CAM Diploma
125 – Digital Marketing Essentials
Senior Examiner Assessment Review Report June 2010
© CAM Foundation 2010
CAM Digital Marketing Essentials January to June 2010
Senior Examiner Assessment Review Report
UNIT
NAME:
Digital Marketing Essentials
AWARD NAME:
CAM Diploma in Digital Marketing
DATE:
June 2010
•
Background to the paper
The Digital Marketing Essentials unit can be undertaken as a standalone award or part
of the Diploma in Digital Marketing. Assessed by written assignment, the scripts are
sent from CAM/CIM accredited study centres for marking, after a standardisation
meeting is held by CAM Examiners based in the UK.
The focus of this assessment is looking at existing digital marketing campaigns through
investigating the role of digital campaigns in the candidate’s organisation or a chosen
organisation. Further investigation of existing campaigns of how digital media is used
in sectors provided in the assessment brief is also undertaken.
The format of the written assessment is based on three main tasks which includes
preparing reports and producing a presentation with speakers notes.
All tasks were clearly related to specific syllabus elements. Further guidance notes for
each task were provided.
Comments on how the marking scheme was applied in terms of:
o Concept, Application and Evaluation
o Syllabus coverage
o Use of command words and the extent to which answers reflected what was
required
o The relative weighting of each part of a question/task and an indication of
what aspects of the question/task required most care and attention
o What differentiated the A, B, C, or D grades
Syllabus Elements
All areas of the syllabus are assessed. The syllabus is split into three main sections
listed below and each section is assessed by a written task.
The syllabus weighting for this unit is:
Campaign Tools 30%, Using Campaign Tools 40%, Monitoring and Measurement 30%
CAM Digital Marketing Essentials January to June 2010
Assessment Tasks
Task One is designed to test the candidates’ general knowledge and understanding of
digital marketing tools in relation to a specific organisation. The task is preparing a
presentation on Digital Campaign tools within an organisation, investigating how
campaign tools are being used currently and recommending how other tools can be
used in the future.
Task Two gives candidates the opportunity to apply their knowledge in other sectors. A
list of sectors was provided and the candidate is asked to investigate how digital media
is being used.
Task Three looks at the monitoring of Digital Campaigns within the candidates
organisation or a chosen organisation.
The majority of candidates achieved very good marks. The format of reports and
powerpoint presentations were well presented with graphical illustrations, screenshots
of the chosen digital campaigns to support answers.
Magic Formula and Command Words
Breakdown of the magic formula for this level is as follows:
Concept 40% , Application 30%, Evaluation 20%, Format 10%
Candidates need to carefully consider the command words used within each task, eg:
explain the purpose and importance
define the terms
identify and describe the populations
evaluate the differences
recommend THREE key performance indicators
Assessment Format
The assessment consisted of three tasks, each worth hundred marks. Task Two and
Task Three requires the candidate to prepare a report, 1200 words. Task One is to
produce a presentation, maximum of eight slides with speakers notes. All tasks have a
maximum number of six screenshots.
Majority of candidates completed all tasks adhering to the word count.
Grade Differentiation
The mark scheme for this assessment gives examiners clear guidance, listing each
bullet point of each task, on answers that justify the relevant allocation of grades. A
general interpretation of the differentiation or grade across the paper is as follows;
A grade candidates will generally have/are:
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noticeable for their professionalism.
completed all elements within each task and focused clearly on the task
theory and practice integrated
excellent examples quoted
questions answered in a very structured way
tasks attempted where the work is true to life but also academically accurate
work which is fluent and consistent from task to task
demonstrated an excellent knowledge of the theory within the syllabus for this unit
CAM Digital Marketing Essentials January to June 2010
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references indicate that a variety of sources have been used in preparation
thinking “outside the box” in an innovative manner
used appropriate format and presentation.
B grade candidates will generally have/are:
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noticeable for their professionalism.
completed all tasks
completed all or most elements within tasks and focused clearly on the task
theory and practice were integrated
excellent examples were quoted
questions answered in a very structured way
demonstrated a good knowledge of the theory within the syllabus for this unit
references indicate that a variety of sources have been used in preparation
used appropriate format and presentation.
C grade candidates will generally have/are:
-
completed all or most tasks
completed all or most elements within tasks giving an adequate level of depth and
detail
demonstrated an adequate knowledge of the theory within the syllabus for this unit
well-prepared but less likely to apply marketing knowledge to the chosen
organisation; instead a generic response is made to the task
answers could easily be transferred to another organisation which is a good
indication that there is a lack of application.
Work lower than grade D has probably missed an entire question or has misunderstood
what was required from the tasks attempted. Low marks were given because:
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poor structure to the answer
style not as requested
failing to address the question as set
not matching theory to practice
just describing rather than analysing
writing all known about an organisation without addressing the question as
set
merging many sections of the question so that it was difficult to award marks
to a particular section.
CAM Digital Marketing Essentials January to June 2010
•
A general overview of how the assessment was tackled, including a statistical
analysis on the assessment as a whole
The pass rates are high, candidates performed really well demonstrating a good
knowledge of the syllabus, application of digital tools with relevant examples of digital
campaigns chosen/provided.
