Georgia teacher certification tests, field 17: marketing education, objectives and assessment characteristics [June 1993]

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Werner Rogers State Superintendent of Schools Georgia Department of Education

Georgia Teacher Certification
Tests
Field 17: Marketing Education Objectives and Assessment Characteristics
Produced by
Georgia Assessment Project Georgia State University
For Georgia Department of Education Division of Research, Evaluation and Assessment
Atlanta, Georgia
Objectives effective June 1991 First printing March 1991
First revised printing June 1992 Second revised printing June 1993

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The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in Marketing Education. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 40 marketing educators statewide provided judgments on a comprehensive set of task statements. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists-teachers, supervisors, and teacher educators-examined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. More than 30 content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that they accurately assess the objectives for which they are written and that they do not contain any elements that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact:
Test Administration Unit Division of Research, Evaluation and Assessment
Georgia Department of Education 1866 Twin Towers East
Atlanta, Georgia 30334-5030 (404) 656-2556
Werner Rogers State Superintendent of Schools
TO 17

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Introduction
This guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) in Marketing Education. Educators from across Georgia participated in the preparation of these objectives, which became effective with the June 1991 administration of the TCT in Marketing Education. When preparing for the TCT, you should review each objective, content component, and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that:
1. Most TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer.
2. There are no penalties for guessing. 3. While you will be given 3t hours of actual test time, you may request up to one hour of
additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content-
weighting information given with each objective statement on page 7 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the total number of correct answers on the test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center.
Acknowledgements
The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators who volunteered their time and expertise to develop these objective specifications.
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Using The Objective Specifications
Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective.
Statement of the Objective
Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies, recognizes, demonstrates); a content term (e.g., financing); and a context (e.g., academic, application, instructional).
An objective might read, "The marketing educator identifies and applies human resource foundations in academic, application, or instructional contexts."

Assessment Characteristics

Assessment characteristics define what an objective is intended to test; that is, the acceptable range of content to measure an objective. The characteristics may include definitions, limits to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective.
A content component further defines content within an objective (e.g., within Objective 08, "0810-human relations skills" is a content component). An indicator describes content within a content component (e.g., in Objective 08, "0812-customer relations" is an indicator under the content component "0810-human relations skills"). Some content components have no indicators to subdivide them.

Examples
Sample test items illustrate possible item content and formats used to assess each content component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample test items are indicated by bold italics.

Using the Objective Reference Numbers

The objective reference number is a six-digit code that identifies pertinent information about any sample test item. Objective reference numbers are used to designate sample test items by the objective, content component, indicator, and context for which they are written.
Prospective examinees should use the objective reference numbers only as a way of relating sample test items to the appropriate content component or indicator or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system.

Each digit of the six-digit reference number contains specific information about a sample test item:

The first two digits (081201) identify the objective for which the item has been written. Objective 08 deals with "human resource foundations."

The third digit (08,1201) indicates a specific content component within an objective. All

objectives have at least one content component. Content component! for this objective refers to

"human relations skills."

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6 The fourth digit (081201) refers to an indicator, if there is one, within a content component.
Indicator 2 in this case raters to "customer relations." If there are no indicators for the content component, the fourth digit is ~ (e.g., 021~01).
The final two digits (081201) define the context in which the item is presented. Items for marketing education have three possible contexts:
01 Academic-Items require the marketing educator to answer questions or demonstrate knowledge from a theoretical perspective. These are often "recall" type questions.
02 Application-Items require the marketing educator to apply specialized knowledge to solve a hypothetical problem or analyze a hypothetical situation.
03 Instructional-Items require the marketing educator to apply specialized knowledge to solve a hypothetical problem or analyze a hypothetical situation in a teaching environment.
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Field 17: Marketing Education Objectives

Objective 01: The marketing educator identifies and interprets the foundations of marketing and business in an academic, application, or instructional context. This objective accounts for approximately 11-17 percent of the items on the test.

Objective 02: The marketing educator demonstrates knowledge of financing and risk management in an academic, application, or instructional context. This objective accounts for approximately 5-11 percent of the items on the test.

Objective 03: The marketing educator identifies and applies principles of selling and promotion in an academic, application, or instructional context. This objective accounts for approximately 12-18 percent of the items on the test.

