Evaluating relevance of Afl principles
in teaching commercial awareness
incorporating numeracy to level 4
Marketing students in the ppp skills
module
HBS Learning and Teaching Conference 04th June 2013
Hajni Handler and Spela Horjak
Background
Marketing students do NOT like numbers
Ironically, Marketing is all about numbers!
Background
• BA Marketing programme does not have a CA/numeracy
based module (e.g. budgeting, pricing, financial info)
• However, at least three modules both at Level 5 and Level 6
require students to analyse/work with numerical data in a
Marketing/Business context based on the assumption that
students have the necessary skills
• Numerical aptitude tests are part of any marketing
placements, graduate schemes and jobs
• … and majority of Marketing students fail these tests
Relevant AfL
Principles
4. Focusing on student development
 reflective assessment
 scenario based assignment
… to encourage positive beliefs and build student confidence
6. Considering student and staff effort
 integrate assessment tasks into a coherent whole
 detailed assessment-related information
Applied assessments

In-class test




Marketing plan with budget individual assignment




explicitly linked to final assignment
acting as ‘diagnostic’ low stake assessment (AfL 6.2)
allowed peer assistance
scenario based assignment and explicitly linked back to other skills
elements taught in the module (AfL 4.1)
based on exercises and feedback delivered in tutorials
step-by-step guidance template used by students and staff as criteria
(AfL 6.2)
Reflection

Reflective piece identifying the positive aspects of their learning and
areas for improvement (AfL 4.1)
Research
methods

Learning Diaries –
•
•
•
•

reflecting on expectations prior to starting this element and
experience in class
over 4 weeks (during the CA skills element)
weekly reflection
same question set to record changes in attitude
Questionnaire
•
•
post-reflection after completing the skills element and final
assignment
question set is based on findings from learning diaries
Student
engagement
50% of students never attended this skills
element
85% of those who attended week 1 returned to
classes (either lecture or tutorial) for all four
weeks
28%
Only
of the class attended both lectures
and tutorials all four weeks
Discussion point:
How to deal with students’ perception?
(targeting those who never gave a chance to this part of the
module)
Learning Diaries – I.
Why are you here?
12
10
8
No idea
6
It's on my
schedule
I'm interested
4
2
I'm very
interested
0
Week 1
Week 2
Week 3
Week 4
Completion rate: Week 1: 15, Week 2: 16, Week 3: 15, Week 4: 6
Learning Diaries – II.
Relevance of CA to Marketing and you?
16
14
12
It is very relevant
10
8
It may be relevant
6
I don't know if it is relevant
4
Not relevant
2
0
Week 1
Week 2
Week 3
Week 4
Completion rate: Week 1: 15, Week 2: 16, Week 3: 15, Week 4: 6
Learning Diaries – III.
How are you feeling?
18
16
Confident, positive, relaxed
14
12
Hopeful, more confident
10
8
6
Sometimes positive then
losing hope/ interest again
4
Anxious, confused
2
0
Week 1
Week 2
Week 3
Week 4
Completion rate: Week 1: 15, Week 2: 16, Week 3: 15, Week 4: 6
Questionnaire
Students’ perception about the importance of CA / numeracy
Students’ confidence in numbers and their numerical
knowledge in general
Effectiveness of teaching and learning
Prior to
Week by week
By the end
low
confidence
high
Questionnaire
0-1 years
1-2 years
level of engagement and perceived relevance
more than 2 years
Feedback
“The lecture about the assignment
made me nervous… when it came
doing the task, it was so
straightforward that my
confidence grew…”
“…at the start I was very
confused… by the end I had
answered all questions and I
felt confident because my
answers were correct…”
“By looking over the pass
few weeks, I can see how my
confidence has increased
after each lesson”
Feedback
“I have not done
numeracy for a while…
which makes me
nervous…
“sometimes I think I know how
to go about finding an answer
in numeracy…but then I get
confused and if I get it wrong,
it doesn’t register in my
brain…”
“it’s been for four years… it is taking
a while to get back into remembering
how to do basic calculations…and I’m
feeling running out of time…
What we have
achieved…
… Raised awareness about the importance of numeracy and commercial
awareness in Marketing
… But we can improve by: Managing expectations before the skills element kicks off
… Helped improve students’ confidence in dealing with numbers
… But we can improve by: Managing those students’ perception who did not attend the
classes without having any classroom participation/experience
… Increased student engagement
… But we can improve by: Encouraging peer discussion and assistance (good students
helping weaker students)