ASSIGNMENT INSTRUCTIONS Assessment Practical Assessment code: 011 Academic Year: 2026-27 Trimester: 1 Module Title: Principles & Practices of Marketing Module Code: MOD009206 Level: 5 Module Leader: Weighting: 40% Time Limit: 7 minutes total per student Assessed Learning Outcomes Lo1 – Lo4 Lo1: Critically evaluate and give evidence of both past and current marketing management concepts and theories and critically evaluate the way in which marketing theory relates to marketing practice. LO2: Demonstrate knowledge of the role of marketing in the growth of organisations with specific focus on the marketing mix and its value in online and offline settings. L03: Construct marketing plans which reflect the latest developments in environmental, social and governance issues. LO4: Analyse domestic and international markets and produce affective marketing solutions in the forms of strategies and tactical plans. Artificial Intelligence Category Category 2 – Independent Use of AI as a Research Tool Assessment date: Click here to enter a date.
ADDITIONAL INFORMATION • This is an individual assignment. • No extensions are available for this assessment. • Exceptional Circumstances: The deadline for submission of mitigation in relation to this assignment is no later than five working days after the submission date of this work. Please contact the Director of Studies Team – DoS@london.aru.ac.uk. See rules 6.118 – 6.138: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf • You must provide an electronic copy of your PowerPoint file (please no PDF’s please) before your scheduled presentation and upload this to the dedicated area on the VLE on the “Assessment and Assessment guidance” tile. • Ensure that all slides and advertisement are in one electronic file and ensure that you include your full-name, and VLE number on the cover page/first slide of the MS PowerPoint document • Use Harvard referencing to acknowledge the sources • Your final slide should provide the reference list
PRESENTATION TASK This is an individual presentation that requires you to participate in role-playing exercise. The total time allocated is 5 minutes to present and 2 minutes to answer questions by your assessor related to the content of the presentation. For the same company you chose for your written report, your business partner and you have decided to plan for international expansion to one other country outside of the United Kingdom operating under the same brand name. Since you have exposure to marketing, you have decided that you will conduct a presentation to an angel investor (played by your lecturer/assessor). You, the presenter, will prepare a 5-minute presentation pitch to the angel investor and your presentation will address the following tasks:
ASSESSMENT CRITERIA Task 1 – 60 marks
- Briefly introduce the country of your choice and include a PEST/PESTLE analysis. Choose only key data relevant to your business. Ensure you include data, statistics and citations.
- Specify the target market and positioning of your brand/business in the new country (host country).
- Specify two marketing objectives for your business in the host country.
- Show how the 4 main elements of the marketing mix (product, price, place and promotions) would be addressed in the host country. Justify your choices using theories and models. Note: you are only allowed to bring no more than 5 cue-cards with brief notes and not full paragraphs of text. Response to questions – 20 marks Professionalism and presentation skills – 10 marks This would include your style of presentation, eye contact, voice, reliance on notes/slides (reading of notes). It will also include time management and punctuality. Academic Skills – 10 marks This would include grammar, spelling, punctuation and structure. Also included are citations and a reference list.
Sequence of presentation Once told to start by your assessor, you will commence your presentation by clearly mentioning your full-name and VLE number to the assessor and the camera. After the 5 minutes are completed, your assessor will question you on your presentation for 2 minutes. The questions will be related to your use of models and theories used throughout your presentation, or justifying the choices you made. You will respond to these questions fully. As a potential graduate student, you should be appropriately dressed for the meeting, and act with confidence and credibility, ensuring you maintain frequent eye contact with the assessors and the camera in the meeting. You should present your findings at an appropriate volume, and with clarity. This is a professional meeting. Students are expected to arrive in the waiting area 10 minutes prior to the scheduled start time. Students who are late for the start of their timeslot may lose up to 5 marks awarded for professionalism. Students who fail to attend the meeting will fail the assessment. All meetings will take place within scheduled teaching hours for the module, or during scheduled assessment periods as dictated by the Faculty Office.
READING REQUIREMENT • Kotabe, M. and Helsen, K. (2026) Global Marketing Management (10th edition). Hoboken: John Wiley & Sons, Inc. • Kotler, P., Keller. K.L., Chernev, A. (2025) Marketing Management (17th edition), Hoboken NJ: Pearson Education You may also supplement your readings with books, journals, and other articles from authoritative and established sources of information.
ASSESSMENT MARKING RUBRIC The work will be assessed in an integrative manner as indicated in the marking rubric, that is consistent with Anglia Ruskin University generic assessment criteria and marking standards Criteria / Grade 0-29% 30-39%:
40-49%: 50-59%: . 60-69%: 70-79%: 80-89%: 90-100%:
Creativity, Content & Justification
Tasks not addressed at all. Significant deficiencies in creativity and content for the entire presentation tasks. Little evidence of knowledge of learnt theories and models and the application of these to the presentation. Lacking use of appropriate marketing terminology. There are various omissions and inconsistencies. Significant lack of interaction with learning materials. Tasks addressed to a limited degree. The creativity, content for the presentation tasks is limited. Limited evidence of knowledge of appropriate conceptual models and theories learnt in the module to backup choices made.
