Report: Design and Development of Academic Unit Assessment Plans

This report provides a comprehensive overview of assessment plans, focusing on the design and development of academic unit assessments. It outlines the key elements of an effective assessment plan, including defining purpose, intended results, and establishing measures for learning outcomes. The report details performance criteria, achievement targets, and the implementation of review processes. It also covers the development of assessment plans for administrative support units, emphasizing the importance of evaluating operational effectiveness and customer satisfaction. The report further elaborates on the steps involved in data collection, report findings, action plans, and outcome analysis, culminating in a plan for the next assessment period. This document serves as a guide for creating and implementing assessment strategies to enhance student learning and improve institutional performance. Desklib provides this and other educational resources for students.

Running Head: ASSESSMENT PLANS 1
Assessment Plans
Your Name
School-Affiliated

ASSESSMENT PLANS 2
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
1. 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

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preparation of a student’s continuous
improvement program
2. 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
3. Establishment of This element seeks to 3.1 Use examination tests to examine

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measures for every
learning outcome of
the academic unit
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.
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,

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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.
4. 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

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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
5. 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.
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

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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.
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.
6. 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

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institution?
7. 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.
8. 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

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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?
9. 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

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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
1. 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

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individual employee, the
departments and the whole
institution’s staff fraternity.
2. 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

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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.
3. 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.

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4. 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

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5. 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

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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.
6. 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?
7. Come up with an This element comes up with 7.1 Come up with the list of

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action plan the action plans that will be
needed to help in improving
or changing the staff
performance for them that did
not do well.
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.
8. 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?

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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

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stakeholders that have been
considered for addition in the
institution’s service delivery
management processes?
9. 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

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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
https://training.gov.au/TrainingComponentFiles/TAE10/TAEASS401B_R1.docm
TAAASS401C - Plan and organise assessment - training.gov.au-
https://training.gov.au/Training/Details/TAAASS401C