1. Chapter Nineteen Evaluation of Effectiveness

2. Prentice Hall, © 20092 The final section in a campaign plan is: a) Hiring the spokesperson b) Evaluating the effectiveness of the marketing program or campaign c) Finalizing the media budget d) Getting out the message

3. Prentice Hall, © 20093 The final section in a campaign plan is: a) Hiring the spokesperson b) Evaluating the effectiveness of the marketing program or campaign c) Finalizing the media budget d) Getting out the message

4. Prentice Hall, © 20094 When advertising works “as intended,” it could mean: a) There are multiple objectives b) There are multiple ways to evaluate effectiveness c) The advertising produces sales d) All of the above

5. Prentice Hall, © 20095 When advertising works “as intended,” it could mean: a) There are multiple objectives b) There are multiple ways to evaluate effectiveness c) The advertising produces sales d) All of the above

6. Prentice Hall, © 20096 Evaluation of a campaign is done through testing, monitoring, and measurement. a) True b) False

7. Prentice Hall, © 20097 Evaluation of a campaign is done through testing, monitoring, and measurement. a) True b) False

8. Prentice Hall, © 20098 If you wish to deconstruct an ad to see which elements worked, would you use developmental research? a) Yes b) No

9. Prentice Hall, © 20099 If you wish to deconstruct an ad to see which elements worked, would you use developmental research? a) Yes b) No

10. Prentice Hall, © 200910 Diagnostic research, one type of evaluative research, is used: a) To see what elements are working or not working b) In the development phase of the campaign c) Both in the development and post- campaign time period d) To compare an ad idea vs. the competition

11. Prentice Hall, © 200911 Diagnostic research, one type of evaluative research, is used: a) To see what elements are working or not working b) In the development phase of the campaign c) Both in the development and post- campaign time period d) To compare an ad idea vs. the competition

12. Prentice Hall, © 200912 Good evaluation plans do not need models to show how people respond to advertising. a) True b) False

13. Prentice Hall, © 200913 Good evaluation plans do not need models to show how people respond to advertising. a) True b) False

14. Prentice Hall, © 200914 To determine which facts to convey in an advertisement, should one use message development research? a) Yes b) No

15. Prentice Hall, © 200915 To determine which facts to convey in an advertisement, should one use message development research? a) Yes b) No

16. Prentice Hall, © 200916 The coincidental survey is most often used to: a) Anticipate the possibility of a poor brand response b) Assess the environment that affects the advertising audiences c) Identify key targets to address in reworking the ad d) Identify basic problems with broadcast media

17. Prentice Hall, © 200917 The coincidental survey is most often used to: a) Anticipate the possibility of a poor brand response b) Assess the environment that affects the advertising audiences c) Identify key targets to address in reworking the ad d) Identify basic problems with broadcast media

18. Prentice Hall, © 200918 Advertising effects can usually be reduced to a single score. a) True b) False

19. Prentice Hall, © 200919 Advertising effects can usually be reduced to a single score. a) True b) False

20. Prentice Hall, © 200920 In some respects, is evaluation the most important step in an advertising campaign? a) Yes b) No

21. Prentice Hall, © 200921 In some respects, is evaluation the most important step in an advertising campaign? a) Yes b) No

22. Prentice Hall, © 200922 Which of the following objectives can advertising accomplish? a) Creating exposure b) Generating awareness c) Delivering brand reminders d) All of the above

23. Prentice Hall, © 200923 Which of the following objectives can advertising accomplish? a) Creating exposure b) Generating awareness c) Delivering brand reminders d) All of the above

24. Prentice Hall, © 200924 Why is the Facets Model of Effects useful in evaluating certain marketing objectives? a) Advertising provides the best reach across all audiences b) Persuasion is linked to brand recall more than perception c) Certain functions, such as PR and sales promotion, do some things better than other areas d) The direct-response model is ineffective in campaigns that call for IMC (marcom) tools

25. Prentice Hall, © 200925 Why is the Facets Model of Effects useful in evaluating certain marketing objectives? a) Advertising provides the best reach across all audiences b) Persuasion is linked to brand recall more than perception c) Certain functions, such as PR and sales promotion, do some things better than other areas d) The direct-response model is ineffective in campaigns that call for IMC (marcom) tools

26. Prentice Hall, © 200926 Public relations programs can typically be measured both in terms of output and outcomes. a) True b) False

27. Prentice Hall, © 200927 Public relations programs can typically be measured both in terms of output and outcomes. a) True b) False

28. Prentice Hall, © 200928 In an IMC campaign, is it relatively easy to measure the synergistic effect? a) Yes b) No

29. Prentice Hall, © 200929 In an IMC campaign, is it relatively easy to measure the synergistic effect? a) Yes b) No

30. Prentice Hall, © 200930 What is the ultimate goal of effective campaign evaluation? a) To optimize stakeholder satisfaction through all media channels b) To determine whether advertising or marketing was most effective in the total campaign c) To generate numerical scores that can be analyzed from a quantitative standpoint d) To arrive at relevant, cross-functional metrics that are relevant for integrated communication

31. Prentice Hall, © 200931 What is the ultimate goal of effective campaign evaluation? a) To optimize stakeholder satisfaction through all media channels b) To determine whether advertising or marketing was most effective in the total campaign c) To generate numerical scores that can be analyzed from a quantitative standpoint d) To arrive at relevant, cross-functional metrics that are relevant for integrated communication

32. Prentice Hall, © 200932 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2009 Pearson Education, Inc. Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall