Academic Program Assessment Plans – Guidelines and Templates

Undergraduate, graduate and certificate programs.

Program level assessment focuses on what and how an academic program is contributing to the learning and development of students as a group.

The purpose of an academic program assessment plan is to facilitate continuous program level improvement. Program assessment plans provide faculty and instructors with a clear understanding of how the program is assessed (e.g., what is being measured and when, who will collect the data and how the results will be used) with the ultimate goal to foster ongoing and systematic evaluation of student learning. More specifically, program assessment plans clearly define the program’s educational mission and the outcomes students are expected to demonstrate as a result of the program. Plans also show the alignment of course curricula to the stated program outcomes, describe how the outcomes will be assessed and outline how results will be used.

At UW–Madison, every academic program – undergraduate, graduate, certificate, capstone and general education – must have an active assessment plan. Quality program assessment plans should:

  • Articulate specific and measureable program learning outcomes
  • Identify where in the curriculum the learning takes place
  • Highlight engagement in at least one assessment activity each year, and at least one direct assessment every 3 years
  • Report findings annually to the Office of the Provost including plans for improvement

Accessing Program Assessment Plans

Current UW–Madison academic program assessment plans are available to view and download in Lumen Programs. The plans are also available to view and download in this Google Sheet . Please contact Regina Lowery, [email protected] , with any inquiries.

Updating Program Assessment Plans

For guidance on developing or refining academic program assessment plans, review the guides, templates and examples below. Data, Academic Planning and Institutional Research (APIR) also provides campus data for the assessment of learning outcomes and for context about undergraduate programs.

View Plans & Learning Outcomes

  • Current UW–Madison Academic Program Assessment Plans More
  • Undergraduate Program Learning Outcomes by Major More
  • Graduate Program Learning Outcomes by Major More

Basic Assessment Planning Guide and Templates

An overview about creating basic assessment plans for academic programs.

A template for creating an assessment plan for an undergraduate degree program.

A template for creating an assessment plan for a graduate degree program.

A template for creating an assessment plan for an undergraduate or graduate certificate program.

A template for creating an assessment plan for a capstone certificate.

Example Assessment Plans

An example rubric for evaluating thesis/dissertation proposals and defenses.

An example of a generic assessment plan for a graduate degree program.

A generic assessment plan example for undergraduate degree programs.

A sample assessment plan from the Department of Mechanical Engineering at UW-Madison.

Programmes & Qualifications

Cambridge igcse business studies (0450).

  • Syllabus overview

The Cambridge IGCSE Business Studies syllabus develops learners' understanding of business activity in the public and private sectors, and the importance of innovation and change. Learners find out how the major types of business organisation are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence. 

Learners not only study business concepts and techniques but also enhance related skills such as numeracy and enquiry. The syllabus provides both a foundation for further study at Cambridge International A Level and an ideal preparation for the world of work.

The syllabus year refers to the year in which the examination will be taken.

  • -->2023 - 2025 Syllabus (PDF, 353KB)
  • -->2026 Syllabus (PDF, 640KB)

Important notices

Please note that if you make an entry for the A*-G grading scale, it is not then possible to switch to the 9-1 grading scale once the entries deadline has passed. If you find that you have accidentally made an entry for the A*-G syllabus, you must withdraw and re-enter before the entries deadline.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, planning, programming and assessing business studies.

Resources to help you plan, program and assess business studies in Years 11-12.

Business studies focuses on the nature and role of business, the internal and external factors of a business environment, the functions and processes of businesses and responsibilities of management.

Students investigate business information and issues, communicate in appropriate formats and apply mathematical concepts related to the business world.

Students use case studies of small and global businesses to identify and discuss the essential concepts of a business, from implementation to management and expansion of the operations. Additionally, students identify business issues, analyse problems and propose solutions.

Key topics of the course include:

  • the nature of business
  • business management
  • business planning
  • human resources.

Business Studies Stage 6 Syllabus (2010) contains the syllabus and support materials including standards packages, HSC exam specifications and past papers.

