KapCC Student Learning
Outcomes Assessment
Framework
Faculty Senate SLO Committee
Presented by Kristine Korey-Smith
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KAP CC Definition of SLOs

Student Learning Outcomes address the
level of ability to synthesize knowledge,
skills, and attitudes that a student has
attained by the end of his or her unit of
academic study for purposeful and effective
application beyond that unit of academic
study (i.e. in his or her role as student,
worker, family and community member,
and/or life-long learner).
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4-Step Assessment Cycle
Gather Evidence
Interpret Evidence
Identify Outcomes
Implement Change
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Maki, 2004
Student Learning
Outcomes



Gen Ed Outcomes – cross curricular SLOs that twoyear college graduates should possess to succeed in
work, transfer education, and life.
Program Degree and Certificate SLOs – program
specific outcomes that two-year college graduates
should possess to succeed in work.
Course Competencies/SLOs – measurable skills
and/or knowledge that students possess at the end
of a course. Several competencies may constitute a
broader outcome at the program and general
education levels.
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Overview of Gen. Ed. SLO Assessment Plan
Courses designed
to address one or
more SLOs at a
specific level
Collect Evidence of
learning:
•Samples of
student work
from courses
•Develop
instruments
Gen Ed
Data Analysis: Make
summative
judgments about
student learning
relative to SLO.
Recommend
improvements.
Record results in
report.
Tied to tactical
planning and
allocation of
resources
Interdisciplinary
Committees
Create alignment
grids to determine
what courses
address what SLO
Draft SLOs
Develop
benchmarks
and rubrics
Implement
recommended
changes – SLO,
rubric, support,
instruction,
resources, policies
Results in
improved
institutional
quality
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Levels of Opportunities



Preparatory Level: Develops the capacity for
students to pursue pathway related studies.
Level 1: SLO will be addressed at a introductory,
basic level with beginning comprehension and
familiarity, limited application.
Level 2: SLO will be integrated regularly into
classroom activities to develop the skill. Students
will be able to apply this competency in a familiar
setting.
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Addendum to Curriculum
Documents
SLO


What SLO(s) does the
course address?
What level does the
course address the
SLO?
Assessment
Tools/Activities

What assessment tools
and/or activities are
used to help students
to attain the identified
SLO(s) that the course
addresses?
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Determine alignment of learning
outcomes at different levels
Gen ED Students Learning Outcomes (SLO)
COURSE
SLO
#1
Phil 101
1
Phil 102
2
Art 201
2
SLO
#2
SLO
#3
SLO
#4
SLO
#5
1
1
2
1
2
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Overview of Program SLO Assessment Plan
Courses and/or
capstone designed
to address one or
more SLOs
Collect Evidence of
learning:
•Samples of
student work
from courses
•Develop
instruments
Program
Data Analysis: Make
summative
judgments about
student learning
relative to SLO.
Recommend
improvements.
Record results in
program review.
Tied to tactical
planning and
allocation of
resources
Faculty
Draft SLOs
Develop
benchmarks
and rubrics
Program maps
show how courses
culminate in
intended SLOs
Implement
recommended
changes – SLO,
rubric, support,
instruction,
resources, policies
Results in
improved
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institutional
quality
Levels of Opportunities




Preparatory Level: Develops the capacity for students to
pursue pathway related studies.
Level 1: SLO will be addressed at a introductory, basic level
with beginning comprehension and familiarity, limited
application
Level 2: SLO will be integrated regularly into classroom
activities to develop the skill. Students will be able to apply
this competency in a familiar setting.
Level 3: Development of this SLO is threaded into daily
classroom activities and assignments. Students will be able to
independently apply SLO to new and unfamiliar situations.
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Addendum to Curriculum
Documents
SLO


What SLO(s) does the
course address?
What level does the
course address the
SLO?
Assessment
Tools/Activities

What assessment tools
and/or activities are
used to help students
to attain the identified
SLO(s) that the course
addresses?
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Overview of Assessment Plan for Administrative, Student
Service, and Support Units
Collect Evidence of
Effectiveness:
•Develop
instruments
•Use
productivity
information
SOs relate to a
unit’s function
w/i the overall
mission of the
college
Draft SO
Develop
benchmarks
and rubrics
Unit Committees
Data Analysis: Make
summative
judgments about the
effectiveness of the
unit relative to the
SO. Recommend
improvements.
Record results in
program review.
Implement
recommended
changes – SO,
ways of doing,
support, resources,
policies,
infrastructure
Tied to tactical
planning and
allocation of
resources
Results in
improved
institutional
quality
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Academic, Administrative, Student Services and Support Units
All work and resources at
KCC ultimately support
students’ attainment of
SLOs
Gen and Program
SLOs
SLO
All activities at this level offer
students direct opportunities
to achieve the SLOs
s
Courses and
OLAs
Learning Assist ance Program s
– tut oring, S I, peer m entoring
All activities and services support students’ work in
their courses, OLAs and LAPs by providing training
for faculty and by maintaining such learning
support infrastructures as the library resource
collections.
All activities and services at this level
support student in their adaptation to
functioning as a successful member of
a college.
All activities at this level directly
support students’ work in their
courses and OLAs
Academic Resources and Support –
CELTT, Library and learning resources
Student Engagement and Success Pathways –
FYE, Malama and Holomua
Services and activities
support student as
they transition to
college
Student Services – Job P lacement, NHCTE, MKC, Student
with Disabilities, Gear-up, SSS-TRIO, Student Activities
Kekaulike Information and Service Center – admissions, registration,
records, financial assistance, degree certifications
Administrative Services – Business Office, Human Resources, Auxiliary and Security
Services
All activities and services
support student’s
practical needs in
becoming members and
maintaining membership
in college.
All activities and services support students and faculty members’ work through provision of functioning physical plant, equipment,
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and other basic resources
Contributors to Teaching and Learning and the
Attainment of Gen Ed and Program SLOs
Students
Course and
organized
learning
activities
Faculty,
Counselors,
Staff and
Administrators
Administrative
Services
Emphases
Gen Ed and
Program SLOs
Tutors and Peer
Mentors
Student
Services
CELTT
Library
Kekaulike
Information
Center
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References
Accrediting Commission for Community and Junior Colleges. (2007, August). Guide to
Evaluating Institutions. Retrieved on 10/01/07 from http://www.accjc.org/
Aleen, M.J. (2006). Assessing general education programs. Bolton, MA: Anker Publishing
Company, Inc.
Beno, B.A. (2004). The role of student learning outcomes in accreditation quality review. In T.W. Banta (Ed.),
Community college assessment. San Francisco, CA: Jossey-Bass.
Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the
institution. Sterling, VA: American Association for Higher Education.
Miles, C.L. & Wilson, C. (2004). Learning outcomes for the twenty-first century: Cultivating
student success for college and the knowledge economy. In T.W. Banta (Ed.), Community
college assessment. San Francisco, CA: Jossey-Bass.
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References
O’Banion, T. (1997). A learning college for the 21st century. Phoenix, Arizona: American
Council on Education and The Oryx Press.
Scott, A.G. (2007). The role of assessment in linking faculty teaching to student outcomes. In
T.W. Banta (Ed.), Assessing student achievement in general education. San Francisco,
CA:
Jossey-Bass.
Serban, A.M. & Friedlander, J. (2004). Developing and implementing assessment of student
leaning outcomes. Hoboken, NJ: Wiley Periodicals.
Walvoord, B.E. (2004). Assessment clear and simple. San Francisco: CA: Jossey-Bass.
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