ASSESSMENT SESSION 2024/2025

Module title Marketing Communication

Module Code LNDN09006
Submission Critique (50%)– Monday 21st October, 5pm
date and time Essay (50%) – Wednesday 20th November, 5
pm

Weighting of There are two categories of assessment in

assessment this module:

1. Critique (50% of the overall module

mark)
2. Essay (50% of the overall module
mark)

Please see below for full details of what you

are required to do.

Instructions for Students

Please refer to the full instructions given on the following
pages.

The learning outcomes are assessed as follows:

Critique
 L1. Critically evaluate and interpret theoretical models and concepts within
integrated communications.
 L2. Demonstrate the ability to develop creative communications ideas in re-
lation to campaign development
Essay
 L3. Analyse practical integrated marketing communication tools such as ad-
vertising, public relations, sales promotions and direct marketing.
 L4. Research and investigate communication application in respect of dir-
ect, digital and agency-based work.
Assessment One
What: Individual Critique of a Package design and Marketing
Communication

The aim of the assignment is to set the foundations of the

marketing communication strategies of a new skincare
product. You will be asked to conduct an in-depth research
on consumers, to understand their needs and desires as
well as how they process information. Based on your
research, you will be asked to design a new package of the
skincare product. Then, you will have to research the
competitors and decide how the product would be
positioned in the market. Based on that you have to decide
which marketing communication tools would be appropriate
for the launching of the product and why. Please note you
must provide a critical analysis and add visuals.

Format: 2000 Word (+/- 10%)

Why: Learning outcome:

 L1. Critically evaluate and interpret theoretical models and concepts

within integrated communications.
 L2. Demonstrate the ability to develop creative communications ideas in
relation to campaign development

How: The critique report must include the following

 A cover page
 A contents page
 An introduction which sets the scene and very clearly
outlines the structure, purpose and logic of the
assignment.
 Marketplace: Provide a table outlining the primary
(and secondary) competitors, their strengths and
weaknesses. Discuss how different external factors
affect the marketplace.
 STP Part 1(Segmentation and Targeting):
Segment the market and provide two Consumer Bases
Charts. Critically discuss which segment will you target
and why the selected segment would be appropriate.
Support your arguments with relevant
theories/concepts.
 Package Design: Based on Consumer Information
Processing theories, design a package of a new
skincare product. Explain why the package design is
appropriate for the targeted consumer group.
 Product: Design an onion diagram with the different
layers of the product. Discuss how and why the
product would serve the consumer needs and how it is
better than the competitors’ products
 STP Part 2 (Positioning): Based on your decisions
and analysis of the previous sections, discuss the
Positioning of the product in the market.
 Branding: Develop the brand name and the slogan.
Critically discuss how the brand will “stand out” in the
marketplace.
 Marketing Communication: Based on your analysis
in the previous sections, analyse which tools would be
suitable for your target market (advertising, sales
promotions, direct marketing, mass media or digital
media) and why.
 A conclusion

Where: Upload to Aula through Turnitin

Assessment Two
What: Essay on Marketing Communication

Format: A Group essay (2000 words) and a Powerpoint presentation

(25-30 slides; developed using Powerpoint/
Photoshop/Canva or any other creative packages that you
have access to and want to use).
Everyone MUST contribute.
Why: Learning Outcomes:
 L3. Analyse practical integrated marketing communication tools such as
advertising, public relations, sales promotions and direct marketing.
 L4. Research and investigate communication application in respect of
direct, digital and agency-based work.

How: In groups of 5 develop an Integrated Marketing

Communication campaign and plan.

In groups discuss each member’s ideas for target market,

product package design, positioning and brand identity.
Make final decisions and relevant adjustments. Then, based
on the lecture material and your own research, develop the
Brand and then create a Marketing Communication
Campaign as well as plan. Your presentation and the essay
should discuss:

 Target Market
 Positioning
 Branding: Discuss the Brand Identity as well as the
brand associations and the Brand Image that you
would like to build in consumers’ minds. Provide a
chart and a mood board.
 Marketing Communication: Develop a marketing
communication campaign for your product and discuss
why it would be successful
 Integrated Marketing Communication- Create a
Marketing Communication plan consisting of Marketing
Communication Mix, media plan, agency work and
budgeting. Add visual examples.

Where: Save as a pdf and Upload to Aula through Turnitin

Only one group member should submit

ASSESSMENT ONE:
INDIVIDUAL EVALUATIVE REPORT
ASSESSMENT FEEDBACK AND MARKING
CRITERIA

Assessment Criteria Weighting Mark (%)

(%)
Presentation, Structure & Sequencing 10%
(Clarity, Standard of Written English,
Referencing)
Knowledge and Understanding of the 40%
required processes and analysis prior
Marketing Communication.

