Sources to UseSuskie, L. (2014, March 17). What is good.docx

Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A
second look [PDF]. Retrieved from
http://www.lindasuskie.com/apps/blog/show/41934533-what-is-
good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-
stated learning goals? [Blog post]. Retrieved from
http://www.lindasuskie.com/apps/blog/show/45689916-what-
are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or
standards [Blog post]. Retrieved from
http://www.lindasuskie.com/apps/blog/show/43191428-setting-
meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for
judging the effectiveness of assessing student learning [PDF].
Retrieved from
http://www.learningoutcomesassessment.org/documents/Braska
mpGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles
of good practice: Aging Nicely. Retrieved
from: https://www.learningoutcomesassessment.org/wp-
content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf

Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D.
(2018). Assessment that matters: Trending toward practices that
document authentic student learning. Urbana, IL: University of
Illinois and Indiana University, National Institute for Learning
outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop.
Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your
reader to the subject you are writing about, as well as your
particular position or claim. Before you can create your first
paragraph, check that you Understand Your Assignment. You
can use this template to help you format your paper. For longer
papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients

Three Verbal and Three Nonverbal Techniques to Use With
Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the
required information, and if you need more help, see the
Formatting Your References List page. References are listed in
alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book
(edition, if other than the first) [Electronic version]. Retrieved
from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and
life assessment [Electronic version]. Retrieved from
https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal Name,
Volume(Issue), page range. doi:# or Retrieved from journal’s
homepage URL

**When including a URL for an online journal, you must search
for the journal’s home page and include this in your reference
entry. You may not include the URL found through your
university library, as readers will not have access to this library.
Examples:
Churchill, S. D., & Mruk, C. J. (2014). Practicing what we
preach in humanistic and positive psychology. American
Psychologist, 69(1), 90-92. doi:10.1037/a0034868
Santovec, M. (2008). Easing the transition improves grad
retention at Trinity U. Women in Higher Education, 17(10), 32.
Retrieved from
http://www.trinitydc.edu/education/files/2010/09/Women_in_hi
gher_
Ed_Trinity_Transistions_10_08.pdf
Online Magazine:*
Author, A. (Year, Month Date Published). Article title.
Magazine Title. Retrieved from URL
Example:
Walk, V. (2013, April 29). Can this woman fix Europe? Time.
Retrieved from
http://www.time.com/time/magazine/article/0,9171,213969.html
YouTube Video:*
Author, A. [Screen name]. (Year, Month, Day). Title of video
[Video file]. Retrieved from URL
Example:
Apsolon, M. [markapsolon]. (2011, September 9). Real ghost
girl caught on video tape 14
[Video file]. Retrieved from
http://www.youtube.com/watch?v=6nyGCbxD848
Web Page:*
Author, A. (Year, Month, Date Published). Article title.
Retrieved from URL

Example—Corporate web page:
U.S. Department of Labor, Bureau of Labor Statistics. (2008).
Police and detectives. Retrieved from
http://bls.gov/oco/pdf/ocos160.pdf
Example—Article or section within web page with no author:
Presentation tools. (n.d.). Retrieved from
http://web2014.discoveryeducation.com/web20tools-
presentation.cfm
*Please delete the headers and notes in this document before
submitting your assignment.
Summative Assessment
The Summative Assessment for this course will involve the
application of professional presentation skills in preparing a
Power Point presentation and a narrative summary that might be
used in an oral presentation related to communication in the
human services field. This Final Project will focus on one group
in need that is served by human service professionals, taking
into account all of the learning outcomes identified throughout
the course. Note: The Final Project requires the submission of
both the Power Point presentation and the narrative summary.
Imagine that you are a human service professional interviewing
clients from a particular group and select one of the following
groups:
· Children and families
· Elderly
· Homeless
· People with mental illness
· People with disabilities
Upon selecting a group of interest, prepare a six- to eight-slide
presentation (excluding title and reference slides) that includes
the following:

