Assessment Type 2: Business Pitch

For a 10-credit subject, students undertake one business pitch. For a 20-credit subject, students undertake two business pitches.

Students develop their business pitch within one context:

• start-up business
• existing business.

They demonstrate their learning across each of the four learning strands and use the information from the business model summary developed as part of Assessment Type 1: Business Skills to create their business pitch.

The business pitch has two parts:

• a pitch to customers, investors, or stakeholders
• an evaluation of customer feedback.

Business pitch

Students create and present a pitch to a panel of potential customers, investors, or stakeholders. The panel may comprise students, teachers, members of the school and/or local community, and business and industry representatives. They select elements of their business model summary that will influence customers, investors, or stakeholders to buy into their business proposal.

The pitch should be to a maximum of 2 minutes and presented in multimodal format. If students choose to present other supporting information from Assessment Type 1: Business Skills, this will not be assessed as part of the pitch.

Following the pitch, students participate in a plenary question and answer session with the panel, which includes feedback on aspects of the business model summary and pitch. Students may choose to seek additional feedback using a questionnaire.

Evaluation

Students present an evaluation of the success of their business proposal in meeting customer needs or addressing problems. This may include evaluation of the success of aspects including the proposed solution, marketing, and price. They use the customer feedback from the plenary session to inform their evaluation and suggest improvements to their business model.

The evaluation should be a maximum of 800 words if written, or 5 minutes if oral, or the equivalent if multimodal.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

• contextual application
• analysis and evaluation.