Purchasing Products
http://www.consumersunion.org/other/teaching/2-1.htm
Shopping decisions can be influenced by clever advertising, pretty packaging, emotional appeals, and confusing claims -- all of which may have very little to do with the value or usefulness of the product itself.
By using objective criteria to rate competing products, CONSUMER REPORTS provides consumers with information to guide them in their buying decisions. It also helps them develop strategies that will make them smarter consumers in the years to come.
Typically, CONSUMER REPORTS carries major reports on six or seven products in each issue plus mini-reports on additional products in "Front Lines" and "Product Updates." In addition, it reports on road tests of at least one group of cars. The December issue includes ratings of products commonly given as gifts. The April issue is on automobiles.
Articles take one of several approaches. They rate a product as a result of product testing, describe how to evaluate and shop for a product, or combine both approaches.
LEARNING OBJECTIVES
· To learn how to compare and evaluate products based on a set of established criteria..
· To discover how Consumers Union tests and evaluates products.
· To use a ratings chart to compare and evaluate products.
· To develop shopping strategies for buying different products.
· To discover where and how to comparison shop for a product.
· To explore social, health, safety, and environmental consequences of product choices.
· To explore consumer rights and responsibilities regarding products.
· To develop healthy skepticism toward product and advertising claims.
· To understand how marketing goals affect product advertising.
VOCABULARY
brand
model
product / product performance
product reliability
product testing
KEY CONCEPTS
· Shoppers can consider many factors when choosing a product-- performance, convenience, durability, price, style, alternative products, impact on health, safety, and the environment, and so on. A wise shopper prioritizes these factors and develops a shopping strategy before making a purchase.
· Prices for the same product may vary from store to store, so comparison shopping can pay off. This is especially true for electronic gear and appliances.
· There are two ways to evaluate the performance of a product-- how it performs when used according to directions and how it performs when used the way people actually use it. A product should pass both tests.
· A well-known brand name --or a high price-- does not necessarily mean a product is best. Testing sometimes shows less expensive or store brands to be as good as or better than costlier national brands.
· Extra features and special qualities, such as sturdier construction, usually add to a product's cost. Evaluating whether extra features and special qualities will be needed can help save money.
· Consumers have the right to expect products to be safe and to perform according to manufacturers' claims. But not all products live up to safety and performance standards.
· By consulting product articles, consumers can get the information they need to make wise choices.
TEACHING STRATEGIES
BEFORE READING
Explore what students already know about this product.
· What experiences have you had with this product in the past? What brand names do you associate with it? Why?
· Have you seen ads for this product? If so, what claims do the ads make about the product? Do you have any doubts or questions about these claims? Explain.
· Where could you go shopping for this product&emdash; stores, mail-order, other? What might be the advantages or disadvantages of each place?
· What features or characteristics would you look for in this product? What would you want to avoid? What price would you expect to pay?
Explore how to gather information from product articles..
Have students read only the ratings chart(s) for a product, and choose a brand/model based only on the information there. Then have students read the entire article and decide whether or not they would stick with that choice and why. Point out that you can get quick advice by consulting just the "shopping strategy" and ratings chart(s), but that for a full understanding of your buying options, you should read the complete article, including the details on the models.
DISCUSSION AND ACTIVITIES
Explore how CU conducted its evaluation of the product..
· What criteria did CU use to judge the product? Are those the same criteria you would use? Explain. How important is performance? Reliability? Environmental impact?
· What tests did CU carry out in its evaluation of this product? How else did it gather information about the product?
· Review how CU tests products. and glean information from the article.) Discuss: When testing a product, in what ways might bias or error creep in? (Tester could favor one brand; measuring tools could be inexact; testing conditions could vary from sample to sample; etc.) How do you suppose CU might keep these things from happening? ("Blind test" with coded samples; use same tools; test all samples under the exact conditions --control variables; use test methods that operate without human intervention, etc.)
· If you were testing this product, what would be some very important tests? What would be some less important tests? Should results of all these tests count the same when rating the product? Explain. (Consumer Reports "weights" test data so that the more important factors have a greater impact than insignificant ones on the product's final rating. For instance, in rating alarm clocks, ease of setting the alarm might be less important than keeping accurate time.)
Consider who besides consumers might benefit from reading this product report.
· Suppose you're the manufacturer of one of the products rated poorly in this article. What changes might you make in the product as a result of the article? Explain.
· Suppose you're the manufacturer of one of the products rated highly in this article. How might you use the information? (Remember, CU does not allow manufacturers to use its name for advertising)
· Suppose you're a store owner who sells this product, an inventor, or an official in a consumer agency. How might you use the information from the article?
How CU Selects, Buys, Tests, and Rates Products
"Most products work --more or less," states R. David Pittle, CU's Technical Director. "It's the 'more or less' part that gives product testing at CU such a unique place in the market."
CU follows this procedure to test and rate products:
Selection. A selection committee chooses the kinds of products to test. It takes into account reader requests, reader surveys, reader interest in past reports, and a variety of other information/concerns. Next, a marketing study determines what brand/models should be tested. CU generally looks for brand/models (both national and regional) likely to be available to the most readers.
Samples. To make sure that the products tested are just like those consumers will find in the open market, CU sends shoppers with cash to buy the products to test at retail from stores across the country. It does not accept samples from manufacturers nor order directly from them. Because the quality of a product can vary from sample to sample due to its age, the plant where it was made, how it was stored, and other factors, CU often buys several samples of each brand/model in different parts of the country.
Test design. For some products, industry or government agencies have developed standardized tests that CU follows. Sometimes CU modifies the tests to yield more useful consumer information. But very often, CU develops its own testing procedures, and even builds the testing equipment needed. For example, to test mattress durability, engineers built a "mattress basher" that pounds mattresses with "fannies" made of glued-together bowling balls.
Testing. Most of CU's product tests are conducted in modern, well-equipped laboratories at its National Testing and Research Center in Yonkers, New York. Auto testing is carried out at CU's test track in southeastern Connecticut.
A product may undergo only a few or a dozen or more test sequences. These may include:
· Laboratory tests, during which each sample is subjected to exactly the same procedures and measurements;
· Controlled-use tests, in which a group of users try out the product according to CU directives;
· Evaluations by panels of experts.
To eliminate bias, wherever practical, test managers remove original packaging and identifying labels and replace them with standard containers and code numbers before user-panel testing begins.
Rating. CU rates each product according to a number of criteria. CU takes into account industry and government standards. But to receive a high rating from CU, a product must be "user-friendly."
Typically, the results of CU's tests are presented in Consumer Reports in an explanatory report followed by a "Ratings & Recommendations" section that includes ratings chart(s). Outstanding products are "check-rated" to show their high quality. In addition, models that feature both high quality and a modest price may be labeled "best buys." Ratings reports also supply detailed information about a model (size, standard features, extra features, and so on) with judgments about how separate features measure up.
Caveats. The ratings of one brand/model doesn't mean that a different model of the same brand would be ranked the same. And since the different samples of the same brand/model in stores across the country may vary, there's no guarantee that the sample a consumer buys in the store will match the quality of the samples tested.
Plan a product test. .
Review with students the scientific process as it applies to product testing, gleaning information from the article. Then have students use the activity sheet to plan a product test of their own.
Student Activity 2-A1: Plan a Product TestACTIVITY OBJECTIVES
· To understand the purpose and benefits of testing products.
· To identify factors that affect the reliability of product tests
· To identify criteria by which to judge a product.
· To understand basic product-testing processes.
· To evaluate a product based on weighting test results and scores.
ACTIVITY PLAN
· Discuss the steps of product testing. Explore how variation among same-brand samples, test-procedure conditions, methods of measuring data, and ways of interpreting data all affect test reliability.
· Have students pick brand/models for the test.
· Review the criteria CU used to judge the product. Then have students use the activity sheet to plan tests for the three main qualities or characteristics they think the product should have.
· Have students share their test plans with the class and evaluate each other's testing procedures. Discuss similarities and differences in their plans for testing the same product.
· If possible, have the class select two or three tests they'd like to conduct. Then have students convert the overall test plans to step-by-step procedures. Obtain test samples and equipment, prepare forms for recording data, and conduct the test. Evaluate results.