· A description of the group’s challenges and specific
communication needs (one slide)
· A description of at least two communication theories
applicable within the human services field. Discuss how you, in
the capacity of a human services professional, might use each
theory to effectively engage with your clients. (one to two
slides)
· Examples of three verbal and three nonverbal communication
techniques/skills you might use when working with clients from
within the health and human services workplace setting (three to
four slides)
In addition to your Power Point presentation, prepare a four- to
six-page narrative summary (excluding title and reference
pages) that further explains your selected methods. Use
the Week 5 Assignment template as a guide for formatting.
Specifically, your summary will
· Describe your selected communication theories as applied to
the health and human services setting, including your reasoning
for selecting them, as well as benefits and limitations of their
use when working with your selected group.
· Identify active listening skills you might use in interpersonal
(e.g., one-on-one interactions) and group (e.g., group sessions)
settings within the workplace.
· Identify empathy skills you might use in interpersonal (e.g.,
one-on-one interactions) and group (e.g., group sessions)
settings within the workplace
· Describe how family, culture, and gender issues impact
communication.
· Consider your proposed approach to interviewing clients from
your selected group and identify some of your personal
communication strengths and growth.
Writing the Narrative Summary
The Narrative Summary:
1. Must be four to six double-spaced pages in length (not
including title and reference pages) and formatted according to

APA style as outlined in the Ashford Writing Center (Links to
an external site.). The Power Point presentation must be at least
six to eight slides in length (not including title and reference
pages) and formatted according to APA style as outlined in the
Ashford Writing Center.
2. Must include a separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
3. Must use at least five scholarly sources in addition to the
course text.
4. Must document all sources in APA style as outlined in the
Ashford Writing Center.
5. Must include a separate reference page that is formatted
according to APA style as outlined in the Ashford Writing
Center.
Running Head: Learning Goals
Learning Goals, Assessment, Instruments, and Standards
ED 5016 Assignment U06a1
Destin Jennings
Capella University

Introduction:
I currently work at Strayer University, in Raleigh North
Carolina. Strayer University is a private for-profit University
that was founded in 1892. Stayer Universities mission statement
is as follows:
"To help you obtain a valuable education that can change your
life - starting the day you enroll. Four pillars serve as the
foundation for every single one of Strayer University’s
programs and services."
The University is accredited by, The Middle States Commission
on Higher Education.
Strayer University offers a number Undergrad and Grad degree
programs including Business, Criminal Justice, Management,
Health Service Administration, Accounting and a pleather of
other degree programs. I work in the Admissions Department,
where I get the chance to interview hundreds of students from
all different backgrounds and educational experiences. During
this process, I make decisions on whether the students will be
admitted into the University. Strayer does have an open
enrollment policy; therefore, I meet several students on a daily.
I say this to say, that with an open-enrollment policy, anyone,

anywhere gets a chance an opportunity to apply to the
University. On one hand, this is a great thing, because we give
all students the chance to gain an education, that may not have
had the opportunity to get one somewhere else. With that comes
more job opportunities, better pay and a better chance to
provide for themselves and their families.
However, on the other hand, a lot of students who are not
prepared for college end up getting in, due to our open
enrollment policy. What this does is decrease our student
retention rates, because students will start college, but not
finish. After their first few classes, a lot of them realize that it
is not for them, or not what they expected. The most common
reason for dropping out that I hear from my students, is that
they did not feel prepared and had no indication of what to
expect before applying. This is the reason for an assessment to
be in place during the admissions process.
The purpose of the assessment in place is to ensure that we are
enrolling quality students to increase student retention rates, as
well as make sure that the student we are enrolling is prepared
for their college experience and know exactly what they are
signing up for.
Admissions Assessment:
During the admissions process, after the student has completed
an application, they will be sent a link to complete an
assessment. In this assessment it will go over not just questions
about right or wrong answers, but also questions to identify the
student's strengths, weaknesses, and opportunities for growth.
Overall, we want to make sure that we are placing the students
in the right courses that they need and make sure that we can
offer the right student support that they need as well.
Strayer is not your traditional school. The student may need
more academic support or advice as well as more structure
during their educational experience.

