IntroductionEffective evaluation of the effectiveness of higher education institutions is still in a relatively nascent stage and has so far developed as a reactive response to pressures external. Assessment planning and institutional improvement have taken shape through the influence of accrediting bodies on member institutions. However, even the different accreditation bodies have yet to agree on common criteria and standards other than very general guidelines generally focused on evidence, validity, sustainability and an improvement process. At a minimum, any evaluation plan should be able to demonstrate these key elements. Additional outside influences introduced the notion of educational value. What constitutes proof of value is still in the realm of subjectivity without a solid definition. We can, however, still develop evaluation plans that incorporate valuable tools for assessing and improving mission effectiveness.EvaluationBalance of EvaluationA useful evaluation indeed requires a significant amount of thought when developing planning, and a balanced approach tends to provide more meaningful information. In its current form, the proposed evaluation plan lacks a certain balance. This is largely a more traditional approach that could be improved with the addition of more recent developments in assessment. Overall, the only area that is completely lacking at the institutional level is operational efficiency. This effectiveness can have a significant impact on the institution's ability to achieve its mission. Although not specifically addressed in a footnote, it makes contextual sense that “SSI” refers to a standardized assessment of the Social Skills Inventory. That said, the institutional assessment is extremely biased when it comes to quantitative aspects...... middle of document ...... to begin with, it requires more development work in several key areas. Most areas of assessment balance could be improved. What needs more substance is a culture of deep and broad assessment and a clear process for improving courses, programs and institutions. Greater involvement of external stakeholders would lend credibility to both the development and delivery of results. The plan must also integrate administrative efficiency into the responsible delivery of higher education. Today's climate demands evidence of mission success, effectiveness and improvement. Works Cited Mandernach, B.J. (2003). Formative classroom assessment. Retrieved from Park University Faculty Development Quick Tips (http://www.park.edu/cetl/quicktips/).Middaugh, M.F. (2010). Planning and evaluation in higher education. San Francisco, California: Jossey-Bass Publishers.