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Konsep Iklan setelah benefit tidak lagi menjadi faktor diferensiasi

uyungs — Mon, 29 Sep 2008 14:31:23 +0000

Pesan iklan sudah semestinya bermula dari konsep produk yang kuat, karena memang biasanya yang dikomunikasikan dalam pesan iklan adalah benefit unik produk tersebut. Meskipun demikian seiring berjalannya waktu pemasar dapat saja merubah-rubah pesan iklan, khususnya apabila di mata konsumen benefit yang lama sudah tidak lagi dipersepsi sebagai faktor diferensiasi produk, dan pemasar ingin menggali benefit baru yang berbeda dari produk tersebut. Dalam konteks ini, faktor kreativitas menjadi penting.

Personel kreatif biasanya menggunakan beberapa metode dalam upayanya menelorkan appeal iklan. Dengan mewawancarai pelanggan, dealer, pakar dan bahkan pesaing, pekerja kreatif mampu mengira-ngira benefit atau fitur produk apa lagi yang hendak dipromosikan lantaran relevansinya dengan kebutuhan pelanggan. Cara ini disebut metode induktif.

Sebaliknya, sejumlah pekerja kreatif menggunakan kerangka deduktif untuk menghasilkan pesan iklan. Pembeli mengharapkan produk dapat memberikan salah satu dari empat jenis imbalan (reward): rasional, indrawi, sosial dan pemuasan ego. Pembeli mungkin memvisualisasikan reward ini dalam berbagai jenis pengalaman : results-of-use experience, product-in-use experience, atau incidental-to-use experience. Dengan menyandingkan masing-masing jenis reward dan pengalaman maka didapat 12 jenis pesan iklan. Misalnya, pesan “Mencuci pakaian lebih bersih” dari produk deterjen merupakan janji imbalan-rasional yang dikaitkan dengan results-of-use experience. Sementara kalimat “Asyiknya rame-rame..” adalah janji imbalan sosial yang diikuti dengan incidental-to-use experience.

Semakin banyak konsep alternatif iklan dibuat sebelum menetapkan pilihan akan menelorkan hasil yang lebih baik. Namun makin banyak waktu dihabiskan oleh pekerja kreatif menelorkan sejumlah alternatif iklan, semakin terdongkrak pula biaya pembuatan iklan, belum lagi biaya untuk melakukan pretest masing-masing konsep iklan. Untungnya kemajuan teknologi, khususnya program-program grafis komputer kini sangat memudahkan bagian kreatif perusahaan iklan untuk menyusun dan mendeskripsikan berbagai konsep iklan.

Paragraph Writing Ideas Pre-Assessment: Formative Assessment

hgtuttle — Thu, 04 Sep 2008 19:02:37 +0000

I am starting my composition course with a self-assessment of the students' ideas about writing. I ask them to list all the things that make a "good" paragraph. They do this individually on their own paper. Then I ask them to draw a line after the last item. Next they get in groups and each person reads their lists. If they have the same item on the top of their list, they check it off. If they do not have the item and they think it is a good idea, then they write it under the line.

By looking at their papers, I begin to get an idea of what they originally thought about paragraph writing and what ideas they added. This short in class activity (about 4 minutes) provides a good starting point for my understanding of their ideas about paragraph writing. It only takes me a few minutes to go through their papers.

I will keep their sheets to compare their actual paragraph writing against their ideas as soon as they do their first inclass writing.

How do you pre-assess the ability of your students so that you can modify future lessons?

9 hours to go:mein TCS wala banuga....!!!

itsritish — Tue, 29 Jul 2008 17:08:31 +0000

hardly 9 hours to go.

we received the schedule for the first two days.they were distributed in our hostels.we are asked to gather at the Indian medical association auditorium sharply at 8:30 for the induction programme.

we are being provided the transportation from our hostels....thank god...!!

the first day seems to frivolous not much technical stuff...

the second day we gotta write a pretest of 2 and half hour duration...:((

lets see how the day turns to be....!!!

"tomorrow never dies" this title seems to sound apt at this moment....

lookin forward for tomorrow...

Ritz.

Self-Assessment, Teacher Assessment and Improvement

hgtuttle — Mon, 02 Jun 2008 11:07:33 +0000

This semester I have my students in Speech class do a self-assessment (what do they think they will do well on and what do they think are their areas for improvement) before they give a speech. Then they give the speech and do a post-assessment (what do they think they did well on and what do they think were their areas for improvement) . After they give me their pre-post sheet, I give them my assessment. Then I return their pre-post to them so that they can compare their statements and mine. In the next step they pick two areas and write out specifically what they are going to do improve (Not "look up more" but "look up more by (indicating the specific action). During their next speech I look for their indicated improvement.

How do you help your students to improve?

Mystery Object, Critical Thinking, and Pretest

hgtuttle — Thu, 01 May 2008 00:17:45 +0000

I'm teaching a course in critical thinking to college students. I showed them a glass case, asked them to think of five questions to determine what was inside and then to write down the questions. Next, I had them get in groups of 5-6 and read aloud their questions. Then, I asked them to think about the answers of others and their own answers. Finally, I asked them to rewrite their questions based on the questions they had heard. I was amazed at how many students did not change their questions. 20 questions became 100 questions. They handed in their original questions,their reflection and their "revised" questions. I realize that pre-assessment revealed much about their critical thinking and the skills that I have to teach them.

Pre-assessment: Open Eyes or Blinded

hgtuttle — Sat, 01 Mar 2008 01:45:46 +0000

This semester I have given many pre-assessments to my students. Last semester, I made many mistakes in instruction because I did not know enough about my students before the beginning of the semester. I taught material that they knew and did not delve into material that they did not know. I assumed that they could read the textbook when their reading rate and comprehension which I tested once I saw a problem revealed an average class reading rate in the low 100s and a comprehension rate of 60% or lower. I thought that since they were college students they could organize their own writing.

So this semester, I have given them writing diagnostic, writing patterns past knowledge diagnostic, grammar diagnostic, vocabulary diagnostic, and reading diagnostic. I can hear the moans about wasting all the time on diagnostic. My students spend 45 minutes on the combined writing and grammatic diagnostic, three minutes on the vocabulary one, four minutes on the past writing patterns and about 15 on the reading one. So in just about one hour and ten minutes I have done six diagnostic tests that have transformed how I teach writing to the students.

What pre-assessments do you give and how do you change your instruction to better improve your students' learning?

Writing Types Quick Diagnostic - Quick yet meaningful information

hgtuttle — Mon, 25 Feb 2008 00:23:53 +0000

I do not want to teach my writing classes with blinders on. I want to know the students' entering perceptions about writing and their actual writing skills. I made up a quick online survey on Zoomerang. The survey asks the students

To identify if they have done this type of writing
If they have done it how many times 1-6
How well they think they do it 4 (very good)-3-2-1(beginning level )

Narrative (Telling a story)
Definition (What something means)
Classification (Categories of something)
Process (How to do something)
Illustration (Explaining something)
Description (What something looks like? Mood?)
Cause and Effect (What caused something? What was the result?)
Comparison (How similar or different are two items?)
Argument/Persuasion (Convince/Persuade about something)
Research Paper

For them to identify their favorite type of writing and why
For them to identify their least favorite type of writing and why

What they do well in their writing?
What they would like help with in their writing.

As soon as they have completed the survey, I have the compiled results. I now have meaningful information to help me plan the course. I will change it to help them move forward in their writing.

Writing Pretest- Students Top Three Responses to Writing a Paragraph.

hgtuttle — Sat, 23 Feb 2008 00:05:16 +0000

At the start of the semester, I asked my 40+ college students to write down what they think of when they think of writing a paragraph. Then they formed small groups and combined their answers. What do you think were the top three answers?

Scroll down to find out.

Spelling, grammar, and punctuation.

Every group came up with these three answers. These deal with the mechanics of writing, but not the content.

Only half of the groups came up with main idea.

No group listed pre-write or brainstorming. Nothing for revising . So much for the famous writing process.

The more we know about what our students think about a process, the more we can help them.

Test manus

Britt — Tue, 09 Oct 2007 20:40:53 +0000

Jeg har lavet pretest med Jesper, den tog ca 25 min. Jeg har ændret vores test manus på baggrund af pretesten.

Jeg har printet de tre nedenstående dokumenter til testen i morgen (10/10-2007).

Test manus

Skema til indledende interview

Samtykke erklæring

Vi ses på KMD i morgen - Britt

The Point Between Pretest and Post-Test

Martha Rankin — Mon, 08 Oct 2007 16:18:02 +0000

How do we get our students from Pretest to Post-test with success? It's a simple scenario of Point A to Point B, right? Wrong. There's a crucial point between pretest and post-test that we often neglect or shortchange when it comes to CASAS: teaching the CASAS competencies and test-taking strategies. This is my point today. Read on. Lead on!Here are the simple steps of the CASAS assessment process.

Place - Appraisal Test
Diagnose - CASAS Pretest
Instruct - Teach the content, concepts and competencies
Monitor - Post-test

Often, we struggle with the most important step...the point of it all: instruction. It's not that we forget our foremost purpose as teachers. We are committed to teaching our students the essential concepts that include but are not limited to CASAS competencies. We do this job well. The problem is that we don't always know where to go to find specific tools and appropriate instructional materials to help our students succeed in the CASAS assessment process. We need tools that are easily accessible that we can share. So, I'm starting an online resource list here. Please share your ideas, too.

CASAS Training Materials

CASAS Reading Pre-Test Materials (created by NMUSD Adult School)

CASAS Reading Post Test Materials:

CASAS Listening Tests

Rapport til pre-test

Hanne M Jensen — Mon, 01 Oct 2007 21:53:30 +0000

Pre-test rapport 2 Så blev hun endelig færdig. Skriv gerne kommetarer i rapporten. Jeg sender den først til Rokkjer den 2. oktober (som er den deadline han selv har angivet i det udleverede materiale).

Tænkehøjt rapport

Hanne M Jensen — Mon, 01 Oct 2007 14:16:19 +0000

Hej Gruppe

Rapporten bliver først klar i aften. Jeg sender mail til alle når jeg har lagt den ud.

Mvh * Hanne

Brugertest

Britt — Sat, 29 Sep 2007 22:09:40 +0000

Jeg har set på vores brugertest og samlet den som jeg forslår den skal se ud. Jeg har ændret på Helle og EC´s test case. Jeg synes ikke at oplægget og spørgsmålet hænger helt sammen. Derud over overlapper selve oplægget og opgave 3 hinanden. Jeg har prøvet at omformullere Helle og EC´s test case, samt den case som Hanne og jeg lavede. Jeg synes at brugertesten hænger bedre sammen nu.

Brugertest

pretest til hanne, første del af øvelsen

Emma-Catrine — Sat, 29 Sep 2007 09:54:05 +0000

pretest

Diagnostic Test With Technology at the Beginning of the School Year

hgtuttle — Wed, 12 Sep 2007 00:58:50 +0000

Do you start you class at the beginning of the year (within the first few weeks) with a diagnostic test of where the students are in terms of the skills and knowledge that they need for your class? If the diagnostic test does not cover the whole year, does it cover a truly representative part of the course? For example, a business teacher could have the students write a business application letter to be accepted into the course. The business teacher can quickly determine which parts of a business letter the students can already do and which the students need improvement in. The business teacher can determine if the students are writing in a business style. After looking at this short diagnostic test, the business teacher has a solid idea of what he/she can do to improve student learning in the course and how to modify the curriculum.

If the business teacher has set up an analytic rubric, the teacher can record the results for each part of the rubric in a spreadsheet. Therefore the teacher can easily see the class' strengthens and the class' area for improvement as well as individual results.

Pretest Types

hgtuttle — Thu, 02 Aug 2007 00:08:53 +0000

Pretests (diagnostic tests, baseline data tests) do not have to be complex. They do need to assess the standard or the standard component at its highest level of thinking. They do need to assess the comprehensive nature of the standard and the in-depth nature of the standard. There are several types of pretests:

1- Misconceptions. As you have planned the unit, you have thought about all the misconceptions that students in the past have displayed about this standard. You "test" for those misconceptions. You may have results from previous year's tests to pinpoint difficulties students have had.

2-Content knowledge or skills. You ask probing higher level thinking questions about the standard or have students do a task to show their present skills. You only test at the highest level and in the same way that the state test tests it.

3- List of Performance Tasks. Students are given a list of performance tasks or subskills and they check off which ones they are very confident that they can do. Although this a perception pre-test, it helps the students to reflect on their own skills and knowledge and for you to see what they see as their strengthens and weaknesses.

4-Performance Tasks. Have students do a task to show their present level of skills. You only test at the highest level and in the same way that the state test tests it.

Use a spreadsheet to record their results and sort the information so that you can work on the weaker areas that the most students have demonstrated. Teach to what they need to know.

How do you use spreadsheets and other technology to help you in pretesting?

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Pretest

Gio — Sat, 02 Jun 2007 21:46:30 +0000

Protomatricole preparatevi.
Stanno per arrivare.

PRETEST

Pretest di architettura

Gio — Wed, 18 Apr 2007 16:22:53 +0000

pretest

Il sito è ancora in allestimento (il ministero non ha ancora pubblicato le date del test), ma se vuoi fare architettura o design ti consiglio di tenerlo d'occhio... *_°

Pretest Coverage: From Year Long to Small Part of Unit Student Learning

hgtuttle — Mon, 19 Feb 2007 02:44:28 +0000

Pretest (pre-assessment) can cover many different aspects:

1-All the year's key concepts. A Science teacher has developed two questions for each of the key points that she covers during the year. She gives this pretest at the beginning of the year to have a base-line for all her students.

2- Content on the state -test. A Spanish teacher may give the students the previous year's regents at the beginning of the school year to see what skills and knowledge the students have based on the state-test required content.

3- Overarching skills or concepts. An English teacher take a reading comprehension pretest at the beginning of the year to determine how well they comprehend reading materials. The English teacher realizes that if students do not have a high degree of reading comprehension, they will not do well in the course.