Not only will the assessment be able to help us to determine
that, but also help us with retention rates. After the student
completes their first quarter or semester, we can use the results
for the assessment to see if the student is doing fine, or we need
to find them more academic support in order to continue to be
successful.
Learning Goals:
In order for the assessment to be successful, there has to be
some guidelines in place and action steps to take place in order
for us to be held accountable of our expectations of the students
, and for us to be able to hold them accountable for their
expectations. Overall, the learning goals and steps that we plan
to put in action for the student to achieve according to Suskie.
Determining Learning Goals:
Rationale:
It is important that up front we determine why this student
wants to go to college. What are their future career goals, who
do they have for support and motivation at home? Are they
looking for an actual degree or trade?
Review and evaluate the collected data:
Rationale:
The Assessment will not be set up as a pass or fail, but more of
a clear picture of where the students is academically and with
Thee reading, comprehension skills etc. This can help determine
what courses the student needs to start with. Some may need to
be in an introductory English course to get them warmed up
with writing papers, thesis, research, etc.
Provide Guidelines on what is expected:
Rationale:
It is important to go over what the students will be required to
do. Now this is a broad statement, but we can have the number
of classes, credit hours and grades needed for the student to
maintain a good academic standing and what is expected of
them.
Gather Data, then discuss challenges:

Rationale:
After the assessment is done go through it with the student to
see how they are feeling about it. It may determine whether they
even still want to enroll.
Motivation:
Rationale:
We want to make sure to motivate them that they can do this,
and we are here for support, but we also need to be sure to get
their motivation as to why they are making this decision. This
comes in handy if the student ever feels the need to give up, we
can remind them of their motivation in the first place.
Set Reasonable Expectations:
Rationale:
College is hard so we don’t want the student to feel they have to
be a genius to get in. Of course, you aren’t going to know
everything, but we want you to be prepared as possible.
Assessment Instruments:
In order to determine how well or useful the assessment was,
after the assessment is over, the student will have an interview
with their Admissions Counselor to discuss the assessment.
During this time, they will go over what the student thought of
the assessment, what they would change or keep the same? Did
they feel like it made them more prepared for school? Did it
give them a better understanding of what college would be like?
Rationale:
With us not being a traditional University, we must understand
that sometimes, we may not be the best fit for every student.
For example, most of our classes are offered online, not every
student can do online courses and its okay. Some student can
perform well setting up thier own schedules and not actually
seeing a professor face to face. Other students need that
reminder or person to connect with in order to stay engaged. All
of these will be determined from the interview to decide if the
student is the right fit for Stayer.
Setting Targets:

Overall, we want to increase student retention rates and make
sure that we are enrolling the best fit quality students for our
University. The last thing we want to do is enroll students who
are not prepared and don't have clear expectations of that is
expected of them in college.
Rationale:
Although, this information could conclude that the student is
not a fit for our University. It also can determine that the
student is a fit but needs extra support that we will know from
the beginning. This data can be used to assist struggling
students and help them to make it to graduation and the tools to
have post-graduation.
References:
“Online Colleges: Accredited & Affordable: Strayer
University.” Online Colleges | Accredited & Affordable |
Strayer University, 9 Oct. 2019, www.strayer.edu/.
Suskie, L. (2018). Assessing student learning: A common sense
guide.( 3rd ed.). San Francisco, CA: Jossey-Bass.
Running head: ASSESSMENT AND EVALUATION OF
LEARNING PLAN 1
ASSESSMENT AND EVALUATION OF LEARNING PLAN 7

Assessment and evaluation of learning plan
Student’s name
Institution
Assessment and evaluation of learning plan
Introduction
Assessment of the learning outcomes simply demands the
teachers to perform evaluation of learners understanding in light
of the goals of the lesson or the course. Assessment of the
learning outcome is quite vital since it helps to identify if truly,
the students or even employees at the workplace understand
what has been taught and in case of students, it improves the
educational process. As far as learning outcomes are concerned,
the student or learners are expected to demonstrate what he or
she have learned either through writing or practical part.
Moreover, the learning outcomes requires one a student to
articulate what he or she knows or perform after the completion
of the course. At this juncture, the program focuses on
assessing the admission that takes place in Strayer university
and the main aim ensuring there is increase retention rate as
well as guarantee quality among student. Assessment goes