Objective 04: The marketing educator identifies and applies principles of economics in an academic, application, or instructional context. This objective accounts for approximately 6-12 percent of the items on the test.

Objective 05: The marketing educator identifies and applies principles of distribution in an academic, application, or instructional context. This objective accounts for approximately 3-9 percent of the items on the test.

Objective 06:

The marketing educator identifies and applies procedures for product and service planning as well as marketing information management in an academic, application, or instructional context. This objective accounts for approximately 4-10 percent of the items on the test.

Objective 07: The marketing educator identifies and applies principles of purchasing and pricing in an academic, application, or instructional context. This objective accounts for approximately 5-11 percent of the items on the test.

Objective 08: The marketing educator identifies and applies principles of human resource foundations in an academic, application, or instructional context. This objective accounts for approximately 12-18 percent of the items on the test.

Objective 09: The marketing educator demonstrates knowledge of program procedures and management in an academic, application, or instructional context. This objective accounts for approximately 14-20 percent of the items on the test.

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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 01: The marketing educator identifies and interprets the foundations of marketing and business in an academic, application, or instructional context.
Assessment Characteristics:
Content Component 0110 marketing and business fundamentals
Items for this content component deal with the nature of business activities. Items may require the marketing educator to identify or interpret the
importance of marketing in a free-enterprise system; styles, functions, and theories of management; concept of production; types of business ownership; marketing functions (e.g., transportation, finance); marketing strategies and market identification; nature of channels of distribution; and characteristics of retail and wholesale businesses.
Content Component 0120 business operations
Items may require the educator to identify or interpret aspects of the nature of business operations, including
how merchandise is processed before it is distributed; stock management (e.g., inventory control, record keeping, floor plan, display
arrangements, store layout); the proper use of management policies and organizational patterns; applications of problem-solving approaches to the management of people and merchandise; the advantages and disadvantages of offering credit to customers; personnel policies (e.g., pay and fringe benefits) and their use as a way to reduce turnover
and maintain job satisfaction among employees; and fundamentals of business law (e.g., personnel regulations, contracts, and credit regulations).
TCT 17

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Examples for Objective 01:
011001
marketing and business fundamentals
Which management function identifies the process of deciding in advance what is to be done, who is to do it, how it is to be done, and when it is to be done?
(A) controlling (8) directing (C) organizing (0) planning
011001
marketing and business fundamentals
General Motors is an example of which type of business ownership?
(A) corporation (8) partnership (C) cooperative (0) sole proprietorship
011002
marketing and business fundamentals
Four people are prepared to invest equal amounts of money to form a new fitness center. Each person is now involved in another business that requires time to manage. Although they are all very enthusiastic about Investing in a fitness center, none of them has had any experience managing this type of business. Their marketing research, however, indicates that a fitness center should be successful in their community.
Which form of business ownership would be best for the group?
(A) corporation (8) partnership (C) cooperative (0) sole proprietorship

011001
marketing and business fundamentals
Which term best describes the process of planning and executing the conception, pricing, promotion, and distribution of ideas, goods, and services to create exchanges that satisfy individual and organizational objectives?
(A) business (8) marketing (C) management (0) sales promotion
012001
business operations
Self-service stores plan the exact shelf location and the exact number of items of each product on display.
The main advantage of this policy is that it
(A) increases the shelf life of the stock. (8) eliminates the need for a stock room. (C) decreases security problems and aids in
inventory control. (0) decreases the number of times the shelves
have to be stocked each week.
012001
business operations
Which is NOT an advantage of offering credit to the customer?
(A) Credit customers are likely to be more regular than cash customers.
(8) Credit customers tend to spend more money than they can afford.
(C) Goods can be exchanged and adjustments made with greater ease.
(0) Credit builds goodwill and confidence between the store and the customer.