This case study is suitable for using as an example in the Business Management topic in the Preliminary Business Studies course. It will assist students to develop an understanding of financial, marketing, and operational key business functions, and their management and application to business situations.

Business management – financial management case study (DOCX 206 KB)

This guide is designed to support teachers and students in successfully planning and writing a business report. It contains an outline of the requirements of a high-quality business report, explanation of the place of the business report in assessment, a series of learning activities to support teaching the business report and a sample response.

Business report – teacher guide (DOCX 170 KB)

HSC revision

  • Marketing revision resource (DOCX 77 KB)
  • Operations revision resource (DOCX 69 KB)

The HSC hub contains quality resources aligned to NSW syllabuses. Access resources designed by our curriculum experts to support the delivery of HSIE subjects in the lead-up to the HSC examinations.

30min presentation with tips for studying and completing the written examination.

HSC hub - Business Studies - success in the written examination

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Grade 10 Annual Teaching Plan | Business Studies

Title Image for Business Studies, Grade 10 Annual Teaching Plan

Here is the summary of the Business Studies Grade 10 Annual Teaching Plan, from the Curriculum Assessment Policy Statements (CAPS) . You will know which topics to teach, or learn, and when. That’s the great thing about the Business Studies CAPS, it is a very concise document that provides you with all the vital information you need.

It gives you a description of what learners are expected to study each term. As a part of that, the year plan below, gives an outline of topics to cover per week. It gives you an understanding of the pace that you need to keep.

You will also see that CAPS aligned Business Studies textbooks are designed to go along with this year plan. If you want a more detailed description of each term’s content, you will find it in the policy document.

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Business Studies, Grade 10 Annual (Year) Teaching Plan

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FET Phase Business Studies is designed help South African learners truly understand Business Studies and pass the subject with ease. At the moment, the content is focused on preparing matric learners for their, final, NSC examinations.

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  • BUSINESS STUDIES GRADE 12 TERM 1 SBA TASK 2022

BUSINESS STUDIES GRADE 12 PROGRAMME OF ASSESSMENT

Terms of references for a case study and controlled test

  • Teachers must provide learners with the topics on which the case study will be based for assessment.
  • Learners to be given one week to collect resources on the topics
  • The case study must be administered and completed within two hours under controlled conditions.
  • Case studies are a very good way of keeping the subject up to date and relevant.
  • Learners are presented with a real-life situation, a problem, or an incident related to the topic.
  • Each formal assessment task must consist of only one assessment activity
  • They should draw on their own experience or prior learning to interpret, analyse and solve a problem or set of problems and make suggestion/s and or recommendation/s to defend their arguments.
  • Case studies may be taken from newspaper articles, magazine articles, video clips, or radio recordings and all sources must be acknowledged.

CONTROLLED TEST The control test must adhere to the following:

  • It must be completed by all classes in the same grade on the same day.
  • Where there is more than one teacher, an agreement must be reached on the scope as well as the date and time of the test.
  • All learners write the same test under examination conditions.
  • The duration of the controlled test must be one and half hours for 100 marks.
  • The test must cover the different cognitive levels in examinations. See table on cognitive levels under Examinations in the following section.
  • Include problem-solving questions.
  • The test must cover a range of integrated topics, as determined by the annual teaching plan work schedule and the assessment plan.
  • Questions must comply with year-end examination standards.

BUSINESS STUDIES CONSOLIDATION SCHEDULE

NAME OF LEARNER : ___________________________________ EXAMINATION NUMBER : ________________________________ NAME OF SCHOOL : ________________________________

ANNEXURE B DECLARATION BY LEARNER SCHOOL NAME : ___________________________________ NAME OF LEARNER : ___________________________________ TEACHER’S NAME : ___________________________________ I hereby declare that all SBA tasks contained in this portfolio are my original work and that if I have used any sources, I have acknowledged them. I will endeavour to keep my work original and not plagiarise other sources/people’s work. I agree that if it is determined by the relevant authorities that I have engaged in any fraudulent activities whatsoever about my SBA mark, I shall forfeit completely for this assessment (s) _________________________ ______________ CANDIDATE’S SIGNATURE            DATE ________________________ ______________ PARENT/ GUARDIAN                     DATE