beyond identification of learning goals since it also deals with
selecting the appropriate assessment measures and analyzing the
results of the outcome. Therefore, the course projection of
student admission at Strayer University will be measured
through conducting an interview to identify what they know and
the respondent given during the interview is very fundamental
since they help to analyze the results that would indicate for
sure the student understood the information provided or not.
Learning Goals
Learning goals are significant in every project and its upon
those teaching or the supervisor to set up clear learning goals
and it is recommended for students to know what is expected of
them. Therefore, the students demonstrate the learning goals
through successful completion of the course or the program. In
this case, the learning goals are based on the admission of
students. one of the learning goals in this case is the ability of
the students to point out the laws and regulations or the policies
laid down to help students to not only associate with others
effectively but also carry out their as expected. Additionally,
during the admission in the schools, the students are interested
in knowing the different departments, their functions as well as
school how operates and school expectations from the students
(Suskie, 2018). Learning goals are important because the
students keep focus on the benefits of the syllabus. In this
scenario, the students are expected to state the policies that
guide their relationship with teachers, fellow students and other
staff in the school. Therefore, during admission, the students
are expected to learn about the policies of the school, identify
the mission of the school, its motto and its unique culture. It is
upon the involved team to ensure that those who are admitted in
the university are able to establish access different services
with ease and get into system just like other students. For the
learners to adopt or identify what is expected of them, they are
provided with plenty of information as well as introduced to the
basic information that helps them move around, access services
for survival purposes before they fully get into the system. The

admission happens in stages and students are introduced to
several aspects during the first week of the admission.
“Assessment Instruments,” present the types of assessment
instruments (the means of measuring the outcomes of the
assessment) that the students or trainees will complete
Apart from establishing the learning outcome, the teacher goes
proceeds to the next level and the next process in this case, is
the application of assessment instruments. Therefore, after
establishing the goals, the trainee or teacher fraternity takes the
next step of establishing if their goal was realized or attained.
To identify if the goal or the main aim has been fulfilled or
attained, it requires the teachers or the trainees carry out
specific activities for the test. In this case, the teachers applies
an assessment instruments that tests the students ability to
attain the intended goal or the objective. Assessment instrument
simply means the instrument or the tool utilized to elicit
information and help one to identify the students have fulfilled
the intended goal. During the process of admission at the
Strayer University, the most applicable assessment instrument is
the application of interview. Therefore, interview process is
carried out between the learners and the trainee. In the process
of interview, the trainee provide specific questions that are
aligned to the learning goals (Banta et al. 2015). The students
on the other hand, provide their response based on what they
have gone through during admission period. interview as the
assessment instrument seems to be the most viable form of
assessment tool since it provides an opportunity for the trainee
as well as the students interact and able to engage more.
Additionally, the trainee acquires primary information from the
respondent and thus minimizing any form of error.
Rationale for Assessment Instruments
At this point, the main question one ask himself is the set of
reasons for relying on interview as the assessment instrument.
Effective application interview as the assessment instrument is
quite useful since it provides an opportunity for both parties to
interact face-to-face, which is necessary for future purposes.

Additionally, interview is the most viable instrument since the
interviewer is able to establish the other person personal
feelings, identify if they are psychologically affected due to
culture shock. Moreover, the interviewer gets the chance of
correcting any concept that was probably misunderstood and is
sensitive in case the student fails to get the intended purpose.
Policies of the university for instance, need to be understood
and applied at all time to promote good relationship with the
rest. Interview are also less costly and the interview will access
sufficient information. The interview or the trainee gets the
chance of asking the client to name a few policies that they are
expected to abide. Identification of these policies is part of the
learning goals (Suskie, 2019). Furthermore, interview
application as the assessment instrument turn to be essential as
far as learning goals are concerned since it helps the learner
identify what some of the factors or issues they still need to
know in order to carry out their learning activities smoothly as
they establish their main goal in school as well. Interview does
not only provide an opportunity for gathering data but also help
the involved party have the opportunity to share ideas that could
improve the operation of the institution. For instance, the
interview would inquire from the learner, how different the
environment is compared to where they come from.
Setting Standards
After establishing the learning goals and using the most
effective assessment instrument, the setting standard is vital
since it helps in developing the requirement that should be
fulfilled when interpreting the results of the assessment. Thus,
the following concepts should be applied when evaluating the
results obtained. One of the issue is that the interview process
was not formal but rather an informal one, which promoted
good relationship between the interviewer and the students and
therefore, it, was a platform for trainee to also rectify some
issues, which could really affect the student if the issue is not
addressed instantly. Additionally, the assessment instrument
applied face-to-face interaction with the students and as a