The overall pass rate for this paper was 97.87%.
The grade profile was as follows:
Digital Marketing Essentials
A
B
1%
C
D
E
F
U
0% 1% 0%
16%
31%
51%
•
Feedback on the academic quality of the cohort(s) that has just been
examined and the quality of the teaching, as judged by the results
As you can see from the results, the pass rates are very high therefore it is clear that
the cohort, made up of students from several centres, are of acceptable quality.
As this assessment is around existing Digital Campaigns, it is important for candidates
to be actively looking at campaigns which have been successful. Past press, radio,
television and mobile campaigns may be found on the web in various ways. Search
engines and comparison shopping sites are helpful.
Search engines such as Google, Yahoo and Bing should be reviewed for sector
keywords and sponsored links should be analysed. It may also be useful to search
using queries such as: ‘case studies’, ‘digital campaigns’, ‘mobile campaign cases’ and
so on.
The resources available may vary across cohorts and there is vast coverage of the
area of Digital Marketing on the internet, which at times maybe confusing. Cohorts
should take the opportunity to tap into the knowledge provided on the Digital Minds
CAM Digital Marketing Essentials January to June 2010
Forum, CAM Twitter feed, learning zone area for this qualification and the PDF Digital
Marketing books available through the CIM membership area.
•
Commentary as to whether recommendations made in previous years have
been properly followed up
This was really the first batch of cohorts going through this unit of the Diploma in Digital
Marketing, therefore there were no previous recommendations to follow-up on.
•
Comments and examples of:
o strengths and good practice
o common mistakes when tackling this type of question/task
Strengths and Good Practice:
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The majority of candidates completed all tasks which were well answered.
All submissions were well presented, good choice of digital campaigns were
selected which were visually backed up by excellent screenshots.
Reporting tasks were well formatted and presented with clear report style
headings.
Presentations were professional, with clear speakers notes.
Speakers notes reinforced the key bullet points.
Candidates showed a good understanding of theory, the importance and impact
of digital and the ability to apply this.
Candidates chose excellent examples of digital campaigns within their chosen
sectors.
Overall candidates answered questions by paying attention to the assessment
criteria.
Strengths and Weaknesses by Task:
Task One – Campaign Tools
-
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Most candidates scored high marks in describing the role of digital in the offline
marketing mix.
A small number of candidates failed to list the basic marketing mix.
Most candidates identified a suitable hardware e-tool with a good description of
the tool.
Some candidates did not go into any further detail on the use of the chosen etool within the organisation.
The recommendation of the use of hardware e-tools for the future was very well
answered with some candidates demonstrating some excellent creative thinking
on how tools such as kiosks, mobiles and tablets could be used and their
potential impact.
Some candidates gave a weak answer when it came to answering the actions
required from the e-tools selected. For example, answers were more descriptive
of the features of the e-tool rather than listing real actions.
Candidates understood the importance of voluntary codes relevant to the etools chosen.
Some candidates could have gone further in describing how the voluntary code
could apply to the e-tool/organisation.
CAM Digital Marketing Essentials January to June 2010
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Most candidates presented their powerpoint slides in a professional layout with
clear headings.
Examples of excellent work and best practice for Task One:
1
Clear response to the task description,
Application of theory into practice
integration into chosen organisation using theory and action, professionally
presented.
tables.
2
3
Defining the marketing mix, application to
digital and listing the impact
Example of evaluation including features,
benefits, drawback and actions required.
Choosing appropriate e-Tool,
description, benefits and practice
Excellent summary and visual
presentation.
CAM Digital Marketing Essentials January to June 2010
Task Two – Using Campaign Tools
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This task asked the candidate to explore how digital media was used in a
chosen sector from a list provided, different to the one in Task One.
Most candidates described the chosen sector well, further marks were gained
for candidates who provided well researched statistical data and further details
around the environment.
The campaigns chosen are well known in the market so provided a wealth of
information for candidates to evaluate the use of Digital.
Candidates supported their answers with visual screenshots of websites and
online campaigns.
Candidates provided a very good level of data supporting the success of these
digital campaigns chosen, ie where YouTube videos were shown as examples,
further data or screen shots was provided showing the launch date of
campaigns and the number views over time.
Candidates where required to look at areas of digital campaigns such as
advertisement, PR, sales promotion and Viral.
Candidates showed creativity in making recommendations for campaigns.
Recommendation of a suitable email campaigns in some cases was only briefly
answered.
Overall presentation of reports was excellent backed up by relevant screen
shots.
Examples of excellent work and best practice for Task Two:
4
CAM Digital Marketing Essentials January to June 2010
5
CAM Digital Marketing Essentials January to June 2010
Task Three - Monitoring
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The majority of the candidates scored highly in listing and applying the market
research mix.
The identification of social networks was good and relevant but some answers
were weak when it came to measurement of campaigns.
For the evaluation part of the tasks, candidates who used comparison tables,
going into the details of advantages and disadvantages tended to score better.