TCT 17

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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 02: The marketing educator demonstrates knowledge of financing and risk management in an academic, application, or instructional context.
Assessment Characteristics:
Content Component 0210 financing
Items for this content component assess the marketing educator's knowledge about the nature and scope of financing, including money, banking, and credit as related to businesses and consumers. Items may require the educator to
explain the purposes and importance of extending credit; identify various types of credit; apply mathematical concepts and operations in the context of financing; evaluate business opportunities in terms of investment required and expected profits; interpret profit and loss statements; identify appropriate uses of computer software for financing applications; identify costs and sources of credit; and identify credit procedures, including the components of a credit application.
Content Component 0220 risk management
Items may require the educator to identify types of risk; identify types of risk management, including insurance; describe routine security precautions; identify proper safety precautions; summarize procedures for handling accidents; and identify methods for reducing stock shortages due to shoplifting and employee theft using such techniques as floor plan, display arrangements, store layout, and surveillance systems.
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Examples for Objective 02:
021001
financing
Which business information must an income statement include?
(A) sales, gross profit, purchases, mark-up (8) beginning inventory, sales, purchases,
ending inventory (C) inventory, gross profit, net profit, inventory
turnover rate (0) beginning inventory, inventory turnover rate,
sales, expenses
021002
financing
If net sales are $50,000 and cost of goods sold is $40,000, which is the gross margin ratio to net sales?
(A) 20 percent
(8) 40 percent (C) 50 percent (0) 80 percent
022002
risk management
The store manager notices a large number of items missing from a display located near the front of the store. Upon checking receipts, he realizes the items have been stolen.
To remain competitive, which is the most effective course of action to prevent further shoplifting?
(A) relocate display (8) increase insurance coverage (C) raise price of displayed items (0) discontinue stocking displayed items

022003
risk management
The school store is experiencing a problem with inventory shrinkage. The teacher is sure that more than one student employee is involved in stealing.
Which is the most effective way to address the problem?
(A) teach students how to identify a shoplifter (8) tell the students to stop stealing (C) illustrate the cost of pilferage (0) teach inventory control

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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 03: The marketing educator identifies and applies principles of selling and promotion in an academic, application, or instructional context.
Assessment Characteristics:
Content Component 0310 selling principles
Items may require the educator to explain the purpose and importance of wholesale and retail selling. Topics may include
company selling policies; types of customers; buying motives as a basis of sales presentation; customer buying decisions; key factors in building a clientele; the selling process, such as:
prospecting techniques opening the sales presentation questioning/probing for information suggesting product substitution demonstrating product using feature/benefit selling negotiating selling contract closing the sale suggestion selling follow-up techniques; sources of product information; principles of telemarketing; and uses of product information.
Content Component 0320 promotion
Items may require the educator to identify and apply
the role and types of promotion (e.g., personal selling, advertising, publicity, or sales promotion);
the concept of promotional mix; appropriate media choices for sales promotion; and general principles regarding the preparation of advertisements for dissemination.
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Examples for Objective 03: 031001 selling principles
After closing the sale on the primary product, the salesperson offers additional items or accessories to help meet the customer's needs. Which type of selling is illustrated?
(A) trading up (8) inside selling (C) creative selling (0) suggestion selling

031002
selling principles
A customer enters the men's department and immediately begins to look at neckties.
Which is the best sales approach to use with this customer?
(A) greeting (8) merchandise (C) service (0) welcome

031001 selling principles
A customer asks a student working in a shoe store to describe the size, color, and material of a shoe.
To answer correctly, the student must be familiar with
(A) product features. (8) product benefits. (C) direct marketing. (0) indirect marketing.
031002 selling principles
Widget, Inc. added a new product to its line. A salesperson studied the mailing list used by Widget. The salesperson called customers who have purchased similar products.
Which part of the selling process is described?
(A) preapproach (8) prospecting (C) sales presentation (0) suggestion selling
TCT 17

promotion 032001
Which is NOT a type of promotion?
(A) special event (8) idea screening (C) trade premium (0) point-of-purchase display
032003 promotion
A newspaper featured an article about a fashion show conducted by the marketing students of a local school. Which form of promotion was used?
(A) publicity (8) advertising (C) public relations (0) visual merchandising