result, the trainees only took a sample and interviewed them.
However, the selecting team ensured every faculty is
represented. Additionally, the results in terms of policies could
differ in terms of faculty since some faculties require students
to adhere to specific policies, which could differ from the rest.
Additionally, participation in the interview process is voluntary
and students are not influenced in anyway while answering the
questions. The results obtained from the interview may not be
shared with the rest since the main intention of the interview
was to establish if the students have identified or aware about
how relate with others and avoid issues that could affect the
running of the institution.
Rationale for Setting Standards
Setting of these standards is influenced by the aim of accessing
transparency results and the understanding that the learning
goals at this point are significant and could differ depending on
the faculties in the university. These standards main intention is
to help the parties involved develop a friendly environment
solve the real issues affecting human interactions.
References

guide. John Wiley & Sons.
Banta, T. W., Suskie, L., & Walvoord, B. E. (2015). Three
assessment tenors look back and to the future. Assessment
Update, 27(1), 3-15.
Suskie, L. (2019). A Common Sense Approach to Assessment in
Higher Education. Blog. Retrieved from
https://www.lindasuskie.com/apps/blog/categories/show/216799
1-learning-goals
Running Head The Purpose and Value of Assessment
1
The Purpose and Value of Assessment
Destin Jennings
Capella University
Dear Matthew Koch:
There has always been and will always be a universal
assumption about assessments and the purposed of them. Just
like anything in life, everyone will have their reasons why they
feel it is necessary and is not. Prior to a recent course that I’ve
taken on the purpose and Value of Assessment, I would’ve said
that it was unnecessary and not a fair evaluation of a students

progress. However, I have learned that how you view an
assessment will determine your feelings towards the value of it.
According to Suskie (2018), “ an assessment is just a guideline
to keep us all in order and deciding what students should learn,
and making sure they learn it” (p.7).
I am going to warn you, putting assessments in place will come
with obstacles, but the overall benefit will be worth it. Some
1
Destin Jennings
Capella University
Dear Matthew Koch:

1
Destin Jennings
Capella University
Dear Matthew Koch:

Jennings Destin Unit 3 Assignment 1 ED 5016.docx.pdf
Saved to Dropbox • Dec 10, 2019 at 10:19 AM
https://courseroomc.capella.edu/webapps/assignment/download?
course_id=_210854_1&attempt_id=_12236603_1&file_id=_729
1282_1&fileName=Jennings%20Destin%20Unit%203%20Assig
nment%201%20ED%205016.docx
common obstacles that will be brought up are that test scores
may deter some student in a classroom when compared to their
counterparts. Other obstacles may be that the instructors feel
like
test scores could be a bad reflection of how well they are doing
instructing the class. Although these obstacles may come up, we
have to remind our faculty the purpose of the assessment and
that overall, it will benefit them and the students.
I thought of some ways we can get the faculty to look at
assessment is to hold a mandatory faculty meeting. During this
meeting, we can introduce to some and reiterate to other faculty
members the steps of assessment.
Suskie (2018) four steps of assessment:
Establish clear, observable expected goals for learning.
Ensure that students have enough opportunities to achieve
these goals. Systematically gather, analyze and interpret
evidence of how well students learning meet the goals. Use
the resulting information to understand and improve student
learning (p.8).
By laying out all of the steps we can do for the faculty what

step
1 of Suskie’s steps does for the students. We can set clear
expectations and goals for them and similar to step 2, ensure
that
they have the support to ensure that students have the
opportunities to achieve the goals set in place.
Sincerely,
Destin Jennings
Student Services Coordinator
North Carolina State University
3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098
E-Mail [email protected]
like

learning (p.8).
step
that
Sincerely,
Destin Jennings
3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098
like

learning (p.8).
step
that
Sincerely,
Destin Jennings
3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098

like
learning (p.8).
step
that
Sincerely,

Destin Jennings
3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098
E-Mail de[email protected]
like
learning (p.8).

learning (p.8).
step
that
Sincerely,
Destin Jennings
3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098
mailto:[email protected]
Dear Tiffany:

I just wanted to reach out to you personally regarding our new
direction we are going in with assessments. Yesterday, when we
all discussed the change, it seems like everyone was excited
about it, but I could tell from what you said that you didn’t
want
more work added to your daily task. I get it and I completely
agree with you. We already do a lot around here and the last
thing we need is more work and hours. However, I just wanted
to share with you some things I discovered about the value of an
assessment.
I have been reading this article, Assessing student learning: A
common sense guide, by Linda Suskie. It has been amazing in
helping me to see how beneficial assessments are. According to
Suskie (2018), there are 4 steps to an assessment to keep us
aligned in student learning.
Suskie’s (2018) four steps to assessment are:
Establish clear, observable expected goals for learning;
these goals; Systematically gather, analyze and interpret
evidence of how well students learning meet the goals; and
to use the resulting information to understand and improve
student learning (p.8).
As you can see, it is all very straightforward and not more work
for us. In fact, it will make our jobs easier. Imagine how many
times things come up in the semester and we have to re-write
the
syllabus, I know I hate it too. Now we can have one that is
directly correlated to the assessments and the students know
ahead of time what is expected of them. They will know exactly

what will be on the test because of the clear expectations that
are
set out for them for the beginning. Overall, the scores from
Dear Tiffany:
want
assessment.

the
are
Dear Tiffany:
want
assessment.

the
are
Dear Tiffany:
want

assessment.
the
are
assessments can also help us to grow each year. We can take
those scores and see what lessons may need to be changed in

order for the students to get the most out of our course.
I just wanted you to know that you got this, if you need
anything
let me know. I will see you at lunch tomorrow. Enjoy the rest of
your evening J!
Best,
Destin Jennings
3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098
References:
guide (3rd ed.). San Francisco, CAL Jossey- Bass.
anything
your evening J!
Best,
Destin Jennings

3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098
References:
anything
your evening J!
Best,
Destin Jennings
3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098
References:

anything
your evening J!
Best,
Destin Jennings
3421 Olympia Drive
Raleigh, NC 27603
Office (919)890-7532 Ext 17532
Fax (919)882-1098
References:
mailto:[email protected]
Running head: STAKEHOLDERS AND ACTION PLAN 1
STAKEHOLDERS AND ACTION PLAN 6

Stakeholders and Action Plan
Student’s name
Institution
Stakeholders and Action Plan
Stakeholders are people involved in the assessment process, and
this case, they could be involved in the testing process, test-
takers, admission process, administrations, guiding, as well as
learning. During the assessment, the stakeholders are divided
into two, and that is internal and external. External stakeholders
are those that work outside the firm, while internal are those
found within the firm.
Internal stakeholders
Internal stakeholders mean those people working or directly
involved in the assessment within the institution. The
assessment mainly deals with admission at Strayer University,
and therefore, those working in the institution, and are
facilitating admission. Some of the internal stakeholders
involved in the assessment include institution management,
learners, and teachers. The management assesses if all activities

carried out according to the plans while evaluating the success
of the program. Besides, the administration play critical role
since it does not only support but also deal with challenges that
are likely to affect the process (Suskie, 2014).
Additionally, during the assessment, the learners are also
involved. The learners’ performance in their studies and
behavioral conduct is used to gauge the level of assessment
success. Teachers, on the other hand, play a vital role in
assessment since they engage and looks at their progress in
terms of influencing a difference towards the students.
Therefore, the teachers at Stayer University conducts an
assessment, and they use different strategies as well as
processes for the evaluation. It’s upon the teachers to assess the
learning goals, and this involves assessing if the students
understand the school culture in terms of rules & regulations as
well as relating with other students and teachers. The teachers
need to assess if the admission was successful, and every
admitted student is free from problems that come along when
one is in a new environment.
External
Apart from internal stakeholders, there are also external
stakeholders involved in the assessment and evaluation plan.
Some of the external stakeholders include curriculum
assessment administrators. Curriculum assessment administrator
is in charge of developing as well as improving school
curriculum via the several assessments. An assessment
administrator normally has experience in classroom teaching
and working as an education administrator of a specific region.
Therefore, the assessment administrator assesses the enrollment
of the learners was conducted in the university and services
delivered during the entire admission. In this case, he or she
does not only focus on the work of the teachers or staff
involved but also the role played by the institution management
in the entire process.
The assessment administrator focuses on improving the learning
outcome, or the intended goal of the activity carried out by the