The answers/content is largely superficial and unclear. There is limited evidence of interaction with learning materials. The tasks are addressed to an adequate level. There is adequate creativity and content. Adequate evidence of appropriate conceptual models and theories that were learnt in the module to justify choices made. Answers/content are generally descriptive with little supporting evidence to support the claims and assumptions made. Analysis is limited and arguments are not fully developed. Some specific details may be seen but likely to be generic in areas or poorly defined. Adequate use of learning resources, Tasks are addressed to a sound degree. There is sound creativity and content for the presentation tasks. There is sound evidence of appropriate conceptual models and theories that were learnt in the module to justify choices made. Answers are descriptive in parts but displays some ability to demonstrate a level of critical analysis in some places. There is some sound analysis with appropriate justifications but may contain some omissions. There is sound use of learning resources, acceptable accuracy of expression, Tasks are addressed to a good degree. There is good creativity and content for the presentation tasks. There is good evidence of appropriate conceptual models and theories that were learnt in the module to justify choices made. There is development of conceptual structures and arguments, but minor omissions may be present in the answer. A good level of critical analysis is present. There is good use of learning resources, work and arguments are well structured with accurate expression in most areas. Tasks are addressed to an excellent degree. There is excellent creativity and content for the presentation tasks. There is excellent evidence of appropriate conceptual models and theories that were learnt in the module to justify choices made. There is high development of conceptual structures and arguments in the answer. An excellent level of critical analysis is present. The presentation display evidence of independence of thought. High level of intellectual rigour and consistency exists in the work. Tasks are addressed to an outstanding level/degree. There is outstanding creativity and content for the presentation tasks. There is outstanding evidence of analysis and evaluation of appropriate conceptual models and theories that were learnt in the module to justify choices made and are near professional/practitioner level. The answer displays consistent and convincing evidence of independence of thought. There is a high level of intellectual rigour and consistency when discussing virtually all issues. It contains outstanding expressive skills with considerable creativity and originality. Tasks are addressed to an exceptional level/degree. There is exceptional creativity and content for the presentation tasks. There is exceptional evidence of analysis and evaluation of appropriate conceptual models and theories that were learnt in the module to justify choices made and are professional/practitioner level.
The answer displays consistent and convincing evidence of independence of thought. There is a high level of intellectual rigour and consistency when discussing virtually all issues. It contains exceptional expressive skills with exceptional creativity and originality. Exceptional use of terminology. acceptable accuracy of expression. intellectual skills which at times go beyond description.
Excellent use of terminology. There is excellent use of learning resources, work and arguments are well structured with accurate expression.
Outstanding use of terminology. There is outstanding use of learning resources, with a degree of autonomy/exploration that clearly exceeds the assessment brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. There is exceptional use of learning resources, with a high regard for autonomy/exploration that clearly exceeds the assessment brief. Exceptional structured/accurate expression. Demonstrates intellectual originality and imagination. 60 marks 0-17 18-23 24-29 30-35 36-41 42-47 48-53 54-60 Response to questions The response to questions from the assessor was not answered with complete silence or answer was irrelevant to what was asked. A maximum of 5 marks may be given if a somewhat relevant answer is provided but is confusing and very shallow/brief. Limited response to questions from the assessor. Incomplete or deficient relevant answer was provided to what was asked. Generally demonstrated limited understanding of the module and its requirements.
Adequate response to questions from the assessor. Relevant answer was provided to what was asked. But does contain some deficiencies. Generally demonstrated adequate understanding of the module and its requirements. Sound response to questions from the assessor. Relevant answer was provided to what was asked. But does contain some deficiencies. Generally sound adequate understanding of the module and its requirements. Good response to questions from the assessor. Relevant answer was provided backed up with correct use of terminology, models and theories and good judgement to what was asked. Generally demonstrated good understanding of the Excellent response to questions from the assessor. Highly relevant answer was provided backed up with excellent use of terminology, models and theories and excellent judgement Generally demonstrated excellent understanding/grasp Outstanding response to questions from the assessor. Extremely relevant answer was provided backed up with excellent use of terminology, models and theories and outstanding judgement Generally demonstrated outstanding understanding/grasp of the module and its requirements. Exceptional response to questions from the assessor. Exceptionally relevant answer was provided backed up with exceptional use of terminology, models and theories and excellent judgement Generally demonstrated exceptional understanding/grasp of the module and its requirements. Generally demonstrated deficient understanding of the module and its requirements.