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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 04: The marketing educator identifies and applies principles of economics in an academic, application, or instructional context.
Assessment Characteristics: Content Component 0410 economics
Items may require the educator to identify and apply basic economic principles as they relate to the relationship of government, business, and society. The focus is on the private-enterprise system while exploring other economic systems generally, and the impact of international marketing issues. Topics may include
types of economic systems; goods and services; resources; utility; supply and demand; risk; competition; productivity; goals of private enterprise, such as profit, full employment, growth, security, and efficiency; various indicators used to describe economic conditions (e.g., gross national product,
personal income, price indexes, and business income); methods used by the federal government to influence and regulate the economic
environment; and impact of international marketing issues.
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Examples for Objective 04: 041001 economics
Buying a loaf of bread at a convenience store is an example of which type of utility?
(A) form
(B) place
(C) possession (0) time

041001 economics
Which is encouraged by a free-enterprise system?
(A) economic competition
(B) production regulations (C) restrictions on ownership (0) government control of property

041002
economics
During the past five years, the local television cable company has increased the price of monthly service from $10.00 to $24.00. Only a small number of customers have dropped service during that time.
Which economic principle is demonstrated by this situation?
(A) elasticity of supply (B) elasticity of demand (C) inelasticity of supply
(0) inelasticity of demand

041003
economics
Which is a role-playing activity appropriate for demonstrating the concept of the division of labor?
(A) Each student sets up his or her own drink stand.
(B) Each student performs a different step in
making paper hats.
(C) Students analyze each step involved in the production of a car.
(0) All students perform each step involved in making paper hats.
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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 05: The marketing educator identifies and applies principles of distribution in an academic, application, or instructional context.
Assessment Characteristics: Content Component 0510 distribution
Items may require the educator to identify the nature and scope of distribution as well as other business activities involved in moving goods or services from producer to consumer, such as
elements of the receiving process; storing considerations; methods for maintaining inventory levels and completing inventory counts; computerized inventory control systems; processing merchandise before it is distributed to selling units; and functions of different types of middle-persons involved in selling such as agents, brokers,
and manufacturers' representatives.
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Examples for Objective 05: 051001 distribution
Which is the term for those who bring buyers and sellers together, forming a temporary relationship, and for whom the "product" is information about what buyers need and what supplies are available?
(A) brokers (8) drop shippers (C) manufacturer's agents (D) commission merchants
051002 distribution
Which sales situation best illustrates direct distribution? (A) consumer buying a used car at a dealership (8) grocer belonging to a grocer co-op (C) shrimper selling catch to a local restaurant
(D) farmer selling at a roadside vegetable
stand
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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 06: The marketing educator identifies and applies procedures for product and service planning as well as marketing information management in an academic, application, or instructional context.
Assessment Characteristics: Content Component 0610 product and service planning
Items may require the educator to determine the nature and scope of product/service planning, interpret the nature of product life cycles, identify pertinent grades and standards, identify types and functions of guarantees and warranties, and apply problem-solving approaches to the management of people and merchandise.
Content Component 0620 marketing information management
Items may require the educator to identify and apply the nature of marketing research, how a market research study is carried out and the results reported, the purposes and functions of management policies and organizational patterns, internal and external sources of information, the distinction between primary and secondary data, appropriate uses of computer software as a marketing information tool, and business opportunities in terms of investment required and expected profits.
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Examples for Objective 06:
061002
product and service planning
A soap company's sales remain steady.
In which stage of the product life cycle is the soap company?
(A) decline (B) growth (C) introduction (0) maturity
061002
product and service planning
A customer has reported a problem with the fuel pump on her new car to the sales representative. She wants to know who has to pay for the cost of replacement.
Which is the best source of information for the salesperson to use?
(A) sales contract (B) service records (C) owner's manual (0) product warranty
062002
marketing Information management
"Marketing Eye," a marketing research company, conducted research for the Toys Are Fun Co. Respondents were asked to view 10 television commercials about a new toy and express what they liked and disliked about the commercials.
Which type of research was conducted?
(A) advertising (B) market (C) product (0) sales
1<T17

062001
marketing information management
Studying the population to determine how a child influences family purchases of brand-name products would be which type of market segmentation?
(A) behavioral (B) demographic (C) geographic (0) industrial

