Presentation of Assessment Plan

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. 

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