Design and development of an Academic Unit Assessment Plan
The main reason for the design and the development of assessment plan for an academic unit is to assist in the documentation of the student’s achievements through their learning results and a program for helping them to continuously improve.
| Element | Description | Performance Criteria |
| Purpose of the academic unit | This element describes the reason for the existence of the academic unit assessment plan. | 1.1 The assessment plan will serve the students in the documentation of the learning outcomes 1.2 The assessment plan will serve the teachers in tracking the results of the students continuously 1.3 The main function of the assessment plan will be to assist in the documentation of the student’s learning outcome. 1.4 The assessment plan will assist in laying out of a continuous improvement program for the students. 1.5 the main activities in this assessment plan will be documentation of the students learning outcomes and the preparation of a student’s continuous improvement program |
| The intended results of the academic unit | The element seeks to identify what the student is expected to get knowledge on. This will involve what they know about, what they think about and what their actions are by the end of the academic program in which they enrolled. | 2.1 The qualifications that the student has obtained through classroom work. This would be determined by the amount of information they are able to tell as they speak or write. 2.2 The skills that show the interpersonal changes in the life of the student. Much of the skills in this set are learned from outside classroom work; an example is leadership skills, discipline and moral skills and persistence of hard moments. 2.3 The ethical values and the attitudes of the students to the societal responsibilities and experiences. Additionally, the employer’s and the societal attitudes towards the students taking the academic program |
| Establishment of measures for every learning outcome of the academic unit | This element seeks to provide evidence on the student’s ability to do as required, to have the right attitudes and the skillset that is required for every student after going through the academic program. Therefore, the established measures will help in determining the success or failure of the students. | 3.1 Use examination tests to examine the students of the competencies in every module of the academic program. 3.2 The results of the students must be compared to a predefined standard to determine if they have passed or failed the minimum threshold. The performance criteria are uniform for all the students and determine the fate of the student examined. 3.3 The students will be involved in the public performance and awarded marks for co-curriculum activities and their activeness outside classroom setup. 3.4 The observation of the students in their environments on the problem-solving skills, case studies and in positions of leadership for those entrusted. 3.5 Through the opinions of the third party evaluations who work with students during attachments, internships and practical sessions. 3.6 The demonstration of the hands-on skills of the students outside their class boundaries. 3.7 The advice from the advisory committee on the state of the academic unit compared to the performance of the student. |
| Define the achievement target | This element seeks to assist in establishing the criteria of success for the specific outcome for a student. The target is determined by the departments that head the specific academic program. | 4.1 90 percent of the students will be promoted to the next academic program having completed all the requirements. 4.2 20 percent of the written samples will be forwarded to the department to be kept as a reference point for the examination and academic program report. 4.3 At the close of the institution, all the successful students will be required to attend an evaluation with their potential employers. 4.4 80 percent of the graduate will be able to demonstrate the skills of the first exam setting. 4.5 40 percent of the graduates must have a good performance in the outside classroom activities. 4.6 98 percent of the graduates will have a good mastery of communication skills and employability skills. |
A review process and trial of the assessment tool
| Element | Description | Performance criteria |
| Implementation of the plan | This element places the assessment plan into an action plan and the process of data collection begins. This step helps in determining the activities that will be done at the institution level and the ones that will be done outside the institution. All the information that is collected must be in line with getting the knowledge for the learning outcomes for each student and the average useful information for all the students and the concerned institution. | 5.1 All the students shall be assessed one after another to ascertain their feeling about the academic program. 5.2 The teachers will be assessed by the advisory committee to know the position of each student and the reason for their performance. 5.3 The co-curriculum masters will be assessed to ascertain the performance of the student outside the classroom. 5.4 The parents shall be assessed to ascertain the possibility of the inability of the student dependent on the parents care. |
| Obtain the report findings | This element provides a summary of the outcome, the findings of the previous elements and what eventually happened. It is a good summary that helps prove that the plan actually took place. | 6.1 The delegated committee shall find the report from the analyzed reports. 6.2 The committee will tell what the findings reflect on the institution. 6.3 Did the delegated committee meet any of their targets? 6.4 According to the given report, does further plans and assessments required in the institution? |
| Come up with an action plan | This element comes up with the action plans that will be needed to help in improving or changing the student performance for them that did not do well. | 7.1 Come up with the list of the students that failed the threshold performance and what they need to improve on. 7.2 Describe the actions that shall be involved to help the students ensure that the intended results are met within the time limit given to them. 7.3 Come up with the tools for testing the students afresh. |
| Analyze the outcome | This element brings into perspective what lessons have been learned from the results. This is the closing loop of the whole assessment process. | 8.1 What new skills need to be modified in the teaching curriculum for it to be more effective to the students? 8.2 The changes in the teaching methods that need to be made to improve the effectiveness of the learning process 8.3 What concepts or special skills need to be devoted to the students to improve their overall performance in and out of class? 8.4 What changes need to be addressed in the advisory committee of the institution? 8.5 What changes need to be addressed in the institution in its management, policies and the support services? |
| Plan for the next assessment period | This element helps in making a plan for the next cycle of assessing the institution | 9.1 When is the next assessment cycle going to be? What measures will be regarded more in the next cycle? 9.2 What are the achievement targets that will be given to the students as a way of measuring their success? |
Design and development of an assessment plan for administrative support units
The main goal in designing, developing and implementing this assessment plan is to assist in examining how best a unit is working out its mandated purpose. In this assessment plan, every supported unit must assess the operations effectiveness, processes effectiveness and the program’s effectiveness based on a continuous basis.
| Element | Description | Performance criteria |
| Development of the purpose statement | This element serves as a connection between the institution’s mission and the objective of the institution | 1.1 The assessment plan will serve the employees of the institution both permanent and the temporarily employed fraternity in different offices. 1.2 The main function of this assessment plan will be to assist in examining how well the administrative and the employed staff are fulfilling their purpose in the institution. 1.3 The main activities in this assessment process will involve examination processes and analysis of the data obtained to determine the effectiveness of the individual employee, the departments and the whole institution’s staff fraternity. |
| Set the intended results | This element shows the desired outcomes for the service to be deemed excellent. | 2.1 The services that the staff provides are expected to be excellent according to the institution’s terms of service delivery and excellence. 2.2 The customers must be satisfied with the services that are offered to them in the institution through the staff. The effectiveness of an office is determined by the number of the customers they attend to and the level of their excellence. 2.3 The end user must have an answer to their issues by the time they leave the premises. 2.4 The specific staff must be competent based on the internationally accepted standards for best practices in the business markets. 2.5 The staff must show benchmarking performance through the use of the data collected from the competitive institutions in the same environmental niche. |
| Come up with measures for outcome evaluation | There is a need for formulas put in place to help in measuring the achievement of the desired outcomes. This process will involve a description of the evidence collection in terms of what, when, why, how and who questions. Possibly, there could have been information inventory and the source of data that could be used for the evaluation. | 3.1 Evaluating machines will be installed in every customer’s desk that enables them to rate the service after the service has been delivered. 3.2 The number of customers will be recorded by the software used in the service delivery process 3.3 Audits shall be done every six months to ascertain the progress of the institutions’ departments. |
| Define the target of achievement representing success | The success criteria must seek to answer the expected target score given that all the institution’s bodies are functional. | 4.1 90 percent of the customers’ requests will be processed and mailed back to the customer within a period of one week. 4.2 90 percent of the customer service deliveries will be free of errors. 4.3 99 percent of the customers who are served in the institution will be satisfied or very satisfied in terms of the time taken to deal with their issue and the excellence of the quality of the service offered to them. 4.4 At least 80 percent of the employees will participate in a training session every quarter of a year. |
A review process and trial the assessment tool
| Element | Description | Performance criteria |
| Implementation of the plan | This element places the assessment plan into an action plan and the process of data collection begins. This step helps in determining the activities that will be done at the institution level and the ones that will be done outside the institution. All the information that is collected must be in line with getting the knowledge for the learning outcomes for each staff and the average useful information for all the departments and the concerned institution. | 5.1 All the employees of the institution will be assessed one after another. This will assist in determining their individual performance when crosschecked with the management software at work in the institution. 5.2 All the evaluation machines will be assessed through the inbuilt soft wares in the individual offices of every staff of the institution who serves a customer. 5.3 The customers who are frequent in the institution will be followed up and assessed by the committee to determine the realities of the service delivery in the institution. 5.4 The management information systems of the institution will be assessed by the committee 5.5 Outside the institution, the main stakeholders of the institution will be assessed. |
| Obtain the report findings | This element provides a summary of the outcome, the findings of the previous elements and what eventually happened. It is a good summary that helps prove that the plan actually took place. | 6.1 What findings were obtained from each staff in the various departments? 6.2 What findings were obtained from the evaluation machines form the customer desks in the various departments? 6.3 What are the comments and the sentiments given by the returning customers and main stakeholders of the institution? 6.4 What are the reports obtained from the information management systems? |
| Come up with an action plan | This element comes up with the action plans that will be needed to help in improving or changing the staff performance for them that did not do well. | 7.1 Come up with the list of the staff that failed the threshold performance and what they need to improve on their ways of delivering services to the customers. 7.2 Describe the actions that shall be involved to help the staff ensure that the intended results are met within the time limit given to them. 7.3 Come up with the tools for testing the staff afresh. Prepare for training meetings for the staff who have not reached the threshold limit of service delivery. |
| Analyze the outcome | This element brings into perspective what lessons have been learned from the results. This is the closing loop of the whole assessment process. | 8.1 What organizational changes need to be effected in the organization? 8.2 What operations need a change of hours of performing them for excellence to be achieved? 8.3 What new policies must be incorporated into the system? What standards or policies need to be removed to better the dispensation of the services to the customers? 8.4 What needs to be changed for increased customer satisfaction and better delivery of the institution’s average requirements for good performance in the work being done? 8.5 Are there services that need to be eliminated and some to be added in the process of increasing the ability of the institution to handle more customers? 8.6 Are there suggestions from the staff, the returning customers and the main stakeholders that have been considered for addition in the institution’s service delivery management processes? |
| Plan for the next assessment period | This element helps in making a plan for the next cycle of assessing the institution | 9.1 When is the next assessment cycle going to be? What measures will be regarded more in the next cycle? 9.2 What are the achievement targets that will be given to the staffs as a way of measuring their success? 9.3 What are the objectives that will determine the timeline for the next assessment plan? |
References
FTCC ASSESSMENT: Developing an Assessment Plan for Academic Units http://www2.faytechcc.edu/IEADocs/NutsAndBoltsOfAsssessment.pdf
TAEASS401B Plan assessment activities and processes … – Training.gov.au
TAAASS401C – Plan and organise assessment – training.gov.au- https://training.gov.au/Training/Details/TAAASS401C