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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 07: The marketing educator identifies and applies principles of purchasing and pricing in an academic, application, or instructional context.
Assessment Characteristics: Content Component 0710 pricing
Items may require the educator to identify elements of the nature and scope of pricing, including profit and loss, features of record-keeping systems that identify rate of sale as well as the amount of merchandise on hand, pricing objectives, the effect of competition on selling price, and the distinction between cost and selling price.
Content Component 0720 purchasing
Items may require the educator to identify functions of different types of middle-persons involved in purchasing such as agents, brokers, and manufacturers' representatives; characteristics of effective pricing in relationship to purchasing; factors that affect cost, such as shipping and buying terms; the relationship between pricing and decisions about product, place, and promotion; uses of computer software for making purchasing decisions; and who purchases and sets prices in large and small businesses.
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Examples for Objective 07: 071001 pricing
An increased customer demand would have which effect on selling price?
(A) no effect
(B) increased price
(C) decreased price (0) increased production with no change in selling
price
071001 pricing
Which pricing policy maximizes profits at the introductory stages of the product by selling at a high price before aiming at more price-sensitive customers?
(A) one price policy (B) flexible price policy
(C) skimming price policy
(0) penetration price policy
071002 pricing
The retail price for a pair of gloves, including a 5 percent sales tax, is $36.75. The cost of the gloves Is $20.
What is the initial mark-up on the gloves?
(A) $1.75
(B) $15.00
(C) $16.75 (0) $35.00

071002 pricing
A large retail discount store moves into the same area as a food convenience store.
With regard to the products sold in both the discount store and the convenience store, which response would the convenience store generally make?
(A) raise the selling prices (B) lower the selling prices (C) discontinue the products
(0) keep the same selling prices

072002

purchasing

Read the following information and answer the next two questions.

Cost of Goods Sold
<D Beginning inventory
@ Purchases billed at cost @ Less: purchase discounts
@ Purchases at net cost @ Plus: freight-in
@ Net cost of delivered purchases Cost of goods available for sale
@ Less: ending inventory at cost Cost of goods sold

$8,000 31,000
4,000 27,000
2,000 29,000 37,000
7,000

Which factor(s) affect(s) the cost of goods available for sale?

(A) @ (B) @
(C) <D, @, @ (0) @, @, @ (correct response)

Which is the cost of goods sold?

(A) $37,000 7,000
(B) $37,000 + 7,000 (C) $37,000 - 8,000 (0) $37,000 + 8,000

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Examples for Objective 07: 072002 purchasing
A store purchases $500 worth of goods with a 2110, N/30 cash discount. If the discount is taken, which is the amount due?
(A) $400 (8) $450 (C) $470 (D) $490
072001
purchasing
Which billing term allows for the longest delay in payment for goods?
(A) cash discount (8) cash on delivery (C) end of month dating (EOM) (D) receipt of goods dating (ROG)
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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 08: The marketing educator identifies and applies human resource foundations in an academic, application, or instructional context.
Assessment Characteristics:
Content Component 0810 human relations skills
Indicator 0811 employee relations Items assess knowledge and skills necessary for
setting personal goals (e.g., positive self-image, professional integrity, leadership abilities);
developing positive working relationships; orienting new employees; and understanding the role of good grooming and hygiene in successful marketing. Indicator 0812 customer relations Items assess knowledge and skills necessary for understanding positive customer/client relationships; directing the customer/client to other locations; handling difficult customers; interpreting business policies to customers/clients; and handling customer-service issues (e.g., inquiries, complaints).
Content Component 0820 communications
Oral and written communication skills include good telephone etiquette; customer contacts; interdepartmental/company correspondence; public speaking; and career-development activities involving written or oral communication, such as - preparing a resume, - writing a letter of application. - completing a job application, and . interviewing for a job.
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Content Component 0830 solving mathematical problems
Items may require the educator to make change; make calculations involving tax, discounts, markups and markdowns, finance charges, and miscellaneous charges for purchases; and calculate and verify inventory.
Content Component 0840 career development
Career-development skills include those needed to secure and maintain jobs and advance in organizations, including
job opportunities in marketing for individuals with different levels of skill, job searches, types and purposes of employment tests, skills and knowledge tested in employment tests, the importance and consequences of employee morale, procedures for evaluating job performance, principles of employee progression within organizations, advantages of participating in local business or civic organizations, and entrepreneurial opportunities.
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Examples for Objective 08: 081101 employee relations
A direct result of good employee relations is increased
(A) customer loyalty. (8) productivity. (C) profits. (0) sales.
081201 customer relations
To keep customers wanting to come back, which must the management and employees work to maintain in their relationship with the customers?
(A) empathy (8) goodwill (C) loyalty (0) productivity
082001 communications
The most important trait for a company to consider when hiring a new customer-service telephone operator is
(A) an extensive vocabulary. (8) a clear, pleasant speaking voice. (C) familiarity with employees' names. (0) knowledgeability about the company.