As far as I know, the above statement by the candidate is true and I accept that the work offered is his/her name _________________________ ______________ TEACHER’S SIGNATURE                 DATE

ANNEXURE C EVIDENCE OF SCHOOL & DISTRICT MODERATION 

                                                                             HOD/ MODERATOR   SIGNATURE    DATE                                                              TEACHER   SIGNATURE    DATE                                                                                      CLUSTER MODERATOR    SIGNATURE     DATE

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ANNEXURE C EVIDENCE OF SCHOOL MODERATION GRADE 10-12

TERM 1 : Case Study DURATION : 2 Hours TOTAL : 50 Marks NB: This task should be completed under controlled conditions QUESTION 1 1.1 Read the case study below and answer the questions that follow:

1.1.1 Identify TWO Acts that Tumi Manufacturers complies with. Motivate your answer by quoting from the case study above. Use the table below as a GUIDE to answer QUESTION 1.1.1

(6) 1.1.2 Explain the purposes of the Acts identified in QUESTION 1.1.1 (4) 1.1.3 Identify the recruitment method used by TM to attract suitable candidates for the vacancy. Motivate your answer by quoting from the case study above. Use the table as a GUIDE to answer QUESTION 1.1.3

(3) 1.1.4 Discuss the positive impact of the recruitment method identified in QUESTION 1.1.3 (6) 1.1.5 Differentiate between the TWO components of job analysis. (6) 1.1.6 Advise TM on how can apply the following King Code principle for good corporate governance.

  • Accountability (4)
  • Transparency (4)

1.1.7 Identify the type of unethical business practices from the case study above. Motivate your answer by quoting from the case study above. Use the table below as a GUIDE to answer QUESTION 1.1.7

(3) 1.1.8 Explain how the unethical business practice identified in QUESTION 1.1.7 pose a challenge to TM as a business. (6) 1.1.9 Quote TWO ways in which TM applies the Delphi technique and Force Field analysis problem-solving techniques to solve complex business problems Use the table below as a GUIDE to answer QUESTION 1.1.8

(4) 1.1.10 Advised TM on other ways in which they can apply the TWO problem solving techniques mentioned in QUESTION 1.1.9 (4) TOTAL: [50]

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Business Studies Assessment and Reporting Outside the US

Posted June 21, 2022 by The Peregrine Team

student on computer, business studies assessment and reporting

Regardless of country or geography, all higher education institutions should have the same objective when it comes to measuring learning: to know their learners have gained the necessary skills and knowledge and that your institution is delivering on their promise. Assessment is critical to measuring both learner and higher education progress.  However, it is not uncommon for faculty and other school officials to feel strained and overburdened by the different assessments that must be administered at the end of a semester. One way to reduce the friction related to assessment is to use an external service to help manage business studies assessment and reporting.

Currently, a very popular and effective external assessment of learning outcomes/objectives in business education is the Business Administration Assessment . The assessment service provides a test bank for schools within the US and schools outside the US.

The assessment solution is being used by schools worldwide. It allows school officials to measure the general management subject areas of programs, including the option of pre and post-test, which helps business programs identify actual learning taking place during the program, thereby separating it from prior knowledge. The following article explores the benefits of using an external assessment, including efficient measurement of learning outcomes, external benchmarking, advanced and automated reports, and a real-world case study.

Measuring Student Learning Outcomes

The quality of business education is about giving your learners the skills to succeed in the workforce and their careers. It is the most meaningful goal for a business program. Learners are entering a workforce that is very much influenced by the rapidly changing business environments worldwide. Therefore, we want students to have the knowledge, competencies, and skills they will need to meet the employer’s expectations and grow beyond what companies expect of them. The challenge schools face is knowing if they can deliver on that goal and checking if their learners are gaining knowledge and developing skills that support a business program’s learning outcomes. Placement and employment numbers are significant but do not tell you whether the program is succeeding in meeting specific learning goals.

