When assessment is absent, crisis-management usually takes its place. The latter is typified by episodic events of laborious, broad data-gathering in response to a criticism or mandate. Such hapless events will likely be relived anew, with slight variations, every few years. In contrast, assessment continuously gathers essential data in ways that address clearly formulated hypotheses. More importantly, assessment creates a system of routinely utilized knowledge that can be easily built upon.
Assessment prevents crises.
While learning is complex, a trait of good assessment is still a certain simplicity. A user or reviewer should be able to understand easily what expectations are being tested and what constitutes successful performance. If an assessment plan is convoluted, it won't be understood and therefore won't be successfully implemented. Even good assessment plans can have their results torpedoed by reporting that does not address the needs of readers from the general public. Where funding and support depend upon demonstrating good use of resources, it is imperative to present assessment in a way that the public can understand.