083002
solving mathematical problems
A customer makes the following purchases: 2 pairs of jeans @ $22.95 3 V-neck sweaters @ $19.98 1 silk tie @ $14.95
The sales tax rate is 4 percent.
Which is the total amount of sale including tax?
(A) $57.88 (8) $60.20 (C) $120.79 (0) $125.62
083002
solving mathematical problems
A customer buys two blouses at $52.95 each, one business suit regularly priced at $180 on sale for 25 percent off, and three pairs of hose at $6.50 each. The sales tax on these items is 6 percent.
Which is the amount owed by the customer?
(A) $260.40 (8) $276.02 (C) $305.40 (0) $323.72

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27 Examples for Objective 08: 084001 career development
Which concern is LEAST appropriate for a prospective employee to bring up in a job interview?
(A) most important responsibilities (B) number of vacation days (C) training requirements (D) uniform requirements
084003 career development
A second-year marketing student has been employed as a reservation agent for ABC Travel Agency. In which marketing career level is the student employed, as identified by the National Curriculum Committee for Marketing Education (1987)?
(A) career-sustaining level (B) marketing supervision (C) marketing specialist (D) entry level
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TEACHER CERTIFICATION TESTS Field 17: Marketing Education
Objective 09: The marketing educator demonstrates knowledge of program procedures and management in an academic, application, or instructional context.
Assessment Characteristics:
Content Component 0910 administration
Items may require the educator to demonstrate knowledge and skills adequate to develop long-range and short-range objectives; collect, analyze, and interpret occupational information and community survey data; prepare, interpret, and file department records, reports, information, and formal communications; maintain up-to-date instructional materials and equipment; evaluate the total program to measure achievement of program goals; involve business and industry personnel in planning the instructional program through the use of a formal advisory committee; evaluate community impact of the program and promote community awareness; maintain professional development activities; and attend to issues related to the safety of students in their learning environments.
Content Component 0920 instruction
Items may require the marketing educator to demonstrate knowledge and skills adequate to implement an industry-validated competency-based curriculum to provide instruction for marketing, merchandising, and management suitable to the community and evaluate student performance and achievement.
Content Component 0930 job-training coordination
Items may require the marketing educator to demonstrate knowledge and skills adequate to coordinate on-the-job training with correlated classroom instruction on the basis of information obtained from the employer and current marketing occupational resources; identify and select training stations for the placement of each cooperative student based on student abilities and career objectives in marketing; conduct training-sponsor orientation sessions and have a training agreement signed and on file;
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develop individual training plans with employers for management of on-the-job instruction, correlation of classroom instruction with students' job experiences, documentation of student development, and advancement of students toward career goals;
provide supervision of the on-the-job learning experiences (e.g., periodic coordination visits, observation and consultation with the training sponsor to review the training program and student evaluations);
maintain and analyze coordination records, follow-up reports, and student files; and monitor changes in the job market and ensure compliance with federal, state, and local
regulations.
Content Component 0940 OECA activities
Items may require the marketing educator to demonstrate knowledge and skills adequate to use DECA activities as an instructional method to assist students in development of knowledge and skills, in the field of marketing, that contribute to occupational competence; develop an annual chapter of Program of Work, to include activities for: Vocational Understanding, Social Intelligence, Civic Consciousness, Leadership Development, Marketing Education Program, and Local Chapter Organization; promote good citizenship; assist with planning and supervising local, district, and/or state DECA conferences; prepare DECA members for participation in the following career development activities: District Leadership Conference, State Career Development Conference, and National Career Development Conference; prepare DECA members to hold leadership positions and coordinate these activities; train students to manage the financial affairs of the local DECA chapter; manage the public relations activities for DECA at the local level; and evaluate DECA activities.
Content Component 0950 guidance and counseling
Items may require the marketing educator to demonstrate knowledge and skills adequate to counsel students on job placement, personal needs, and economic and social situations relating to job adjustment and advancement; provide information on career planning, postsecondary training, scholarship availability, and other educational opportunities; and analyze students' cumulative records and follow-up data.
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Examples for Objective 09: 091001
administration
Who is required by law to keep a student's worker permit on file?
(A) employer (B) parent (C) school (D) student
092001
instruction
Endorsement of the Marketing Education program by a panel of merchants would be part of the
(A) SACS study. (B) program of work. (C) industry certification. (D) tax equity evaluation.
093001
job-training coordination
Which document outlines the responsibilities of the student, parent, school, employer, and coordinator in a marketing program?
(A) training plan (B) training agreement (C) wage and hour report (D) student information sheet