school. In this, the intended outcome was to have a smooth
enrollment of the students and ensure they are free from issues
that could affect their relationship with the new environment. In
most cases, the administrator already represents the curriculum
assessment administrator works on behalf of the government,
which acts as the external stakeholder. During the assessment,
the administrator looks if the school or the institution utilized
the outlined or specified way of enrolling the students. During
the evaluation, both internal and external stakeholders must
assess the risk of students dropping out after admission, and
this will be achievable by looking at the self-concept and
personality in general.
Rationale for stakeholders
The stakeholders play a vital role in the assessment process.
Therefore all the involved stakeholders are included in the
assessment process the criteria for selecting the stakeholders is
by checking which people are directly affected by the activity
carried out. Students, for instance, are the primary stakeholders
since they are the ones admitted to the university. The
curriculum assessment administrator, on the other hand, as
external stakeholders are the only person who can confirm if
indeed the institution is adhering to the standards set by the
ministry of education in the country.
Action Plan to Guide Implementation
After identifying the stakeholders, it is critical to understand
the steps that are followed during the assessment. Assessment is
a continuous process, and it involves moving from one point to
the other and a constant cycle of improvement. Therefore, it
commences with identifying a conceptualization of the intended
goal or objective. The individual or party carrying out the
assessment must set their goal they wish to achieve before
implementing the assessment (Braskamp & Engberg, 2014). The
next activity or step is describing how the outcomes will be
measured and assessed. The team or the person identifies the
means of gauging the findings, and check if they have been
achieved according to the plans or not. The next step will be

description of the results obtained from the measures (Suskie,
2015). At this step, the party involved in the assessment needs
to identify the best way of looking at the data obtained and
identify the results that indicate the success of the assessment.
Apart from that, the team must also describe how the results
validate the practices carried out or point to the changes
required to improve student learning.
The team involved need to ask themselves what they want the
students to know during the admission process and the next is
how to identify the students are achieving the projected learning
outcome. Before the implementation of the assessment, there is
a need to develop a proper structure to guarantee the self-
sustaining process (Missouri State, 2019).
“Rationale for Action Plan,”
The rationale for guiding the action plan is simply driven by the
intended goal and the type of assessment. The steps address
explicitly specific activity carried out by the individual or the
team. The steps must be promising to address the intended goal,
and the results need to be measured and analyzed.
Closing loop
The above assessment plan is quite effective since it looks it
gives priority to the learning goal of the admission process. The
stakeholders involved, therefore, need to keep on reexamining
the end goal or intended objective admission. Assessment must
consequently focus on measuring the learners learning outcomes
after they enroll in the school program. Gathering of data is
essential since it helps the assessment team to make meaning
out of the obtained data. As a result, after the implementation of
the assessment, the institution will be able to identify if the
students admitted have accomplished or learned the intended
goal.

References
Suskie, L. (2014, March 17). What is good assessment? A
second look [PDF]. Retrieved from
http://www.lindasuskie.com/apps/blog/show/41934533-what-is-
good-assessment-a-second-look
Suskie, L. (2015, March 23). Setting meaningful benchmarks or
standards [Blog post]. Retrieved from
http://www.lindasuskie.com/apps/blog/show/43191428-setting-
meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for
judging the effectiveness of assessing student learning [PDF].
Retrieved from
http://www.learningoutcomesassessment.org/documents/Braska
mpGuidelines.pdf
Missouri State. (2019). The Assessment Process. Retrieved from
https://www.missouristate.edu/assessment/the-assessment-
process.htm

Sources to UseSuskie, L. (2014, March 17). What is good.docx

Recommended

Recommended

More Related Content

Similar to Sources to UseSuskie, L. (2014, March 17). What is good.docx

Similar to Sources to UseSuskie, L. (2014, March 17). What is good.docx (15)

More from rosemariebrayshaw

More from rosemariebrayshaw (20)

Recently uploaded

Recently uploaded (20)

Sources to UseSuskie, L. (2014, March 17). What is good.docx