module and its requirements. of the module and its requirements. 20 marks 0-5 6-7 8-9 10-11 12-13 14-15 16-17 18-20 Professionalis m & Presentation skills Very weak presentation skills demonstrated. Presentation style was not engaging; style and delivery of the presentation was non-existent or very weak. No eyecontact, use of voice left much to be desired and not loud enough nor confident. Student was outright reading from material/script/slides. Student could not complete the presentation in the Limited presentation skills demonstrated. Presentation style demonstrated limited engagement, style and delivery of the presentation was limited. Limited eyecontact, use of voice and not loud enough or generally lacking confidence. Student was reading from material/script/slides . Student could not complete the presentation in the allocated time of 5 minutes. Adequate presentation skills demonstrated. Presentation style demonstrated adequate engaging style and delivery of the presentation, little eye-contact, use of voice and not loud enough or generally lacking confidence. Student was somewhat reading from material/script/slides. Student could complete the presentation in the Sound presentation skills demonstrated. Presentation style demonstrated a sound engaging style and delivery of the presentation, some but infrequent eyecontact, use of voice and not loud enough or generally somewhat confident. Student was somewhat reading from material/script/slides . Sound timemanagement skills of presentation. Good presentation skills demonstrated. Presentation style demonstrated a good engaging style and delivery of the presentation, some eye-contact, use of voice and loud enough. Somewhat confident. Some reading from material/script/slides. Good timemanagement skills of presentation. Punctual to the meeting. Excellent presentation skills demonstrated. Presentation style demonstrated an excellent engaging style and delivery of the presentation, excellent eyecontact, use of voice and loud. Confident presentation style. Minor reading from material/script/slides . Excellent timemanagement skills of presentation. Punctual to the meeting. Outstanding presentation skills demonstrated. Presentation style demonstrated an outstanding engaging style and delivery of the presentation, outstanding eye-contact throughout, outstanding use of voice and loud. Outstanding confidence demonstrated. Minor to no reading from material/script/slides. Outstanding timemanagement skills of presentation. Punctual to the meeting. Exceptional presentation skills demonstrated befitting a professional/practitioner. Presentation style demonstrated a consummate and exceptional, engaging style and delivery of the presentation. Exceptional eye-contact throughout, Exceptional use of voice befitting a professional. Exceptional confidence demonstrated. No reading from material/script/slides. Exceptional timemanagement skills of presentation. allocated time of 5 minutes. Late to the meeting. Late to the meeting.
allocated time but seemed rushed. Punctual to the meeting.
Punctual to the meeting. Punctual to the meeting.
10 marks 0-2 3 4 5 6 7 8 9-10 Academic Skills Lacking citations. Lacking academic references and reference list. Where there is evidence of a reference list the format is not Harvard. Significant grammar, spelling and other structural errors. Limited use of citations but incorrectly formatted. Significant errors in Harvard formatting of the reference list. Some but significant grammar, spelling and other structural errors. Adequate citations and references. Adequate Harvard referencing formatting of these but with some errors. Some grammar, spelling and other structural errors. Sound citations and references. Sound Harvard referencing formatting of these but with some errors. Some grammar, spelling and other structural errors. Good citations and references. Good Harvard referencing formatting of these but with minor errors. Good but minor grammar, spelling and other structural errors. Excellent academic citations and references. Excellent Harvard referencing formatting of these but with very minor errors if any. Very minor grammar, spelling and other structural errors but excellent overall. Outstanding academic citations and references. Excellent Harvard referencing formatting of these but with no errors. Very minor grammar, spelling and other structural errors but outstanding overall.
Exceptional academic citations and references demonstrating wide reading. No errors in formatting citations and reference list as per Harvard Referencing. No grammar, spelling and other structural errors.
10 marks 0-2 3 4 5 6 7 8 9-10
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 5 – the Breadth stage Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required. Mark Bands Outcome Characteristics of Student Achievement by Marking Band for ARU’s Generic Learning Outcomes (Academic Regulations, Section 2) Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills 90- 100% Achieves module outcome(s) Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. With some additional effort, work may be considered for internal publication Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. With some additional effort, work may be considered for internal publication 80- 89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality with clear originality and autonomy and imagination. Outstanding team/practical/professional skills 70- 79% Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Excellent academic/ intellectual skills and team/practical/professional skills 60- 69% Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills 50- 59% Sound knowledge base that begins to explore and analyse the theory and ethical issues of the discipline
Sound use of learning resources. Acceptable structure/accuracy in expression. Sound level of academic/intellectual skills, going beyond description at times. Sound team/practical/professional skills. Inconsistent self-direction 40- 49% A marginal pass in module outcome(s) Adequate knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension Adequate use of learning resources with little self-direction. Some input to teamwork. Some difficulties with academic/intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills 30- 39% A marginal fail in module outcome(s) . Satisfies default qualifying mark Limited knowledge base; limited understanding of discipline and its ethical dimension Limited use of learning resources, working towards self-direction. General difficulty with structure and accuracy in expression. Limited academic/ intellectual skills. Still mainly imitative and descriptive. Team/practical/ professional skills that are not yet secure 20- 29% Fails to achieve module outcome(s) Qualifying mark not satisfied. Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension Little evidence of use of learning resources. No self-direction, with little evidence of contribution to teamwork. Little evidence of academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills 10- 19% Deficient information base. Deficient understanding of discipline and its ethical dimension Deficient use of learning resources. No attempt at self-direction with inadequate contribution to teamwork. Deficient academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive. Deficient practical/professional skills 1- 9% No evidence of any information base. No understanding of discipline and its ethical dimension No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to teamwork. No evidence academic/ intellectual skills and incoherent structure/ expression. No evidence of practical/professional skills 0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes