Orientation Project Implementation Reporting & Sustainability Testing Efficacy To Ensure Applicability and Impact Module 3, Unit 3, Sub-Unit 1, Session.

Slides:

Advertisements

Similar presentations

By: Edith Leticia Cerda

Advertisements

Analyzing Student Work

Process Skill Writing / Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose.

12 Solving a Problem: Crime and Justice. 2 2 Learning Outcomes Identify real world applications for solving a problem. Understand the steps for writing.

Evaluating Creatives *  Concept Testing: Assessment of potential Creatives  Communication Research: A Look at the Advertising Creative  Copy Testing:

Writing Persuasive Messages Chapter 10. Purpose To change your audience’s beliefs, actions, or values by providing sound, credible advice to solutions,

WEBQUEST Let’s Begin TITLE AUTHOR:. Let’s continue Return Home Introduction Task Process Conclusion Evaluation Teacher Page Credits This document should.

Evaluation is a professional and ethical responsibility and is a core part of PHN professional practice Commitment to evaluation helps build the PHN intelligence.

Midterm Review Evaluation & Research Concepts Proposals & Research Design Measurement Sampling Survey methods.

4550: Evaluating Communications Professor Campbell 2/15/05.

Strategic Management Process Lecture 2 COMT 492/592.

PPA 502 – Program Evaluation Lecture 4a – Qualitative Data Collection.

1 © 2009 University of Wisconsin-Extension, Cooperative Extension, Program Development and Evaluation Collecting Data This is STEP 3 of the five steps.

Evaluation of Training and Education Activities. Objectives By the end of this presentation, participants will be able to List reasons why evaluation.

Group Work  What IEC materials do you use in the community? (type – title)  What is the target audience?  Where is it found?  Which behavior is it.

1 ©IRWIN a Times Mirror Higher Education Group, Inc., company 1997 Collecting and Using Marketing Information.

Session 6: Writing from Sources Audience: K-5 Teachers.

©2015, College for Financial Planning, all rights reserved. Session 16 From Recommendations to Monitoring – Sample Presentation & Client Communication.

 Print is very effective in conveying information and facts, and less effective in generating strong emotional responses.  Use words to describe the.

When you have completed this chapter, you will be able to: Understand why business managers need effective communication skills. List the skills needed.

Paper Prototyping Source:

Educator’s Guide Using Instructables With Your Students.

Analyzing the Persuasive and Informational Genres of the W2 Writing Standard  GPS Review: Comparing/contrasting W1 and W2 Language of the Standards (LOTS)

Session 8 Early Risk Communication Campaign Planning Session 8 Slide Deck Slide 8-1.

The Common Core and Argument Writing. Write: What was your best writing experience? What was your worst writing experience?

1 The Brief What is a brief? –A written document advising where we want to take the brand, containing detailed information such as: Market situation Competitive.

Measuring The Effectiveness of Integrated Marketing Communications

STEPS TO SUCCESSFUL WRITING!. The writing process consists of strategies that will help you proceed from idea or purpose to the final statement.

1. Factors to Succeed in a Presentation 1.1 What is an Effective Presentation? 1.2 Major Factors for an Effective Presentation 1.3 Designing and Developing.

Team-Based Development ISYS321 Determining Object- Oriented Systems Requirements.

Research and Evaluation

Conducting Usability Tests 4 Step Process. Step 1 – Plan and Prep Step 2 – Find Participants Step 3 – Conduct the Session Step 4 – Analyze Data and Make.

Eloise Forster, Ed.D. Foundation for Educational Administration (FEA)

Wells, Moriarty, Burnett & Lwin - Xth EditionADVERTISING Principles and Effective IMC Practice 1 Strategic Research Part 2: Planning and Strategy Chapter.

Reflection helps you articulate and think about your processes for communication. Reflection gives you an opportunity to consider your use of rhetorical.

Three Approaches to New Product Development Consumer Driven Competition Driven Technology Driven Idea generation Concept development and consumer screening.

SURVEY RESEARCH.  Purposes and general principles Survey research as a general approach for collecting descriptive data Surveys as data collection methods.

Creative Strategy and the Creative Process: Concepting SBM 338 Lanny Wilke.

Introduction to Materials Development PPT CCP P. 1.

 Advertising & Media  Unit 3 – Analyzing the customer.

Final Thoughts. Health Communication Process Pre-work Formative Research Strategy Development Pre-testing Implementation Evaluation.

Copyright © Allyn & Bacon 2000 Research and Evaluation Chapter 7 Public Relations: A Values-Driven Process This multimedia product and its contents are.

Accelerating progress through guided writing

Planning your Project Managing your 333T project is like managing any professional project.

Gathering Information Enables You To: 1. Reduce risk 2. Determine consumer attitudes 3. Monitor the environment 4. Coordinate strategy 5. Measure performance.

Creating a Communication Plan. Learning Objectives Create a communication plan Frame your message for specific audiences Select communications channels.

Teaching Writing.

Message Design. Audience Perspective “You don’t build it for yourself. You find out what the people want and you build it for them” - Walt Disney Health.

The Curriculum Development Process Dr. M

Copyright © 2016 by Pearson Education, Inc. All rights reserved. Richard Johnson-Sheehan PURDUE UNIVERSITY Charles Paine UNIVERSITY OF NEW MEXICO Chapter.

Program Evaluation Principles and Applications PAS 2010.

Survey Research Chapter Seven. Chapter Seven Objectives Understand the reasons for the popularity of survey research Learn about types of surveys Understand.

1 Week 8 - Life cycle vs Methodology IT2005 System Analysis & Design.

Communications Action – Public Awareness Research November 2003.

Descriptive Research & Questionnaire Design. Descriptive Research Survey versus Observation  Survey Primary data collection method based on communication.

Argumentative Writing Grades College and Career Readiness Standards for Writing Text Types and Purposes arguments 1.Write arguments to support a.

English Section B: Writing MUMMY!!!. English Section B: Writing Keep calm. Breathe steadily. Focus on the task. PLAN.

COMMON CORE CONTENT STANDARDS Module 1: Read and Know the Standard.

Chapter 4 Becoming a Better Listener Copyright © Allyn & Bacon 2009 This multimedia product and its contents are protected under copyright law. The following.

Focus Groups Defined In-depth discussion on one topic In-depth discussion on one topic Consists of 8 to 12 participants Consists of 8 to 12 participants.

Qualitative Target Audience Formative Research for Health and Development Communicatio n Presentation for SBCC Skills Building Training 8-10 Feb 2016 Agnes.

Class 7: Creative IMC Message Strategies. Contents Message strategy: ‘Big Idea’ IMC message strategy brief The creative process.

Proposing Client Solutions Sherran S. Spurlock January 10, 2006.

© Prentice Hall, 2008 Excellence in Business Communication, 8eChapter Writing Negative Messages.

CONSUMER TESTING Objectives of Module l Learn the various types of consumer tests l Know when to use them

Winston - Salem / Forsyth County Schools ELA Module Two: Writing.

Planning the Effort May 22, 2011 RISK COMMUNICATION.

Facilitator notes: Course on the development, implementation and evaluation of prudent antibiotic use campaigns Module 1: Introduction to the development.

Chapter 4 Instructional Media and Technologies for Learning

Presentation transcript:

Orientation Project Implementation Reporting & Sustainability Testing Efficacy To Ensure Applicability and Impact Module 3, Unit 3, Sub-Unit 1, Session 5

Failed in Focus Group Example: 2

Module 3, Unit 3, Sub-Unit 1, Session 5 3 Pretesting The process of systematically gathering target audience reactions to messages and materials before they are produced in final form

Module 3, Unit 3, Sub-Unit 1, Session 5 4 Use Pretesting To: Determine which of multiple alternative creative directions or messages may be most effective Identify strengths and weaknesses in a single execution (e.g., brochure, poster, etc.)

Module 3, Unit 3, Sub-Unit 1, Session 5 5 Reasons For Conducting Pretest Identify the benefit that resonates most with the target audience Ensure that audience understands the message Identify any “red flags” Strengthen your message Conduct “real world” check Make the materials more appealing Identify weak and strong points

Module 3, Unit 3, Sub-Unit 1, Session 5 6 Which Materials Do You Pretest? Pamphlets, posters, brochures, booklets, flyers, print ads, and TV and radio spots and dramas No need to pre-test: –Bumper stickers or badges –Derivatives of already pretested materials

Module 3, Unit 3, Sub-Unit 1, Session 5 7 Which Materials Do You Pretest? Multiple versions (3 to 4) of creative executions with core messages communicating various benefit exchanges More elaborated version of the materials – containing supporting facts and information

Module 3, Unit 3, Sub-Unit 1, Session 5 8 Criteria Evaluated During Pretesting Comprehension – does the Target Audience (TA) understand the materials? Relevance – Is the material and the message important to TA? Credibility – have trust in the message Acceptability – fitting with the target audience value and culture? Attraction – will it hold the audience’s attention? Persuasion – is it convincing?

Rate this Ad: Comprehension: Relevance: Credibility: Acceptability: Attraction: Persuasion: 9

Rate this Ad: Comprehension: Relevance: Credibility: Acceptability: Attraction: Persuasion: 10

Rate this Ad: Comprehension: Relevance: Credibility: Acceptability: Attraction: Persuasion: 11

12

Module 3, Unit 3, Sub-Unit 1, Session 5 13 Pretesting Process 1. Determine test objectives and choose research methods 2. Draft research instruments (e.g., discussion guides, questionnaires) 3. Secure interviewers and space for conducting research (if required) and identify, screen and recruit research participants 4. Conduct testing and analyze results 5. Based on consumer feedback revise concepts and materials

Module 3, Unit 3, Sub-Unit 1, Session 5 14 Determine Test Objectives and Choose Research Methods Sample Objectives: Ensure that the main message of a [poster, brochure, etc.] is readily understood Ensure that the language and images used in a [poster, brochure, etc.] are clear Select the concept that best communicates the intended message Determine what was unclear or hard to understand Identify the concerns of respondents that need to be addressed by the materials

Module 3, Unit 3, Sub-Unit 1, Session 5 15 Determine Test Objectives and Choose Research Methods Methods: –Expert and gatekeeper review –Focus groups –In-depth interviews –Central location intercept interviews –Self-administered questionnaires

Module 3, Unit 3, Sub-Unit 1, Session 5 16 Expert and Gatekeeper Review Purpose: –Ensure technical accuracy and acceptability To Be Tested : –Content and artistic elements –Print and audio-visual Number: –5 to 10 Pros and Cons

Module 3, Unit 3, Sub-Unit 1, Session 5 17 Focus Groups Purpose: –Group interaction; idea generation; materials evaluation; problem identification To Be Tested : –Print, radio, or TV message concepts, slogans/- tag-lines –Logos and rough artwork Number: –8 to 10 per group –2 groups per segment Pros and Cons

Module 3, Unit 3, Sub-Unit 1, Session 5 18 In-depth Interviews Purpose: –No peer pressure; sensitive issues or complex draft material; hard-to-reach audiences To Be Tested : –Draft brochures/pamphlets, including on sensitive or emotional subjects –Message concepts Number : –Minimum 12 to 24 Pros and Cons Variations

Module 3, Unit 3, Sub-Unit 1, Session 5 19 Central Location Intercept Interviews Purpose: –Short time period and large number of respondents To Be Tested : –Message concepts; print materials (e.g., leaflets, fact sheets, posters); print or radio ads Number: –Minimum Pros and Cons

Focus Group on Tape: 20

Module 3, Unit 3, Sub-Unit 1, Session 5 21 Self-Administered Questionnaires Purpose : –Reactions to materials; large number of respondents To Be Tested : –Print materials such as booklets, brochures, pamphlets Number : – Pros and Cons

Module 3, Unit 3, Sub-Unit 1, Session 5 22 Draft Research Strategy Outline main features of pretest: –Materials to be tested –Variables to be measured –Method –Sample –Estimated length of each interview –Description Control for presentation Pretesting brochures and radio spots

Module 3, Unit 3, Sub-Unit 1, Session 5 23 Secure interviewers and space for conducting research (if required) and identify, screen, and recruit research participants. –“Facilities” –Moderators Pretest Logistics

Module 3, Unit 3, Sub-Unit 1, Session 5 24 Conduct Testing and Analyze Results Observers Note taking Data analysis Pitfalls of data analysis Report writing

Module 3, Unit 3, Sub-Unit 1, Session 5 25 Revise Concepts and Materials Change Possibly change Keep

Module 3, Unit 3, Sub-Unit 1, Session 5 26 Reporting the data Background: research objectives and description of materials tested. Method: include sample size, sample description, how the respondent were recruited) Findings: included reactions and qoutes Conclusions and Recommendation:

Module 3, Unit 3, Sub-Unit 1, Session 5 27 A Word of Caution About Pretesting No guarantees Controlled environment Depends on execution Biases introduced by participants Statistically imprecise Bad advice?

Module 3, Unit 3, Sub-Unit 1, Session 5 28 Myths and Misconceptions About Pretesting “I don’t have the time or money” “I can tell the difference between good and bad materials, so I don’t need to pretest” “Our artist/producer says that pretesting can’t be used to judge creativity”

pdY 29