Candidates had a good grasp of the subjected matter which showed a depth of
research behind the answers.
Candidates defined KPIs and showed a very good understanding of the
importance of measuring digital activity.
The majority of candidates did well to identify the key stakeholders/data but
followed through with a weaker answer when it came to the justification.
In some cases, when it came to the justification two tasks were merged,
therefore attention was not given to potential marks that were available, ie more
detail should have been provided for the second task.
Reports were professionally presented.
Examples of excellent work and best practice for Task Three:
6
CAM Digital Marketing Essentials January to June 2010
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Guidance about how candidates can avoid making similar errors and
strategies for improving performance
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Candidates must read the instructions, plan and structure their work carefully.
They must submit work with a treasury tag in the top left corner with no other
cover bindings. We do not want to return work unmarked.
CIM registration numbers should appear in the footer on each page in small
typeface, it is not acceptable for scripts to have the student’s name. These
measures allow work to be assessed without the bias of binding or identity.
Candidates should be encouraged to research competitors, sectors and
potential digital tools before attempting tasks.
Where the task requires the candidate to provide more than one example or
identify more than one activity, equal effort needs to be made on each.
Candidates need to be made aware that marks are awarded equally within each
area of the task where more than one example is requested.
When considering e-tools, the important thing is to identify those appropriate to
the organisation selected.
Consideration should also be given to how the organisation’s competitors are
using digital communications.
It is useful to use a table format when comparing tools supported by
commentary.
There is an opportunity to use screen shots (screen grabs) in both reports and
presentations to help support examples provided.
We are conscious of environmental damage and where feasible we urge students to
print on both sides of paper and to use reduced size presentation slides, this saves
paper, transport costs and storage costs.
Please remember that word counts should be respected. The requirement is to submit
work within the word count, stating the word count after each task. Where word counts
are exceeded, marks are deducted (this did not need to be applied in this board).
•
Suggestions of possible alternative approaches to tackling a question/task or
parts of a question/task while making it clear that it is not the only way
Each task has a stipulated format – for example a report or presentation. Candidates
should not move away from the requirement, however within each type there is an
opportunity to demonstrate creativity and flair. We must see knowledge and
application, but dynamism must also be apparent. Stale reproduction of textbook
principles is not expected, nor is a systematic recital of bullet points.
•
Recommendations for how performance can be improved in future
assessments
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Candidates should read the assessment criteria and use the weightings to
guide the amount of effort to spend on each task.
Candidates should be made aware that digital is not an isolated activity and
needs to fit in the larger picture of the marketing mix.
When considering e-Tools, it is essential that tools are chosen appropriate to
your organisation or an organisation of their choice.
CAM Digital Marketing Essentials January to June 2010
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-
•
It is really useful to consider competitors to the chosen organisation and how
they are using digital communications.
Candidates should thoroughly research their sector, examples of companies
and digital campaigns before tackling the questions.
When producing the presentation, it is important to ensure that the material is
applied to the chosen organisation. For example, whilst measurement will
measure productivity, this should be linked to the organisation.
The speaker’s notes should be used for text and the slides should contain
visuals, with a few supporting words, if appropriate. Too many bullet points
should be avoided and opportunities to use visual data displays should be
maximised. It is important not to clutter the slides, as the speaker’s notes can
store details.
When defining the terms or words, candidates should avoid a dictionary-style
glossary of terms. The definitions should emerge from a well written
presentation that links concepts.
Clarification about any syllabus or assessment changes
There are no planned changes to the assessment. There are no major changes
planned for the syllabus apart from minor tweaks related to terminology in Digital
Marketing and technology which keeps the syllabus up to date with the latest market
activity/trends.
•
Possible future assessment themes
The assessment will be based on existing digital marketing campaigns and digital tools,
three tasks investigating each of the key elements of the syllabus;
1. Digital Campaign Tools
2. Using Digital Campaign Tools
3. Monitoring Digital Campaigns
CAM Digital Marketing Essentials January to June 2010
CAM Diploma in Digital
Marketing
Unit 1 – Digital Marketing Essentials
Assignment Brief and Mark Scheme
Academic Session January to June 2010
The Chartered Institute of Marketing has strict deadline dates which must be adhered to.
The assignment must be submitted to the Accredited Study Centre well before these dates
to allow time for administration and postage. Contact your tutor for your Accredited Study
Centre submission deadline.
Candidates must answer ALL tasks
Weighting
•
•
•
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Task One: is worth 30% of the marks.
•
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Task Two: is worth 40% of the marks.
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Task Three: is worth 30% of the marks.
Word count 1,200 for speaker’s notes excluding relevant appendices
Maximum number of slides: eight
Maximum number of screen shots: six
Word count 1,600 excluding relevant appendices
Maximum number of screen shots: six
Word count 1,200 for speaker’s notes
Maximum number of screen shots: six
Documentation
Word Count
Plagiarism and
Collusion
Candidates must ensure that they are registered with CIM as a studying
member and for this assignment, by the required deadline(s).