“It’s good to keep in mind that [higher education institutions] don’t work in isolation. Schools have a direct influence on their community, the workforce, and employers, and by producing quality level graduates, we are actually directly influencing societies and cultures and communities in which these institutions operate.”

~ Dr. Olin O. Oedekoven

Creating a business studies assessment and reporting plan that measures all student learning outcomes can feel complex. Generally, end-of-program assessments include a capstone course, thesis, project, or internship. These are good assessment tools, but for the assessment to be useful, it must cover all program-established learning objectives. Unfortunately, covering all program-level learning outcomes with a course-level assessment is challenging. Most of the time, course-level (formative) assessments only measure proficiency in one to two learning outcomes, leaving a school official to try and figure out how to assess the rest. And although course (or formative) assessment is crucial to helping faculty test what they teach, it does not provide a complete picture of retained knowledge or demonstrate knowledge growth throughout the academic program.

Choosing Your Assessment Tools

One of the ways that colleges and universities can cover all student learning outcomes in their assessment plan is by choosing an assessment tool that is easy to customize. For some institutions, this may mean creating their own assessment tool, but for most, it means adopting an external assessment service. The benefit of an external exam is that the companies who provide them often have access to larger pools of data because they serve many colleges and universities. Therefore, an external exam provider can likely provide a school with external benchmarking. External benchmarking is a great way to understand how your students perform compared to their peers at other institutions and helps you put your scores into perspective. Therefore, making business studies assessment and reporting more powerful.

Additionally, external comparison reports can be used to showcase the value and quality of a business program to potential learners, industry partners, and alumni. What better way to attract the attention of interested candidates than showing how well their graduating students perform against others? Finally, depending on the business program’s accreditation ( Association of AMBAs , AACSB , IACBE , ACSBP ) and quality assurance requirements, a school may need the ability to externally compare their scores to other schools with similar demographic characteristics to help satisfy those requirements.

Another common reason business programs may decide against internally developing a programmatic exam is that it burdens faculty time and resources unnecessarily. Faculty are already busy teaching, supervising, conducting scholarly activities, and completing other administrative tasks. Requiring them to develop, monitor, and continuously update another assessment tool could be too much. Furthermore, the reporting produced by an internal tool is often limited and trying to organize the data can be cumbersome. With an external assessment tool, faculty often can access more advanced reporting features. As a result, they can focus on analyzing assessment results and using data to inform decisions that impact the program and instruction – thereby impacting the quality of education for learners.

A Case Study: International Institute in Geneva

The following case study illustrates a real-world example of the benefits that an external exam provides for business studies assessment and reporting.

Surabhi Aggarwal, Ph.D., Academic Dean, International Institute in Geneva

The International Institute of Geneva was founded in 1997 and offers undergraduate and graduate programs in several disciplines including, international relations, media and communication, computer science, business administration, international management, and international trade.

As an education institution, our vision is to develop professionals who are committed to a sustainable society and to that end, I see two components of this; for students to apply this vision to their chosen fields regardless of the specialty, and to foster global citizenship. Our goal is to help students acquire these skills. This vision and philosophy guide the entire learning process from the curriculum to our module learning objectives as well as our overall and our programmatic learning objectives. Consulting from Peregrine helped us to better understand program learning outcomes and the relationship to specific module learning outcomes; we are grateful for their assistance. A constant endeavor is to establish the link between our vision and philosophy concerning what and how we teach, and our assessment process. We try to ensure that our students, faculty, and key stakeholders understand the link between our vision, learning outcomes, assessments, and teaching.

With Peregrine we do an inbound and outbound method of assessment; therefore, upon admission students are evaluated to determine their initial level in the different subject areas.  When students are about to graduate, they take the outbound exam. For undergraduates it is at the end of three years since it is a three-year program and for graduate students the outbound test is taken at the end of their one-year master’s program.