· How did the class' results compare with CU's? If different, explore the reasons why (e.g., testing procedure and equipment, variation among test samples, number of samples tested, etc.).
ADDITIONAL ACTIVITIES
Research product testing. Have students research how CU and/or manufacturers test products. Present findings to the class using pictures, flow charts, and other graphics.
Conduct a product test. For inexpensive products such as soap or ballpoint pens, students may be able to carry out tests following their own design. This can be done by individual students or small groups. Follow up. Have students work out mathematical methods of evaluating the resulting test data. (They may wish to give more weight to some tests than to others. How will they work this out in practice?) Explore ways of presenting test data in visual form, such as in charts and graphs.
Research and write a brief article suitable for "Front Lines." Have students identify some environmental, safety, product test, or personal finance information and insights that would make good features for "Front Lines." Have them research and outline their stories and then write them in the "Front Lines" style and format.
Analyze CU's recommendations.
· What strategies and recommendations about choosing this product, if any, did CU make? Do you agree or disagree? Why?
· What tips would you give a friend shopping for this product? Is there a brand/model that you think should be avoided? Explain.
· Explore whether consumers could apply CU's recommendations to other models of the same brand. (CU has found that different models of the same brand often vary in quality or features; it often addresses this issue in its ratings chart.)
Student Activity 2-A2: Interpret a Ratings ChartACTIVITY OBJECTIVES
· To understand how to read and interpret a Consumer Reports ratings chart.
· To learn how to use a ratings chart.
ACTIVITY PLAN
· Discuss the different ways Consumer Reports ratings charts present product information. What are the advantages of presenting information in these ways? The disadvantages?
· In general, can consumers find all the information they need in a ratings chart, or should they read the accompanying article, too? Does the article help interpret the chart or vice versa?
· Identify what a check rating and a best-buy rating mean.
· Explore how to interpret the "blob" symbols.
· Have students complete the activity sheet to determine how well they understand the Consumer Reports ratings chart.
· Discuss students' answers. If students evaluated the same ratings charts, resolve any differences in their answers.
ADDITIONAL ACTIVITIES
Compare the blobs. Have students identify the different ways the blob symbols are used in Consumer Reports ratings charts and what each means. Explore why some charts say:
and others simply say:
Make up your own ratings chart. Have students make up a ratings chart for a commonly used non-food product that they've tested. Compare their charts to those in the magazine. What are the strengths and weaknesses of each?
Student Activity 2-A3: Summarize the Report
ACTIVITY OBJECTIVES
· To identify and summarize the main points from a product report.
· To identify criteria for judging a product.
· To compare products using a product report.
· To form opinions about a product based on a product report.
· To learn how to make purchasing decisions based on a product report.
ACTIVITY PLAN
· Have students choose and read a product report. Then have students use the reproducible activity sheet to summarize the main points of the article and analyze the advantages and disadvantages of the top-rated and low-rated brand/models.
· Have students write a paragraph telling which brand/model they'd buy if they were in the market, and why.
· Have students report their findings to the class.
· Discuss students' findings.
· Help students identify what criteria were used to evaluate the products. Encourage students to rank these criteria in order of importance. What features and characteristics would the product have to have in order for you to purchase it? Why? What features and characteristics would be nice to have, but not absolutely essential? Explain.
ADDITIONAL ACTIVITIES
Prepare an outline. Have students prepare an outline of a CONSUMER REPORTS product article. Direct students to include main points, secondary points, and supporting details in their outlines.
Write a mini-product report. Have students use the information from the product report they summarized to write a one- or two-paragraph report which gives the essential information from the CONSUMER REPORTS article.
FROM THE TEACHER
This activity was suggested by Carl Paquet, who teaches Sales and Marketing at Denmark High School in Denmark, WI. When studying market segmentation, Mr. Paquet has students use "the advantages and problems listed in the magazine for specific automobiles to determine which type of segment classification (i.e., demographic, psychographics, etc.)" customers would be attracted to. The activity could work with any product article.
Have students compare what CONSUMER REPORTS says about a product to an ad they've seen for the product.