make this more manageable:
1. Not every performance needs to be assessed formally. Feedback can be given verbally and
informally as students work in small groups or as we lead a class discussion.
2. Keep criteria lists boiled down to just those few items that you really care about (those items
stated in the understanding goals). Not only does this make the grading and feedback process
easier for us, but it also ensures that students will be spending the time and energy well.
3. Take time to teach your students how to talk with one another about assessment. If everyone
understands the criteria for a performance and has had practice with providing supportive
critiques, the students can coach and provide feedback for one another, even if you're the one
who ultimately gives the grade.
What's the difference between performances of understanding and ongoing assessment?
Understanding performances are the things students do to develop their understanding. Ongoing
assessment is the process by which students get feedback on what they do, based on clearly
articulated criteria for successful performances. It is, in essence, the process of reflecting on
performances in order to guage progress toward the understanding goals.
Questions for Refining Ongoing Assessment
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Does it include clear, public criteria?
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Does it use criteria closely related to understanding goals?
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Does is provide frequent opportunities for feedback throughout the unit's performances?
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Does it provide feedback that tells students how well they are doing and how to do better?
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Does it offer opportunities for multiple perspectives?
- teacher assessing student
- students assessing one another
- students assessing themselves
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Does it provide a mix of formal and informal feedback?
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Are the Ongoing Assessments cycles of feedback which helps students build understandings
over time?
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Is there a public criteria for your Ongoing Assessments?
© Tina Blythe and Associates, (1998). The Teaching for Understanding Guide. Jossey-Bass, San
Fransisco.
In-class Test topic:
Topic: “How do I evaluate my SWOT factors in persuading my goal of graduating the IUC”
Format: List the factors in a Personal SWOT Analysis Template (see sample below). Don’t write
essay or textual description of the factors themselves.
Submission: hard copy (a page) + CD in a vinyl pocket
Label : CW № + student’s name and group
Due Date: see Unit Handbook
Students are encouridged to include more personal SWOT fctors relevant to their goal of graduating.
List your suggestions in a table format below.
Personal SWOT Analysis Template (example)
My Strengths
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creative
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My Weaknesses:
slow decision taker
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responsible
good communicator
open minded
ask questions freely
committed to success
strongly motivated
optimistic / realistic
punctual
love and trust others …
My Opportunities:
find out the weaknesses of my
competitor/s
utilize extra training and expertise
to attend meetings, conferences, seminars
predict and follow own career path
catch any chances of promotion
send positive signals/image when
possible
respect yourself and ask the others to
respect you in return
don’t “switch off” before you get sure
that something could be useful for you
remember that opportunities sometime
can surprise you but you’d better look for
them
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deliberate
easily get mad
shy in communication
nervous when in public
afraid to ask questions
stressed by (too many tasks, urgent, short
time)
lack of confidence
pessimistic / non trustful
not punctual/ hate to rush
like others but myself …
My Threats:
be challenged by a stronger person and
spoil own image.
be overworked and loose creativity
get heath problems and be out of shape
get unemployed because of mass lay out.
make wrong forecasting
get into financial troubles and risky
ventures when business declines.
don’t jump in muddy waters without a
plan ‘B’