Subject Area BIT – Marketing & Management

ED 3604 – Evaluation of Student Learning Grade Level Introductory 1000 Level

Unit Assessment Plan Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)

Stage 1 – Desired Results

Established Goals – GLO(s):
←1. define target market
←2. identify and describe the components of a target market
←3. identify target markets for a variety of products and/or services
←4. identify and describe a variety of consumer behaviours
←5. demonstrate effective retail sales and service techniques
←6. demonstrate basic competencies
←7. make personal connections to the cluster content and processes to inform possible pathway choices
Understandings: Essential Questions:
Students will understand that…
 Identify and describe a target market and  To what extent do target markets affect products and/or
consumer behaviours. services?
 Recognize quality customer service  To what extent does consumer behavior affect quality
 Recognize cluster connections to possible customer service?
career opportunities

Prior understandings… Students will be able to…

 Prerequisite Course: None
 Supporting Course: MAM1010: Marketing &
Management
 OHS Course
 Base knowledge surrounding business, retail
stores and/or management and marketing
would benefit students. Specifically target
markets, products/services and customer
service skills.
Identify target market components
2.1 identify and describe participants including:
2.1.1 buyers
2.1.2 users
2.1.3 influencers
2.2 identify demographics; e.g., age, sex, income, geographical location,
education, ethnic origin, economic background
2.3 identify psychographics; e.g., lifestyles including attitudes, interests and
habits
Identify Consumer Behaviours
4.1 describe basic needs and identify several examples
4.2 describe secondary wants and identify several examples
4.3 differentiate among recent purchases and indicate if they were needs or
wants
4.4 describe Maslow’s hierarchy of needs and identify purchases made at each
level
4.5 identify and give examples of:
4.5.1 rational buying motives
4.5.2 emotional buying motives
4.6 identify their buying motives on recent purchases
4.7 explain the influences of income on purchases
4.8 describe how advertising influences consumer purchases
4.9 describe the attention, interest, desire, action (AIDA) concept and indicate its
relationship to consumer behaviour
4.10 identify influences on recent purchases
Differentiate Between Salesperson and Sales Clerk
5.3 differentiate between the role of a sales clerk/service provider and a
salesperson.
Create a Promotional Campaign
5.10 assist in preparing promotional campaigns including visual merchandising
Demonstrate effective retail sales techniques
5.1 demonstrate high standards of personal health, grooming and cleanliness
5.2 demonstrate proper interaction and relationships with:
5.2.1 customers
5.2.2 coworkers
5.2.3 supervisors
5.2.4 suppliers

EDUC 3604 – Unit Assessment Plan Template


ED 3604 – Evaluation of Student Learning
Unit Assessment Plan
Where does this lead?
 Future Pathways: Business Basics, Digital
Technologist, Display Designer, E-Commerce,
Retail Management.
 Supporting Course: MAM1010: Marketing &
Management
 Future Modules: MAM1020 creates a
knowledge base surrounding customer
service. This can lead students into modules
relating to retail stores, marketing and/or
management. Such as, MAM2010, MAM2040,
MAM2065, MAM3040, MAM3060 and
MAM3080.
Stage 2 – Assessment Evidence
Pre-Assessment
KWL Chart - Students will complete a KWL chart for prior-knowledge on business, customer service and retail. What they
know already, what they want to know and what they think they will learn in this module according to the course outline
and their understandings of the course.
Formative Assessments
KWL Chart – Students will complete a KWL chart after
their first week working in the school store. They will
record what they knew going into the store, what they
still want to know and what they learnt while in the
store.
Group Brainstorming & Poster – Students will work in
table groups to brainstorm about target markets
(outcomes one and two.) They will then create a
poster showcasing what they know about target
markets (the components, different types, examples
etc.)
Consumer Behavior Organizing with Maslow –
Students will work in table groups to organize cards
with products and services on them. They must
organize them according to Maslow’s Hierarchy of
Needs as a group deciding on the best place to put the
cards.
Target Market – This is the draft copy of the target
market portion of students’ customer service
handbooks. This is where students will identify key
components related to target markets and what they
feel is the most important to remember while working
EDUC 3604 – Unit Assessment Plan Template
Subject Area BIT – Marketing & Management
Grade Level Introductory 1000 Level
Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)
5.4 describe or demonstrate how sales clerks obtain product knowledge
5.5 demonstrate quality customer service when:
5.5.1 preparing sales receipts/bills
5.5.2 dealing with various customer types
5.5.3 handling customer complaints and returns
5.6 demonstrate use of proper approach; e.g., greeting, service, merchandise
5.7 demonstrate the ability to follow store policies and procedures
5.8 demonstrate upkeep and maintenance of a store
5.9 maintain well-stocked shelves
5.11 demonstrate quality customer service skills as a cashier; e.g., using floats,
cashing out, cash reconciliation, preparing store deposits
Demonstrate Basic competencies
6.1 demonstrate fundamental skills to:
6.1.1 communicate
6.1.2 manage information
6.1.3 use numbers
6.1.4 think and solve problems
6.2 demonstrate personal management skills to:
6.2.1 demonstrate positive attitudes and behaviours
6.2.2 be responsible
6.2.3 be adaptable
6.2.4 learn continuously
6.2.5 work safely
6.3 demonstrate teamwork skills to:
6.3.1 work with others
6.3.2 participate in projects and tasks
Create a Resume and Find Job Possibilities
7.1 complete/update a personal inventory; e.g., interests, values, beliefs,
resources, prior learning and experiences
7.2 create a connection between a personal inventory and occupational choices
Summative Assessments
Promotional Campaign – Students will work in pairs or alone to
complete a promotional campaign. The campaign must be
designed to reach their target market and entice them into
visiting the school store. Students must use only the acceptable
list of promotional strategies that are available in their school.
Work in School Store – Students will spend a second week
working in the school store. They are expected to take the
feedback from the first week and apply it to the second week,
hopefully making improvements. Students should apply the
knowledge and skills learnt throughout the module while in the
store.
Quality Customer Service Handbook – Students will be
completing drafts throughout the course to all be combined and
put together to create a handbook. They must include the four
parts worked on in class and may add anything else they see fit
that we cover or experience throughout the course. Students are
expected to use and refer to this handbook when they are
working in the school store, and hopefully afterwards in their
futures.

ED 3604 – Evaluation of Student Learning
Unit Assessment Plan
in customer service.
Consumer Behavior – This is the draft copy of the
consumer behavior portion of students’ handbooks.
This is where students will identify key components of
consumer behavior and what they feel is the most
important to remember while working in customer
service roles.
Sales Clerk vs. Salesperson & Effective Retail
Techniques – This is the draft copy of the sales clerk
vs. salesperson and effective retail techniques portions
of students’ handbooks. Students must identify the
difference between a sales clerk and a salesperson and
their different roles. They must also identify effective
retail techniques that they may use in the future.
Work in School Store - Students will spend a week
working in the school store applying the knowledge
and skills they have learnt throughout the module.
Other Evidence (observations, work samples,
dialogues)
Outcome 6 will be observed throughout each class.
Outcomes 1, 2, 3, 4, 5 & 7 concepts will be discussed in
class with students to ensure understandings.
Outcome 5 will be observed while students are
working in the school store in classes 11-15
(formative) and 18-22 (summative.)
EDUC 3604 – Unit Assessment Plan Template
Subject Area BIT – Marketing & Management
Grade Level Introductory 1000 Level
Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)
Resume & Jobs – Students will be required to access NOC and
OCCinfo and find 3-5 jobs/careers they would be interested in
applying to with their new knowledge on customer service roles.
If they have decided that they want nothing to do with customer
service, they must explain why that is. They must then create a
professional resume showcasing their new skills, knowledge and
experiences gained throughout this course.
Student self-assessment
Students will self-review their work on the draft copy of their
sales clerk vs. salesperson and effective retail techniques
handbook components in class 9.
Students will also be required to self-review and edit the final
copy of their handbooks before handing it in.
Student peer-assessment
Students will peer-review one another’s target market draft copy
for their handbooks in class 4.
 Subject Area BIT – Marketing & Management
ED 3604 – Evaluation of Student Learning Grade Level Introductory 1000 Level
Unit Assessment Plan Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)

Formative Assessments
Sales Clerk
Group Consumer vs.
Brainstorm Behavior Salesperso
Daily Target Consumer
& Poster Organizing n& Work in
KWL Discussions Market Behavior
Title with Effective School
Learning Chart
Maslow
& draft of draft of
Retail Store
Outcomes Observations handbook handbook
Techniques
draft of
handbook
Type Formative Formative Formative
Formative Formative Formative Formative Formative
(Formative/Summative) (week 1)
Weighting - - - - - - - -
1. define target market
2. identify and describe the components of a
target market
2.1 identify and describe participants including: Class 3
2.1.1 buyers
2.1.2 users Class 4
2.1.3 influencers
Class 1 Class 3 Peer Review Class 11-15
2.2 identify demographics; e.g., age, sex, income, Class 2 Discussion Class 7
geographical location, education, ethnic origin,
economic background Teacher
2.3 identify psychographics; e.g., lifestyles including review
attitudes, interests and habits
3. identify target markets for a variety of
products and/or services
4. identify and describe a variety of consumer
behaviours
4.1 describe basic needs and identify several
examples
4.2 describe secondary wants and identify several
examples
4.3 differentiate among recent purchases and
indicate if they were needs or wants
4.4 describe Maslow’s hierarchy of needs and
identify purchases made at each level
Class 6 Class 7 Class 11-15
4.5 identify and give examples of:
4.5.1 rational buying motives
Class 6 Teacher
Discussion
4.5.2 emotional buying motives Review
4.6 identify their buying motives on recent
purchases
4.7 explain the influences of income on purchases
4.8 describe how advertising influences consumer
purchases
4.9 describe the attention, interest, desire, action
(AIDA) concept and indicate its relationship to
consumer behaviour
4.10 identify influences on recent purchases
 Subject Area BIT – Marketing & Management
ED 3604 – Evaluation of Student Learning Grade Level Introductory 1000 Level
Unit Assessment Plan Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)

5.3 differentiate between the role of a sales

Class 9 Class 9 Class 11-15
clerk/service provider and a salesperson. Discussion &
Self-Assess observation
Observation

Class 4
Discussion &
5.10 assist in preparing promotional campaigns Observation
Class 11-15
including visual merchandising
Class 5
Discussion &
Observation
5. demonstrate effective retail sales and service
techniques
5.1 demonstrate high standards of personal health,
grooming and cleanliness
5.2 demonstrate proper interaction and
relationships with:
5.2.1 customers
Class 8
5.2.2 coworkers Discussion
5.2.3 supervisors
5.2.4 suppliers
Class 10
5.4 describe or demonstrate how sales clerks obtain Discussion
product knowledge
5.5 demonstrate quality customer service when: Class 16 Class 16 Class 11-15
5.5.1 preparing sales receipts/bills Discussion observation
5.5.2 dealing with various customer types
5.5.3 handling customer complaints and returns
Class 17
5.6 demonstrate use of proper approach; e.g., Discussion
greeting, service, merchandise
5.7 demonstrate the ability to follow store policies
Class 23
and procedures Discussion
5.8 demonstrate upkeep and maintenance of a store
5.9 maintain well-stocked shelves
5.11 demonstrate quality customer service skills as
a cashier; e.g., using floats, cashing out, cash
reconciliation, preparing store deposits
Class 6
Observation
6. demonstrate basic competencies Class 7
6.1 demonstrate fundamental skills to: Observation
6.1.1 communicate
Class 8
6.1.2 manage information
Class 2 Class 6 Observation Class 3
6.1.3 use numbers Class 1 observation Class 11-15
6.1.4 think and solve problems
observation observation observation Class 10
6.2 demonstrate personal management skills to:
Observation Class 4 Class 7 Class 9 Observation
6.2.1 demonstrate positive attitudes and behaviours
6.2.2 be responsible
Class 16 Class 17 Observation observation observation Class 18-22
observation
6.2.3 be adaptable
6.2.4 learn continuously
Observation Class 5 Observation
6.2.5 work safely
Class 23 Observation
6.3 demonstrate teamwork skills to: Observation
6.3.3 work with others Class 24
6.3.2 participate in projects and tasks
Observation
Class 25
Observation
7. make personal connections to the cluster
content and processes to inform possible
Class 24
pathway choices Discussion &
 Subject Area BIT – Marketing & Management
ED 3604 – Evaluation of Student Learning Grade Level Introductory 1000 Level
Unit Assessment Plan Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)

7.1 complete/update a personal inventory; e.g.,

interests, values, beliefs, resources, prior learning
and experiences Observation
7.2 create a connection between a personal
inventory and occupational choices
 Subject Area BIT – Marketing & Management
ED 3604 – Evaluation of Student Learning Grade Level Introductory 1000 Level
Unit Assessment Plan Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)