3- Several standards components found in a unit. A Math teacher may pull out four questions that are the most difficult and that represent the different standards components from the unit and ask students to solve them.

4- A specific component within a unit. Within a big Government/Civics unit, a Social Studies teacher creates several pretest each one focused on different aspects such as purpose of the constitution, the three branches of government, and Bills of Rights in daily life. As the students finish a section of the unit, they have a pretest for the next section.

So which type of pretest do you use? Do you use your word processor to take your existing standards-based unit exam and slightly modify problems to create a pretest? Do you have a subject area database of possible test qustions? Do you have old state-exams in digital format that you can take questions from?

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Reteach instead of Teach for Greater Student Learning

hgtuttle — Sun, 18 Feb 2007 00:33:36 +0000

You go to visit a specialist, Dr. Cuchil, for the first time. As soon as she walks in the room, she says "Surgery." You go to another specialist, Dr. Tened. He asks you some questions, has some X-rays taken, and moves your hand in various positions. He then suggests a treatment. Dr. Tened has vast knowledge about your condition but bases his comments directly on your condition as he has diagnosed it. One teaches without any knowledge about you. The other one re-teaches based on your information.

I think that reteaching is the key to student learning, not teaching. Reteaching implies that the teachers have made an assessment of student's learning needs and these educators have come up with a different strategy or strategies to help those learners be successful. In a classroom the teachers pretest the students either in paper or, hopefully, electronic means; they analyze the results or look at the electronic results. They become aware of the academic strengthens and weaknesses of their students; they know where learning problems are. Then the teachers use their word processor to modify/change the unit to better help the students; the teachers reteach what the students do not know or cannot do yet. They do not teach what the students already know. They regularly check the students' progress.

Do you teach or reteach? How do you use technology to help you reteach?

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Diagnostic Pre-test With Technology Before Teaching the Standard

hgtuttle — Sun, 11 Feb 2007 00:02:43 +0000

I've noticed that teachers start off a new lesson with the topic, maybe why it is important, and some motivation/hook. I have not seen, in the last few years, any teacher pre-testing students at the start of the topic. I understand the reason not to pre-test students. If we know what students do not know, then we have a responsibility to fill in the gaps. If we do not pre-test, then we do not know anything about learning gaps and we can proceed with our already-planned lesson even it does not fit the needs of the students.

If we pre-test and quickly analyze the results, we have an obligation to modify instruction. We can not simply say that the students need to do more math problems or they need to write more to do better in the standard. We have to discern how to help them travel from where they are to where we want them to be in terms of the standard.

I suggest giving a pre-test the day the students finish the previous unit. Then you have a day to analyze the results and modify your unit according to the new data you have. Some teachers who do not have a district online quiz or test program use survey sites such as Zoomerang and SurveyMonkey that allow them to give 10 question pre-test (multiple choice, True False, ratings, and open-ended) "survey" for up to 100 students. They can set up a quiz quickly. If they write the pretest in a word processor, then they can copy and paste it into the online survey taker program and they will have it for the future. However, the teacher has to copy the survey results since the results will disappear after ten days. Teachers save pretest correction time and basic analysis time when they use these sites.

Do you use another online survey program for pretests? Do you have another way to give online pretests and have them analyzed? Share your information so that we all can have new tools to help us improve our students' learning.

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Pretest Publicitario

carpio — Mon, 23 Oct 2006 22:15:58 +0000

Por lo general, la investigación de comerciales previa a su pauta genera grandes tensiones en el investigador y la agencia de publicidad, al punto de que este tipo de investigación (desde cualquiera de sus formas) por lo general se considera una amenaza.

Este tema ha sido ampliamente discutido, incluso ha sido investigado. Para referencia el estudio de J. Fevreiski, reseñado en un artículo de AMAI titulado Validez Predictiva del Pre-test Publicitario.

Los principales puntos de tensión del Prestest giran en torno a los siguientes argumentos:

- Nunca se va a lograr emular la reacción real del receptor: porque el comercial no está terminado y porque la solo realización del estudio ya supone una variable extraña lejana a la realidad.

- Poner al informante en una posición de juez, en la cual es muy fácil caer y que genera información forzada y no espontánea (si le decimos a alguien que "va a evaluar" algo, ya se pone en una posición más crítica que la que espontáneamente tendría).

- La gente no sabe, ni puede decir verbalmente lo que le va a gustar (muchos son los ejemplos de comunicación calificada en un inicio negativamente que finalmente ha sido exitosa).

Para profundizar en el tema, les recomiendo este artículo, escrito por E. Montesinos y publicado en técnicasdegrupo.com:

¿Qué es testear un anuncio (y qué no es) en investigación cualitativa?