(Ability to demonstrate knowledge on STP,

Consumer Behaviour theories, etc.)
Analysis 30%
(The ability to analysis the collected data and
to elaborate it)
Package design (Creativity and justification 20%
of the proposed design)
Total mark 100

Overall Comments and Strategies for Improvements:

ASSESSMENT TWO: MARKING CRITERIA

Assessment Criteria Weighting Mark (%)

(%)
Presentation and Visuals 20%
Knowledge and Understanding of 30%
Marketing Communication.

(Ability to demonstrate knowledge on brand

development and marketing communication
strategies, as well as all the aspects of the
IMC)

Rationale for the branding and the 30%

marketing communication strategies
(Ability to provide reasoning for the decisions
made during the brand development and
marketing communication planning
processes).

IMC Development: Demonstration of 20%

Originality, Creativity, Consistency and
Logic
(An ability to present a strong cohesive idea
with a principle argument. Consistency and
logic in the development of ideas and
reasoning, and style).

Total mark 100%

GRADE RELATED MARKING CRITERIA

SCQF LEVELS 7-10 SCQF LEVELS 11-12

Grade Numerical Range Definition Descriptor Definition Descriptor
A1 90-100 Exceptional Student work is exemplary Exceptional Student work is exemplary
and exceeds the threshold and exceeds the threshold
standard for a pass by standard for a pass by
a significant margin. a significant margin.
It displays excep- It displays excep-
tional knowledge and tional knowledge and
understanding; insight, understanding; insight,
originality and exceptional originality and exceptional
ability in analysis, evalua- ability in analysis, evalua-
tion, problem solving or tion, problem solving or
other process skills; very other process skills; very
high ability in professional high ability in professional
practice skills (where rele- practice skills (where rele-
vant) including evidence of vant) including evidence of
high degree of almost high degree of almost com-
complete autonomy and in- plete autonomy and inde-
dependent judgement rela- pendent judgement relative
tive to threshold expecta- to threshold expectations.
tions.
A2 80-89 Outstanding Student work signifi- Outstanding Student work signifi-
cantly exceeds the cantly exceeds the
Significantly exceeds Significantly exceeds
threshold standard for a threshold standard for a
threshold standard threshold standard
pass. It displays a consis- pass. It displays a consis-
for a pass. for a pass.
tently thorough, deep and tently thorough, deep and
extensive knowledge and extensive knowledge and
understanding; originality understanding; originality
and/or very high ability and/or very high ability
in analysis, evaluation, in analysis, evaluation,
problem solving or other problem solving or other
process skills; very high process skills; very high
ability in professional prac- ability in professional prac-
tice skills (where relevant) tice skills (where relevant)
including evidence of high including evidence of high
degree of autonomy and in- degree of autonomy and
dependent judgement rela- independent judgement
tive to threshold expecta- relative to threshold expec-
tions. tations.

A3 70-79 Excellent Student work very much Excellent Student work very much
exceeds the threshold exceeds the threshold
Very much ex- Very much ex-
standard for a pass. It standard for a pass. It
ceeds threshold ceeds threshold
displays a consistently displays a consistently
standard for a standard for a
thorough, deep and/or thorough, deep and/or
pass. pass.
extensive knowledge extensive knowledge
and understanding; origi- and understanding; origi-
nality and/or very high nality and/or very high
ability ability
in analysis, evaluation, in analysis, evaluation,
problem solving or other problem solving or other
process skills; very high process skills; very high
ability in professional prac- ability in professional prac-
tice skills (where relevant) tice skills (where relevant)
including evidence of high including evidence of high
degree of autonomy and degree of autonomy and
independent judgement rel- independent judgement
ative to threshold expecta- relative to threshold expec-
tions. tations.
SCQF LEVELS 7-10 SCQF LEVELS 11-12
Grade Numerical Range Definition Descriptor Definition Descriptor
B1 60-69 Very good Student work is well Very good Student work is above
above the threshold stan- the threshold standard
Well above thresh- Above threshold stan-
dard for a pass at levels for a pass at level 11/12.
old standard for a dard for a pass.
7-10. It displays a consis- It
pass.
tently very good level of displays a consistently
knowledge and under- very good level of knowl-
standing; edge and understanding;
high ability in analysis, high ability in analysis,
evaluation, problem solv- evaluation, problem solv-
ing or other process skills; ing or other process skills;
high ability in professional high ability in professional
practice skills (where rele- practice skills (where rele-
vant) including exercise of vant) including exercise of
significant independent significant independent
judgement relative to judgement relative to
threshold expectations. threshold expectations.
B2 50-59 Good Student work is clearly Good Student work meets
above the threshold stan- the threshold standard
Above threshold stan- Meets threshold stan-
dard for a pass at levels 7- for a pass at level
dard for a pass. dard for a pass.
10. It displays generally 11/12.
good knowledge and un- It displays generally
derstanding; good knowledge
good ability in analysis, and
evaluation, problem solv- understanding; good ability
ing or other process skills; in analysis, evaluation,
evidences highly competent problem solving or other
performance of profes- process skills; evidences
sional practice skills highly competent perfor-
(where relevant). mance of professional
practice skills (where rele-
C 40-49 Basic competence Student work is at the Basic competence Student work fails
threshold standard for to meet the thresh-
Meets threshold stan- Does not meet
a pass at levels 7-10. old
dard for a pass. threshold stan-
It standard for a pass at
dard for a pass.
displays just satisfactory level 11/12. It displays just
knowledge and under- satisfactory knowledge
standing in most key re- and understanding in most
spects; basic competence in key respects; basic compe-
analysis and most other tence in analysis and most
process skills; evidences a other process skills; evi-
basic level of competence dences a basic level of
in professional practice skills competence in profes-
(where relevant) sional practice skills
D 30-39 Does not meet Student work is Well below threshold Student work is well below
threshold stan- marginally below the standard for a pass. the threshold standard for
dard for a pass. threshold standard for a a pass at level 11/12. It
pass at levels 7-10. It dis- displays some knowledge
plays some knowledge and understanding but this
and understanding but is incomplete or partial;
this limited ability in analysis
is incomplete or partial; and other process skills;
limited ability in analysis evidences lack of or par-
and other process skills; tial competence in profes-
evidences lack of or partial sional practice skills
competence in professional (where relevant).
practice skills (where rele-
vant).