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093001
job-training coordination
Which marketing education form specifies competency-based activities to be completed in a given period of time?
(A) Student Employee Evaluation (B) Weekly Activity Report (C) Training Agreement (D) Training Plan
093003
job-training coordination
Which person would probably be LEAST qualified to serve on an advisory committee for marketing education?
(A) president of Chamber of Commerce (B) manager of McDonald's (C) Days Inn desk clerk (D) parent
094001
OECA activities
DECA, the marketing education student organization, is primarily an instructional tool to provide students with activities for vocational understanding, social intelligence, civic consciousness, and
(A) job placement. (B) leadership development. (C) employer-employee understanding. (D) competition with other students at a statewide
level.

T(: 1/

Examples for Objective 09:
094003
DECA activities
Adoption of a grandparent at the local senior citizens' home may be conducted as a DECA project to promote
(A) social intelligence.
(B) civic consciousness.
(C) leadership development. (D) vocational understanding.
095003
guidance and counseling
Martha hopes for a career in marketing. Her teacher thinks Martha has the ability to become a successful salesperson and that she has a talent for selling ideas as well as merchandise, along with an ease in dealing with people.
Which occupation should Martha's teacher recommend?
(A) personnel manager in a small department store
(B) sales representative for a growing
company
(C) buyer for a large firm dealing in fashions (D) copywriter in an advertising agency

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095003
guidance and counseling
Lydia is a student who is receptive to instruction and works well with others. Although she is adaptable, she does not like taking responsibility and is withdrawn.
Under which leadership style is Lydia most likely to work successfully?
(A) autocratic
(B) committee (C) democratic (D) laissez-faire
095003
guidance and counseling
Jim works in an off-price store as a stockperson. Jim's duty is to process incoming shipments of merchandise for the entire store. Jim has been assigned the task of cleaning the restrooms, which are in an extremely unsanitary condition. The proper supplies needed to perform the task are not provided. Jim refuses to clean the restrooms and informs the store manager of his decision. Jim understands that he may lose his job, which would have an effect on his grade. He discusses the problem with his coordinator.
Which response should the coordinator make to help Jim solve his problem?
(A) explain the concept of insubordination to Jim
(B) discuss the problem with the supervisor and Jim
(C) ask the supervisor to relieve Jim of the cleaning duty
(D) discuss with the class the importance of working cooperatively

TCT 17

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and the Carl D. Perkins Vocational and Applied Technology Education Act of 1990); or disability (Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act of 1990) in educational programs or activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies.
The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Perkins Act - Martha S. Staples, Vocational Equity Coordinator Title VI - Bill Gambill, Associate State Superintendent of Schools, Coordinator Title IX - Ishmael Childs, Coordinator Section 504 and ADA - Wesley Boyd, Coordinator
Inquiries concerning the application of the Perkins Act, Title VI, Title IX or Section 504 and ADA to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.
March 1993

Division of Research, Evaluation and Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334-5030

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FIRST CLASS

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Division of Research, Evaluation and Assessment Office of Instructional Services Georgia Department of Education Atlanta, Georgia 30334-5030 (404) 656-2556
Werner Rogers State Superintendent of Schools 1993