Summative Assessments
Quality
Work in
Promotional Customer Resume &
Title School
Learning Campaign
Store
Service Job Listings
Outcomes Handbook
Type Summative Summative Summative
Summative
(Formative/Summative) (week 2)
Weighting 15% 30% 30% 25%
1. define target market
2. identify and describe the components of a target
market
2.1 identify and describe participants including:
2.1.1 buyers
2.1.2 users
2.1.3 influencers Class 18-22 Class 11-15
2.2 identify demographics; e.g., age, sex, income, Class 17
geographical location, education, ethnic origin, economic
background Class 18-22
2.3 identify psychographics; e.g., lifestyles including
attitudes, interests and habits
3. identify target markets for a variety of products
and/or services
4. identify and describe a variety of consumer
behaviours
4.1 describe basic needs and identify several examples
4.2 describe secondary wants and identify several
examples
4.3 differentiate among recent purchases and indicate if
they were needs or wants
4.4 describe Maslow’s hierarchy of needs and identify
purchases made at each level
4.5 identify and give examples of: Class 18-22
4.5.1 rational buying motives
4.5.2 emotional buying motives
Class 11-15
4.6 identify their buying motives on recent purchases Class 17
4.7 explain the influences of income on purchases
4.8 describe how advertising influences consumer Class 18-22
purchases
4.9 describe the attention, interest, desire, action (AIDA)
concept and indicate its relationship to consumer
behaviour
4.10 identify influences on recent purchases

5.3 differentiate between the role of a sales clerk/service Class 18-22 Class 11-15
provider and a salesperson.
observation Class 17
Class 18-22
Class 11-15
5.10 assist in preparing promotional campaigns including Class 4
Class 17
visual merchandising
Class 5
Class 18-22
5. demonstrate effective retail sales and service
techniques
5.1 demonstrate high standards of personal health,
grooming and cleanliness
5.2 demonstrate proper interaction and relationships with:
5.2.1 customers
5.2.2 coworkers
5.2.3 supervisors
5.2.4 suppliers
5.4 describe or demonstrate how sales clerks obtain
product knowledge
5.5 demonstrate quality customer service when: Class 18-22 Class 11-15 Class 24
5.5.1 preparing sales receipts/bills
observation Class 17 Class 25
5.5.2 dealing with various customer types
5.5.3 handling customer complaints and returns Class 18-22
5.6 demonstrate use of proper approach; e.g., greeting,
service, merchandise
Class 25
5.7 demonstrate the ability to follow store policies and
procedures
5.8 demonstrate upkeep and maintenance of a store
5.9 maintain well-stocked shelves
5.11 demonstrate quality customer service skills as a
cashier; e.g., using floats, cashing out, cash reconciliation,
preparing store deposits
 Subject Area BIT – Marketing & Management
ED 3604 – Evaluation of Student Learning Grade Level Introductory 1000 Level
Unit Assessment Plan Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)

7. make personal connections to the cluster content

and processes to inform possible pathway choices
Class 24
7.1 complete/update a personal inventory; e.g., interests, Class 25
values, beliefs, resources, prior learning and experiences
7.2 create a connection between a personal inventory and
occupational choices

Assessment Tool Overview

Assessment Assessment Assessment Assessment
Brief Description FOR AS OF
Tool Learning Learning Learning
Pre-Assessment: Students will write what they
already know, want to know and what they think
they will learn in regard to this course as a pre-
assessment. This will give the students time to sit
down and consider what they already know about
customer service roles and what they really want
to learn from this course. The KWL chart is more
for the teachers use than the students, it will
ensure they know where their students are at and
where they want to be. Teachers should use
student responses to help them plan for the future
classes in this module to benefit the students and
KWL Chart the teacher in the long run. X X
Assessment of/as Learning: Students will write
what they knew going into the school store, what
they still want to learn and what they learnt while
in the school store as an assessment as/for
learning before entering the store for the second
time. This will give students time to reflect on
their time in the store and what they felt they
need more preparation in. Teachers should use
these student responses to plan for the next few
classes to ensure students are prepped and have
learnt what they desire to before entering the
school store again.
Discussions will be held in classes to ensure
students are gaining understanding and
comprehension of the concepts. It is always
encouraged that all students participate in class
discussions; but in class 10 every student must let
the teacher know their understanding some way
during the class.
Discussions & Observations will be completed in classes as well,
X X
Observations especially 11-15 and 18-22, to ensure that
students are doing what is expected of them,
demonstrating basic competencies and
demonstrating the skills they have learnt
throughout the course. Observing students is the
main way to view their progress and
understanding of outcome six, so there will be
observations done daily for this outcome.
 Subject Area BIT – Marketing & Management
ED 3604 – Evaluation of Student Learning Grade Level Introductory 1000 Level
Unit Assessment Plan Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)