SCQF LEVELS 7-10 SCQF LEVELS 11-12

Grade Numerical Range Definition Descriptor Definition Descriptor
E 1-29 Well below thresh- Student work is well Significantly be- Student work is signifi-
old standard for a below the threshold low threshold cantly below the threshold
pass. standard for a pass standard for a standard for a pass at level
at pass. 11/12. It displays very lim-
levels 7-10. It displays ited knowledge and under-
very limited knowledge standing; evidences very
and understanding; evi- limited or no analytical or
dences very limited or no other process skills; very
analytical or other process limited competence over
skills; very limited compe- the range of professional
tence over the range of practice skills.
professional practice skills.
N 0 (at first diet) No work to assess. There is no work to be as- No work to assess. There is no work to be
0-100 at second sessed at first diet, or there assessed at first diet, or
or subsequent diet is incomplete or no en- there is incomplete or
gagement with no engagement with
re-assessment. re-assessment.

UWS REFERENCING GUIDELINES

 ALONGSIDE THIS ASSESSMENT BRIEF ON AULA YOU WILL

FIND THE UNIVERSITIES OUTLINED GUIDANCE ON
REFERENCING.
 PLEASE MAKE SURE YOU REFER TO THIS WHEN
COMPLETING YOUR ASSESSMENTS
 YOU ARE EXPECTED TO HAVE A VERY GOOD
UNDERSTANDING OF THE REFERENCING SYSTEM
 IF YOU ARE UNSURE OF THIS, PLEASE DO NOT HESITATE
TO ASK IN CLASS AND I WILL BE HAPPY TO GO OVER IT
 THIS IS A VERY IMPORTANT PART OF YOUR ASSESSMENT
 ASSESSMENTS CAN ONLY ACHIEVE HIGH MARKS WHEN A
HIGH DEGREE OF EFFORT IS EVIDENCED IN RELATION TO
REFERENCING- THIS ALSO DEMONSTRATES THE LEVEL OF
EFFORT THAT YOU HAVE GONE TO IN TERMS OF EXTENDED
READING
 YOUR REFERENCE LIST SHOULD FEATURE A BALANCE OF
ACADEMIC TEXTBOOKS, JOURNALS AND MARKET
INTELLIGIENCE SOURCES
 ONLY A SMALL NUMBER OF WEBSITES SHOULD BE CITED –
HOWEVER THESE CAN BE USED FOR YOUR DESK
RESEARCH/INITIAL GATHERING OF IDEAS.
STANDARD STATEMENT ON
PLAGIARISM
 Plagiarism is defined by the University as the use of the
work of other students, past or present, or substantial and
unacknowledged use of published material presented as
the student's own work. Plagiarism includes the following
circumstances.
 The extensive use of material without appropriate
reference or acknowledgement (this includes material
from books, journals, the Web etc)
 The summarising of another person's material by
changing a few words or altering the order of presentation
without reference or acknowledgement
 The substantial and unauthorised use of the ideas of
another person without acknowledgement
 Copying the work of another student with or without the
student's knowledge or agreement
 Deliberate use of commissioned material that is presented
as one's own.
 Unacknowledged quotation of phrases from another's work
 Plagiarism is considered to be an act of fraudulence and
an offence against university discipline. Alleged plagiarism
will be investigated and dealt with appropriately by the
University.