To ensure full coverage, we require all entering students take the Inbound Exam and for the Outbound Exam; we have linked the assessment to our capstone module.  We give 10% for the Peregrine assessment in that module which breaks down to 5% for taking the test and 5% for a score of 50% or better. It is important to provide an incentive to ensure that students are putting in a good effort since reliable results depend on how serious students are when taking the exam.  We made this change a while back and since then we have seen students taking the test more seriously which gives us more accurate results. Our standard benchmark is to see a minimum of a 10% increase in scores from the inbound assessment to the outbound assessment.

We are pleased with how results have improved over the years and compared to our peers in Europe, where we are doing rather well. The opportunity to evaluate the results longitudinally, not only internally but also externally with similar institutions, is an advantage we like with Peregrine. Of course, we do identify certain area where we need to improve. We use the data we have collected to deliberate and discuss to determine if the subject area is not adequately covered in a module or if material needs to be presented differently. However, we take it one step further because we want to see if we are getting the same feedback from students, so survey them for their feedback on the efficacy of module content and teaching methods.

As an example, a few years back students’ scores in economics and organizational behavior were not showing the 10% increase between the Inbound and Outbound exams, therefore, we evaluated how students responded to questions on the economics and organizational behavior modules and asked ourselves the questions, ‘was the material delivered in an engaging way’, ‘was the material relevant’, etc. We came to realize that a different approach to teaching the material needed to be made. So, we restructured the modules as well as made a faculty change. As a result, we saw an improvement in both the results in the outbound test and in student satisfaction with the modules. It was all logically correlated. With this evaluation, change, and re-evaluation we were able to successfully close the loop in the continuous improvement cycle.

With the help of Peregrine, we have been able to strengthen our assessment process by adding customized test banks to be in alignment with several specializations we have in place. All our programs are designed to have 60% business topics with the remaining 40% dedicated to specialization areas such as digital media, computer science, international relations, to name a few. Therefore, it is important that our assessments cover both business topics and specialization topics. With this combination we are getting a good global view of our different undergraduate and graduate programs.

To read the full case study, download a FREE copy of the whitepaper, The Use of Summative Assessment to Improve Quality in Business Administration Programs Outside the U.S. .

An External Measure for Schools Outside the United States

Business programs teach, ‘You are what you measure.’ As such, we must walk the talk and practice what we teach. The Business Administration Assessment is a highly flexible and customizable assessment service that allows you to evaluate your students’ performance against the rest of the world and gauge where your students stand. Also, the assessment service helps you understand whether you are achieving your quality goals.

The Business Administration Assessment is more than an exam; it is a complete solution. The assessment comes with 16 reports to help you analyze your assessment results, identify strengths, and discover areas for improvement. The solution, helps you streamline your business studies assessment and reporting processes, supporting a sustainable system of continuous improvement. Look at the various reports available below.

Click Here to Download the Quick Guide to Peregrine’s Reports & Client Admin

Individual, Programmatic, Supplement and Aggregate Reports

Closing remarks.

As you travel around the world and your institution may start to work with partner institutions from different continents, you might notice that assessment may have different connotations. Some fear the burden, while others get confused and overwhelmed by all the requirements. This assessment tool is helping to demystify assessment for you – making business studies assessment and reporting easy. It also helps you implement that continuous assessment cycle, allows you to evaluate your programs and your systems, and provides you with systematic trend data that will help your long-term objectives and throughout the accreditation process. It does not matter what country your institution is in or how many branch campuses you have; your quality and accreditation system will applaud your efforts in implementing an external and programmatic assessment. With quality data and analytics, you know better, and you can do better.

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How to use an assessment report to create an effective business plan

  • Written April 14, 2022
  • by Dave Lavinsky

An assessment report is a document that both summarizes and provides a deeper analysis of a particular topic or issue. To effectively  create a business plan , an organization needs to have an informed understanding of the market. The findings from the assessment report help provide this understanding by offering data about the current market as well as potential future developments that will impact it.