Students will work in table groups to brainstorm

about target markets (outcomes one and two.)
They will then create a poster showcasing what
Group they know about target markets (the components,
Brainstorm & different types, examples etc.) This will build their X
Poster knowledge and understanding by being able to
discuss the topics with their peers as well inform
the teacher if the topic needs to be covered more
or if there is a good overall understanding.
Students will work in table groups, they will
receive cards with different products/services
Consumer listed on them and will have to organize them by
Maslow’s Hierarchy of Needs. This will help
Behavior
students strengthen their knowledge of outcome X
Organizing with 4 (especially 4.1-4.4) as they work through and
Maslow discuss with their peers. This activity will show
the teacher, through observation, the students
understandings of those outcomes.
This is the target market draft portion of students’
handbooks Students will peer-assess this draft as
well as having the teacher formatively assess it.
Drafts will be used for formative assessment of
Target Market students understanding as we move through the X X
module. Students can choose any modality to
complete this as long as it can be put into some
type of handbook (paper, electronic, video etc.) at
the end.
This is the consumer behavior draft portion of
students’ handbooks. Drafts will be used for
formative assessment of students understanding
Consumer
as we move through the module. Students can X X
Behavior choose any modality to complete this as long as it
can be put into some type of handbook (paper,
electronic, video etc.) at the end.
This is the sales clerk vs. salesperson and effective
retail techniques drafts for students’ handbooks.
Students will self-assess these drafts during class
Sales Clerk vs. time and make edits as needed. Drafts will be
Salesperson & used for formative assessment of students
X X
Effective Retail understanding as we move through the module.
Techniques Students can choose any modality to complete
this as long as it can be put into some type of
handbook (paper, electronic, video etc.) at the
end.
Promotional Students will build promotional campaigns to try X
Campaign and get their target market interested in visiting
and purchasing from the store. Students will have
to apply their understandings of outcomes 1-4 to
create an appealing promotional campaign.
Students can complete in pairs or on their own,
they have class 5 (and potentially part of class 4 to
complete.) This will be a summative assessment
 Subject Area BIT – Marketing & Management
ED 3604 – Evaluation of Student Learning Grade Level Introductory 1000 Level
Unit Assessment Plan Topic MAM1020: Quality Customer Service
Length of Unit (days) 25 Hours (1-hour Classes)

to check students’ understandings and application

process of outcomes 1-4.
Students will work in the school store and be
formatively assessed and observed by their
teacher. They can choose which format they
would like their feedback given in (write up, check
list, conversation etc.) and the teacher will supply
Work in School them with it. This is to see where students are at
X X
Store in relation to understanding and applying
outcomes midway through the course. This
checkpoint will help the teacher know what to
cover in more depth after this round of working in
the school store.

Students will work in the school store again and

be assessed and observed for a summative
assessment this time. Students can again choose
the format that will benefit them the most to
receive their feedback in. Students are expected to
Work in School
have taken their formative feedback and applied it X
Store to this week of in school store classes and adjust
their habits to improve their skills. This
summative assessment will show where students
are at in understanding and applying outcomes
overall and after receiving feedback.
Students will have worked on this handbook
throughout the entire module adding concepts,
assessing and editing as they see fit. It is meant to
be a guidebook of everything they learn in the
module summed up in one book for easy access
and use. They will use their handbooks while
Quality Customer working in the school store to guide their working
Service practices. Final copy is due at the end of the X
Handbook course and will be a summative assessment to
check students’ understandings, comprehension
and application of topics covered in the course.
Students can choose any modality to complete
this as long as it can be put into some type of
handbook (paper, electronic, video etc.) at the
end.
Students will access NOC and OCCinfo and choose
3-5 jobs they would be interested in applying to
since learning more about retail jobs. Students
will then write a professional resume. Their
resume should feature skills, knowledge and
Resume & Job
experiences gained throughout this module. This X
Listings is a summative assessment that will show the
teacher how the student can make connections
between the module and real-life situations. It will
also show which skills and knowledge the
students place an importance on.