Candidates must adhere to the word count stated. No marks will be
allocated for information contained in appendices, unless explicitly
stated within the assignment brief. Appendices should be used for
supporting information only. CIM reserves the right to return unmarked
any assignment that exceeds the stated word count or contains, in the
opinion of the examiner, excessive appendices.
In submitting their assessment for this unit, and completing the
declaration statement in the appendix, candidates are confirming that
the work submitted for all tasks is their own and does not contravene
the CIM policies including word count, plagiarism and collusion. In
addition, the tutor is required to sign the assignment/project candidate
listing document, confirming that to the best of their knowledge the work
that the candidate is submitting is their own.
It is essential that tutors and candidates read the guidance printed
on the inside of this assignment brief in order to adhere to the
word count, plagiarism and collusion policies for this assignment.
© The Chartered Institute of Marketing 2010
CAM Digital Marketing Essentials January to June 2010
CAM Diploma in Digital Marketing Guidance Notes
Assessment Regulations
Candidates have to complete the assessment brief published by The Chartered Institute of
Marketing (CIM) for the relevant academic session. Tutors should be prepared to offer advice to
candidates regarding the brief, the mark scheme and the grade descriptors. Tutors and
candidates should also understand and apply the CIM policies relating to assessments including
word count, plagiarism and collusion. These are available on the CIM Tutor Zone
www.cimtutors.com and CIM Learning Zone www.cimlearningzone.co.uk websites. Each
assessment must be completed individually, not as part of a group.
Context
Where a task requires the candidate to select an organisation, the assessment should be based
on the candidate’s organisation, or an organisation of their choice, selected with tutor advice. A
brief overview of the organisation chosen, including legal classification, product or service
offered, target market and structure, should be included in the appendix. This information
should not be included as part of the word count and no marks will be allocated to this section.
Confidentiality
Where candidates are using organisational information that deals with sensitive material or
issues, they must seek the advice and permission from that organisation about its inclusion in
an assessment. Where confidentiality is an issue, studying members are advised to anonymise
their assessment so that it cannot be attributed to that particular organisation.
The Chartered Institute of Marketing for its part accepts responsibility for marking the
assessment following the confidentiality procedures it has laid down. All CIM examiners have to
sign a Confidentiality Agreement and do not knowingly mark any assessment where there is a
conflict of interest. In addition, no work is published without the prior agreement of a studying
member and the organisation. All assessments are stored securely and after twelve months, are
shredded confidentially.
Assessment Criteria
The assessment briefing documents include the marking scheme and guidance notes, which
are designed to indicate to the candidate the types of information and format that are required.
The marking scheme should not replace any briefing that is usually undertaken by the unit tutor.
It is important that, when assessments are issued, discussions take place between the group
and tutor to clarify their understanding of the assessment brief and what is required.
Mark Schemes
Mark schemes are included so that candidates are aware where the majority of the marks will
be allocated and are therefore able to structure their work accordingly. However, CIM reserves
the right to amend the mark scheme if appropriate.
Grade Descriptors
There is a grade descriptor document attached to this assessment, which is used by examiners
as part of the marking process. The grade descriptors comprise:
•
•
•
•
Concept
Application
Evaluation and
Presentation.
The relative weightings of these elements are used to inform grades within a level and
CAM Digital Marketing Essentials January to June 2010
differentiate between levels. At CAM Diploma level, the relative weightings are 40%, 30%, 20%
and 10% respectively. To maximise marks, candidates need to understand the principles of the
grading criteria to ensure that work submitted reflects the right balance.
Appendices
Appendices should only be included where necessary and should be used to accommodate
tables and diagrams to support/illustrate the main body of the text. No marks are awarded for
work included in the appendices, and these should not be used as an alternative location for
work that should appear in the main text. Appendices should not include published secondary
information such as annual reports and company literature, etc.
Tutor Guidance to Candidates
Each candidate should receive a minimum of 60 minutes tutorial time per unit, scheduled at key
periods. Tutors should be prepared to offer advice to candidates regarding the tasks,
particularly in relation to the organisation they choose to use.
Tutors can give feedback on one draft of an assessment and/or answer specific subject-related
questions from a candidate related to their assessment. Tutors should not return a completed
assessment to the candidate for improvement. Evidence of a centre doing this will result in the
assessment being sent back unmarked.
Word Count Policy
Candidates must comply with the recommended word count, within a margin of +10%. For
some tasks a specified number of pages is given as an alternative to the word count.
These rules exclude the index (if used), headings, information contained within references,
bibliography and appendices. Candidates should present their work professionally, using tables
and diagrams to support and/or illustrate the text. Unless tables and diagrams are specified as
a requirement of a task, they can be included in either the appendix or the main body of the text.
If tables are included as appendices the findings must be summarised within the main body of
the text for marks to be awarded. If candidates use tables to present their answer in the main
body of the text, the words used (or where appropriate the number of pages) will be counted
and the rules relating to word count (or number of pages) will apply.
When an assessment task requires candidates to produce presentation slides with supporting
notes, the word count applies to the supporting notes only. The maximum number of slides
indicated on the assessment brief excludes the title page slide and the contents page slide.
Candidates should state the number of words that they have used at the end of each task. In
addition, the total number of words used for the whole assessment must be indicated on the
front cover of the assessment.
Any assessments that exceed the word count policy will be penalised by candidates forfeiting
the marks for format and presentation for each individual task that exceeds the recommended
word count (specified number of pages). Work that grossly exceeds the recommended word
count (specified number of pages) will be null and voided and candidates will be asked to
complete and submit a new assessment.
Where a candidate’s work has contravened the word count policy, it will be reviewed by the
senior examiner and the CIM Academic Misconduct and Irregularities Committee before a final
decision is made.
CAM Digital Marketing Essentials January to June 2010
Referencing and Professionalism
A professional approach to work is expected from all candidates. Candidates must therefore:
•
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identify and acknowledge ALL sources/methodologies/applications used. The candidate
must use the Harvard referencing system to achieve this (notes on referencing are on the
CIM Tutor Zone and Learning Zone websites).
express their work in plain business English. Marks are not awarded for use of English, but
a good standard of English will help candidates to express their understanding more
effectively.
All work that candidates submit as part of the CIM requirements must be expressed in their own
words and incorporate their own judgements. Direct quotations from the published or
unpublished work of others, including that of tutors or employers, must be appropriately
referenced. Authors of images used in reports and audio-visual presentations must be
acknowledged.
Plagiarism and Collusion
Academic offences, including plagiarism and collusion, are treated very seriously. Plagiarism
involves presenting work, excerpts, ideas or passages of another author without appropriate
referencing and attribution. Collusion occurs when two or more candidates submit work which is
so alike in ideas, content, wording and/or structure that the similarity goes beyond what might
have been mere coincidence. Plagiarism and collusion are very serious offences and any
candidate found to be copying another candidate’s work or quoting work from another source
without recognising and disclosing that source will be penalised.
It is the candidate’s responsibility to make sure that he or she understands what constitutes
an academic offence, and, in particular, what plagiarism and collusion are and how to avoid
them. Useful guidance materials and supporting policies are available on the CIM Tutor Zone
and Learning Zone websites.
In submitting their assessment for this unit, and completing the relevant declaration statement in
the appendix, candidates are confirming that the work submitted for all tasks is their own and
does not contravene the CIM policies including word count, plagiarism and collusion. Tutors
must sign the assessment candidate listing, confirming that to the best of their knowledge the
work submitted is the candidate’s own. Where a tutor has concerns about the authenticity of a
candidate’s submission, this should be referred to in the comment box on the assessment
candidate listing. CIM reserves the right to return assessments if the necessary declaration
statements have not been completed.
Candidates believed to be involved in plagiarism and/or collusion for one or more tasks will
have their work looked at separately by the senior examiner and/or another senior academic
and plagiarism detection software will be used. Candidates found to be in breach of these
regulations may be subject to one or more of the following: disqualification from membership;
refused award of unit or qualification; disqualification from other CIM
assessments/qualifications; refused the right to retake units/qualifications.
Submission of assessments
As well as hard copies of assessments tutors must also send in an electronic copy of each
candidate’s work to the CIM email account at senditin@cim.co.uk. A sample of centres’
submissions will be put through plagiarism software.
Final Grades
Final grades will be sent to the candidates from the CIM by the usual process in February or
August, depending on when assessments were submitted for marking.
CAM Digital Marketing Essentials January to June 2010
CAM DIPLOMA IN DIGITAL MARKETING
DIGITAL MARKETING ESSENTIALS
Task One
Campaign Tools
30% weighting
Your manager has asked you to produce a presentation on the role of digital
communications within your organisation. This will involve investigating how e-tools are
currently used and recommending how other e-tools could be used in the future. You
should also indicate the voluntary code constraints related to these e-tools.
For your own organisation, or one of your choice, prepare a presentation of no more
than eight slides, with supporting speaker’s notes, covering the following areas:
•
•
•
•
•
explain the role of digital marketing communication within the wider marketing mix
describe ONE hardware e-tool currently used by the organisation
recommend and evaluate TWO hardware e-tools not currently used by the
organisation
explain the actions required from using such tools within digital marketing
campaigns
briefly explain ONE aspect of a relevant voluntary code related to the e-tools
chosen.
Maximum word count for speaker’s notes: 1,200, (excluding relevant appendices)
Maximum number of slides: eight
Maximum number of screen shots: six
Syllabus References
1.1, 1.2, 1.3, 1.4, 1.5
Assessment Criteria
•
Explanation of the role of digital marketing communication within the marketing mix
•
Description of ONE hardware e-tool currently used by the organisation
•
Recommendation and evaluation of TWO hardware e-tools not currently used by
the organisation
•
Explanation of the actions required from using such tools within digital marketing
campaigns
•
Brief explanation of ONE aspect of a relevant voluntary code related to the e-tools
chosen
•
Format, style and tone of the presentation
Appendix
•
Brief description of your chosen organisation, its customer base and
product/service offered (two sides of A4 maximum, no marks allocated)
CAM Digital Marketing Essentials January to June 2010
Task One
Campaign Tools
30% weighting
Guidance Notes
This task is designed to test candidates’ general knowledge and understanding of
digital marketing tools in relation to a specific organisation. The first section shows how
digital communications fit into the larger picture of the wider marketing mix (ie
considering both traditional and digital elements). There should be an explicit link
between the organisation, the marketing mix and digital issues.
When considering the hardware e-tools, which may be mobile or fixed, the important
thing is to identify those appropriate to the organisation. Consideration should also be
given to how the organisation’s competitors are using digital communications.
Comparisons of tools may be laid out as a table if supported by commentary.
Examples of actions required from using such tools need to be relevant to the context,
but typical examples may include: reading an article, placing an order, registering
details, requesting information and making contact etc. The examples chosen will
reflect the needs of the organisation and the choice of tools.
The last section is firmly on voluntary codes (rather than legislation) and should take
the candidate to the ASA, IAB, MMA, ISBA and others. Candidates should not mention
all of these. Examiners expect to see a clear understanding of the relevance of one
aspect of a relevant voluntary code, accurately linked. However, candidates will need
to be familiar with all of the relevant codes, in order to choose the right one for the
presentation.
When producing the presentation, it is important to ensure that the material is applied
to the chosen organisation. The speaker’s notes should be used for text and the slides
should contain visuals, with a few supporting words, if appropriate. Too many bullet
points should be avoided and opportunities to use visual data displays should be
maximised. It is important not to clutter the slides as the speaker’s notes can store
details.
There is a print-out option to have a slide above with the corresponding speaker’s note
below and if possible, this print-out option should be included in the submission,
together with a print-out of the slides. The speaker’s notes should complement the
slides. Similarly the speaker’s notes should all make sense without the slides. Together
they will be a powerful communication.
The presentation should comprise no more than eight slides with supporting speaker’s
notes. The word count of 1,200 words applies to the speaker’s notes only.
When producing presentations it is important to avoid plagiarism (copying definitions
from texts). Direct quotations from the published or unpublished work of others must be
appropriately referenced. Authors of images used in reports and audiovisual
presentations must be acknowledged.
CAM Digital Marketing Essentials January to June 2010
Task One
Campaign Tools
30% weighting
Mark Scheme
Marking Criteria
Explanation of the role of digital
marketing communication within
the wider marketing mix
Description of ONE hardware etool currently used by the
organisation
Recommendation and evaluation
of TWO hardware e-tools not
currently used by the organisation
Explanation of the actions required
from using such tools within digital
marketing campaigns
Brief explanation of ONE aspect of
a relevant voluntary code related
to the e-tools chosen
Format, style and tone of the
presentation
% Mark
Available
First
Marker
Second
Marker
Agreed
Mark
20
20
20
10
20
10
Total Mark
100
Contribution to final mark –
weighted mark
30
Marked by _________________________________ Date __________________
Moderator (if appropriate) ____________________ Date __________________
CAM Digital Marketing Essentials January to June 2010
Task Two
Using Campaign Tools
40% weighting
The board members of the organisation described in Task One have decided that they
want to investigate how digital media are used in other market sectors. They have
asked you to report on the business and digital activities of key organisations operating
in one of the following sectors:
•
•
•
•
•
fuels
toiletries
housing
publishing
children’s toys
The sector chosen must not be the same as the one used in Task One.
Prepare a report for the Board that:
•
•
•
•
•
•
briefly describes the chosen sector and key organisations operating within it
defines the term ‘digital campaign’ and identifies THREE different digital media
campaigns used by organisations within the sector, covering advertising, public
relations and sales promotion
identifies how TWO different digital activities were used in advertisement campaign,
and evaluates their effectiveness
identifies how TWO different digital activities were used in the PR campaign, and
evaluates their effectiveness
identifies how TWO different digital activities were used in the sales promotion
campaign, and evaluates their effectiveness
recommends a suitable email campaign that could be used in the chosen sector,
giving reasons for your choice.
Maximum word count: 1,600 (excluding relevant appendices)
Maximum number of screen shots: six
Syllabus References
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7
Assessment Criteria
•
Brief description of the chosen sector and key organisations operating within it
•
Definition of the term ‘digital campaign’ and identification of THREE different digital
media campaigns used by organisations within the sector, covering advertising,
public relations and sales promotion
•
Identification of how TWO different digital activities were used in the advertisement
campaign, and evaluation of their effectiveness
•
Identification of how TWO different digital activities were used in the PR campaign,
and evaluation of their effectiveness
•
Identification of how TWO different digital activities were used in the sales
promotion campaign, and evaluation of their effectiveness
•
Recommendation of a suitable email campaign that could be used in the chosen
sector, with reasons for choice
•
Format, style and tone of the report
CAM Digital Marketing Essentials January to June 2010
Task Two
Using Campaign Tools
40% weighting
Guidance Notes
The sector chosen must not be the same as the one used in Task One. The
description of the sector should include major players, customer types and
product/service range. Having chosen the sector, candidates should identify which key
organisations to focus on in order to gather together sufficient material on these
organisations. There are many possible sources available on the internet.
In researching suitable campaigns, candidates can research several campaigns from
one or more organisation in the sector. The important thing is to demonstrate a rich
knowledge of how the concepts have been applied in practice.
It is important to start with corporate web sites. However, researching such things as
affiliates, email marketing and viral campaigns may be more difficult. It will be
necessary to carry out a sort of ‘reverse engineering’ by inspecting the web sites for
evidence of incentives (eg white papers), links to affiliates, sponsored links etc. In
addition, email ‘spam’ files may contain messages from these organisations that might
also help.
Search engines such as Google, Yahoo and Bing should be reviewed for sector
keywords and sponsored links should be analysed. It is may also be useful to search
using queries such as: ‘case studies’, ‘digital campaigns’, ‘mobile campaign cases’ and
so on. In particular, the following sites which carry case studies may be useful:
http://www.cim.co.uk/resources/casestudies/home.aspx
http://www.figarodigital.co.uk/
http://www.sas.com/success/
http://www.digitaltrainingacademy.com/casestudies/
Past press, radio, television and mobile campaigns may be found on the web in various
ways. Search engines and comparison shopping sites are helpful, as are the following
sites:
http://www.tellyads.com
http://www.creativeclub.co.uk
http://www.rab.co.uk
http://www.youtube.com
http://mmaglobal.com/resources/case-studies
This task requires candidates to bring their own creativity to the task. This will be
shown by the selection of suitable visuals to tell the campaign story. The report can
include screen grabs (screen shots) of adverts.
In tackling this task it is important to remember that when using material from other
sources, appropriate references must be provided. Written work should not be directly
copied – the candidate should synthesise the information, not copy it.
CAM Digital Marketing Essentials January to June 2010
Task Two
Using Campaign Tools
40% weighting
Mark Scheme
Marking Criteria
Brief description of the chosen
sector and key organisations
operating within it
Definition of the term ‘digital
campaign’ and identification of
THREE different digital media
campaigns used by organisations
within the sector, covering
advertising, public relations and
sales promotion
Identification of how TWO different
digital activities were used in the
advertisement campaign, and
evaluation of their effectiveness
Identification of how TWO different
digital activities were used in the
PR campaign, and evaluation of
their effectiveness
Identification of how TWO different
digital activities were used in the
sales promotion campaign, and
evaluation of their effectiveness
Recommendation of a suitable
email campaign that could be used
in the chosen sector, giving
reasons for choice
Format, style and tone of the
report
% Mark
Available
First
Marker
Second
Marker
Agreed
Mark
10
10
20
20
20
10
10
Total Mark
100
Contribution to final mark –
weighted mark
40
Marked by _________________________________ Date __________________
Moderator (if appropriate) ____________________ Date __________________
CAM Digital Marketing Essentials January to June 2010
Task Three
Monitoring
30% weighting
Your manager has asked you to produce a short report explaining how digital
campaigns can be monitored within your organisation.
For your own organisation or one of your choice, produce a report that addresses the
following areas:
•
•
•
•
•
•
explain how the FOUR elements of the ‘marketing research mix’ relate to the
organisation’s digital activities
identify and describe the social networks that should be measured by digital
campaigns
evaluate the differences between voice of customer (VOC) and page tagging
analytic methods, including the advantages and disadvantages of each approach
define the term ‘key performance indicators’ (KPIs), and explain their importance in
the context of measuring digital activities
identify THREE stakeholders in your organisation who should receive regular data
on digital activities, and identify the data required
justify the importance of such data to each of the THREE stakeholders.
Maximum word count: 1,200 (excluding relevant appendices)
Maximum of number of screen shots: six
Syllabus References
3.1, 3.2, 3.3, 3.4, 3.5
Assessment Criteria
•
Explanation of how the FOUR elements of the ‘marketing research mix’ relate to the
chosen organisation’s digital activities
•
Identification and description of the social networks that should be measured by
digital campaigns
•
Evaluation of the differences between VOC and page tagging analytic methods,
including the advantages and disadvantages of each approach
•
Definition of the term ‘key performance indicators’ (KPIs), and explanation of their
importance in the context of measuring digital activities
•
Identification of THREE stakeholders in the chosen organisation who should
receive regular data on digital activities, and identification of the data required
•
Justification of the importance of such data to each of the THREE stakeholders
•
Format, style and tone of report
Appendix
Brief description of your chosen organisation, its customer base and
product/service offered (two sides of A4 maximum, no marks allocated)
•
CAM Digital Marketing Essentials January to June 2010
Task Three
Monitoring
30% weighting
Guidance Notes
The Marketing Research Mix was designed as a framework to help design or evaluate
marketing research studies. The name was deliberately chosen to be similar to the
Marketing Mix. It also has four Ps; they are: Purpose, Population, Procedure and
Publication. The syllabus describes these in detail.
The answers for this task must be applied to the chosen organisation. For example,
whilst measurement will measure productivity, this should be linked to the organisation.
A good test is if you read the content with a different organisation in mind, it is unlikely
to make sense.
When defining the terms or words, candidates should avoid a dictionary-style glossary
of terms. The definitions should emerge from a well written document that links
concepts. This part is vulnerable to plagiarism (copying definitions from texts) and
plagiarism software is used to identify offences.
Voice of Customer (VOC) analysis goes beyond online questionnaires, so it is
important to include the wider meaning of this approach.
CAM Digital Marketing Essentials January to June 2010
Task Three
Monitoring
30% weighting
Mark Scheme
Marking Criteria
Explanation of how the FOUR
elements of the ‘marketing
research mix’ relate to the chosen
organisation’s digital activities
Identification and description of
the social networks that should be
measured by digital campaigns
Evaluation of the differences
between VOC and page tagging
analytic methods, including the
advantages and disadvantages of
each approach
Definition of the term ‘key
performance indicators’ (KPIs),
and explanation of their
importance in the context of
measuring digital activities
Identification of THREE
stakeholders in the chosen
organisation who should receive
regular data on digital activities,
and identification of the data
required
Justification of the importance of
such data to each of the THREE
stakeholders
% Mark
Available
First
Marker
Second
Marker
Agreed
Mark
20
10
20
15
15
10
Format, style and tone
10
Total Mark
100
Contribution to final mark –
weighted mark
30
Marked by _________________________________ Date __________________
Moderator (if appropriate) ____________________ Date __________________
On completion of your assignment provide a brief statement in the appendix
confirming the following:
‘I confirm that in forwarding the assessment for marking, I understand and have applied the CIM
policies relating to word count, plagiarism and collusion for all tasks. This assignment is the
result of my own independent work/investigation except where otherwise stated. Other sources
are acknowledged in the body of the text and/or a bibliography is appended. The work that I
have submitted has not previously been accepted in substance for any other award and is not
concurrently submitted in candidature for any other award.’
CAM Diploma in Marketing Communications: Grade Descriptors
Grade A
This grade is given for work that meets all of
the assessment criteria to secure at least
70% and demonstrates a candidate’s ability
to:
Concept
develop appropriate research strategies for
40%
secondary research
Application
30%
Grade B
This grade is given for work that meets all
of the assessment criteria to secure at
least 60% and demonstrates a candidate’s
ability to:
develop an appropriate research strategy
for secondary research
Grade C
This grade is given for work that meets
enough of the assessment criteria to
secure at least 50% and demonstrates
a candidate’s ability to:
develop an appropriate research
strategy for secondary research
Grade D
This grade is given for borderline work that
does not meet enough of the assessment
criteria to secure a pass and is within the
band 45-49%. This may be due to:
an inability to develop an appropriate
research strategy for secondary research
selectively identify valid and relevant
information from a wide range of relevant
sources for the discipline
identify valid and relevant information from
a suitable range of relevant sources for
the discipline
identify relevant information from a
minimum number of sources for the
discipline
insufficient sources of information being
used to underpin research for the discipline
evidence comprehensive knowledge and
understanding
evidence detailed knowledge and
understanding
evidence a satisfactory level of
knowledge and understanding
constructively consider and effectively
analyse a wide range of information for a
specified task
produce well structured, coherent and
detailed arguments in response to a given
brief using marketing terminology fluently
consider and analyse a range of
information for a specified task
analyse a minimum number of sources
of information for a specified task
produce logical arguments in response to
a given brief using marketing terminology
correctly
produce arguments in response to a
given brief using sufficient marketing
terminology
limited use of marketing terminology
evidence sound understanding and
application of key principles
evidence a basic understanding and
application of key principles
a lack of basic understanding and
application of key principles
express ideas clearly, applying
appropriate terminology and concepts
accurately
outline ideas and concepts using
appropriate terminology
insufficient use of terminology and/or
incomplete grasp of key concepts
apply examples to support findings
reflect and evaluate own learning on
aspects of the module and assess how
this will affect future practice
complete work within the specified
deadlines/time and produce work of an
acceptable presentation, format and
tone
evidence insight, understanding and
application of key principles
express ideas persuasively, applying
appropriate terminology and concepts
accurately
apply a wide variety of illustrative examples
to underpin concepts used
Evaluation
20%
draw valid conclusions and make informed
recommendations
apply a variety of examples to illustrate
findings
draw reliable conclusions and make sound
recommendations
Time
Management and
Presentation
10%
reflect and evaluate own learning across
module and assess how this will affect
current and future practice
plan, review and complete work within the
specified deadlines/time and produce work of
an exceptional and professional standard of
presentation, format and tone
reflect and evaluate own learning on
aspects of the module and assess how
this will affect current and future practice
plan, review and complete work within the
specified deadlines/time
and produce work to a high standard of
presentation, format and tone
draw limited conclusions and make
some recommendations
repeating case material rather than
evidencing knowledge
a lack of detail and argument when
analysing information for a specified task
limited use of examples to support findings
superficial conclusions and
recommendations which lack depth and
insight
little evaluation of learning and/or impact on
future practice
work not being completed within the
specified deadlines/time
and errors in presentation, format and tone