Below you will learn more about assessment reports and how to use them to create effective business plans.

What to include in an assessment report

business studies assessment plan

The Industry Analysis section defines how big your market is and key market trends. It’s used to ensure the market is large enough to support your company’s growth and to ensure you have the best strategy to capture market share.

The following questions should be answered in the industry analysis section of your business plan:

  • How big is the industry (in dollars)?
  • Is the market declining or increasing?
  • Who are the key competitors in the market?
  • Who are the key suppliers in the market?
  • What trends are affecting the industry?
  • What is the industry’s growth forecast over the next 5 – 10 years?

Each of these questions should have already been answered in your assessment report, although you might need to re-organize the information to better fit within your plan.

4. Customer analysis

In this section of your plan, you’ll describe who your typical customer is, what they want, and why they will choose your company over the competition. You will also detail how many potential customers exist and any trends affecting them.

Use census data , interviews, surveys, etc. to back up any claims you make in this section. The good news is that you will have already conducted this research when developing your assessment report.

business studies assessment plan

5. Competitive analysis

Your competitive analysis identifies the competitors your business faces. 

For each competitor, you should provide an overview of their business and document their strengths and weaknesses. Answer questions such as:

  • What types of customers do they serve?
  • What products do they offer?
  • What is their pricing (premium, low, etc.)?
  • What are they good at?
  • What are their weaknesses?

Next, document how you will achieve competitive advantage. For example:

  • Will you provide different or better products or services?
  • Will you provide superior customer service?
  • Will you offer better pricing?

Once again, you should have answered all of these questions in your assessment report and can then copy that information into your business plan.

6. Marketing plan

business studies assessment plan

While the core marketing plan components will not have been developed when creating your assessment report, in doing the assessment report, you will have strategized your marketing and growth plan so you won’t be starting from scratch.

Be sure to includes the following in your marketing plan section:

  • Product or Service: describe the products and services your company offers.
  • Price: Document the prices you offer and how they compare to competitor pricing.
  • Promotions: Detail how you will attract new customers using methods such as: ○  Pay per click advertising ○  Television advertising ○  Flyers ○  Public Relations ○  Etc.

7. Operations plan

Your operations plan includes two key sections. It starts by describing the daily processes you perform to run your business such as serving customers, procuring inventory, etc.

Next, you will document your long-term goals along with the dates you hope to achieve them. These are the milestones you strategized when creating your assessment report.

8. Management team

The Management Team section of your business plan describes the key members of your management team, their experience and education and what makes them qualified to grow your company.

When conducting the SWOT (strengths, weaknesses, opportunities and threats) analysis during your assessment report, you will answer many questions about the worthiness of your current team that you can document in your plan. You will also identify management team gaps that you must fill; these gaps should be included in your business plan too.

9. Financial Management team

business studies assessment plan

Your financial plan includes projections for future revenues, gross profit , operating expenses, and earnings for the next 5 years.

Your projections must be tied to the research conducted in your assessment report. For example, your company can’t grow to a size that exceeds the industry size you determined. Likewise, by conducting research while doing the assessment report, you will have identified reasonable assumptions like growth rates, employee salaries, etc., that will help you put together well-reasoned and defendable financial forecasts.

In addition, if applicable, your financial plan will document if your company needs funding to achieve its growth plan and detail the key uses of such funds.

As you can see, your assessment report and business plan go hand in hand. Your assessment report forces you to conduct market research and determine the optimal strategies to grow your business. Your business plan expands upon that research and strategy to more clearly define your growth roadmap. Also, if you need funding to grow, it bolsters your need for funding and gives investors and lenders confidence that they will get a solid return on their investment.

Create your own assessment for free!

About the author:.

Dave Lavinsky

Dave Lavinsky

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IMAGES

  1. FREE 12+ Sample Assessment Plan Templates in PDF

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  2. FREE 12+ Sample Assessment Plan Templates in PDF

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  6. FREE 12+ Sample Assessment Plan Templates in PDF

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