Lesley University has a long tradition of classroom-based
assessment, and the assessment of student learning through capstone
projects, juried critiques, presentations, performances and
portfolios demonstrating the learning outcomes students have
achieved. In 2006 academic programs undertook Annual Program
Assessment Reviews (APARs,) and while initial assessment work
focused on academic programs, subsequent work has also been
undertaken by the advising centers, student administrative
services, and student life and academic development, since
important student learning takes place both in and out of
class.
The Office of Assessment and Institutional Research at Lesley
provides the following resources to internal constituents: History
and Definition of Assessment at Lesley, Key Elements of the
Assessment Process, Policy on Assessment of Student Learning
Outcomes, Statement on Use of Student Work, Rubric Resources and
Survey Design Resources. Please contact Linda Pursley, lpursley@lesley.edu Director
of Assessment and Institutional Research if you have questions or
need more information.
For Lesley, the primary purpose of assessment is the improvement
of teaching and learning. It is a collaborative process that
employs multiple methods to collect evidence that the articulated
learning outcomes have been met. At the same time, assessment
provides information on which the university and its programs can
base public statements and support quality claims, contributing
evidence required by national, regional and state accrediting and
regulatory bodies. In a culture of assessment, data informs
institutional decisions, policies and practices, facilitating a
focus on student learning outcomes and institutional
effectiveness.