Assessment of Student Learning Outcomes

Lesley faculty and staff focus on continuous improvement in academic quality through ongoing assessment of student learning outcomes in courses and programs. Regular student evaluation of courses is implemented at the end of each course, and program reviews, involving self-study and external reviewers, are conducted at regular intervals.

All faculty are regularly engaged in course-based assessment of student learning and ultimate performance (grades) in their courses. At the program level, assessment seeks to determine what outcomes are met through the curriculum that comprises the program, and institutionally, assessment is a key component of regional accreditation and public accountability. This section discusses the current assessment philosophy and process at Lesley.

The primary purpose of assessment at Lesley is the improvement of teaching and learning. Assessment is an institution-wide process based in our collective vision and articulated outcomes for learning. It is a reflective and collaborative process that employs multiple methods to systematically collect evidence that the outcomes have been met. Assessment acknowledges differences among learners and the variety of teaching and learning strategies required for Lesley University’s diverse learning community.

Assessment also provides information upon which the University and its programs can base public statements and support quality claims, and contributes evidence required by national, regional and state accrediting and regulatory bodies. In a culture of assessment, data informs institutional decisions, policies and practices. Assessment acknowledges institutional complexity, while facilitating a focus on institutional outcomes and effectiveness. Assessment is a critical component of an institutional information system and informs the operations of the institution in all areas.

All program units will set aside at least one day each year, an Annual Program Assessment Review, to assess student learning outcomes in their programs. While programs retain flexibility in their approaches and may have already completed some of these steps, the following structure is provided to guide the process:

Step 1: Articulate student learning outcomes for the program

Step 2: Map or align curriculum (courses, field experiences, etc.) to the learning outcomes to clearly delineate how students are expected to accomplish the learning

Step 3: Develop assessment strategies by identifying key assignments and other sources of documentation and by creating or refining rubrics for assessing how well students have achieved the outcomes

Step 4: Collect evidence and conduct the assessment (plans should include both direct and indirect evidence of student learning)

Step 5: Analyze and use the assessment results to improve instruction and programs

Step 6: Continue to build the “culture of evidence” (the process of assessment can be represented as a spiral, in that after completing steps 1-5 initially, you do not return to the place you began, but to another level where you address the new questions generated by the initial work, leading to an increasingly deep and nuanced understanding of student learning.)

Undergraduate programs need to assess general education outcomes in addition to outcomes specific to their majors. The Director of Assessment will provide leadership and support in promoting best practices and setting expectations for program level and University-wide assessment activity.