Image Spacer
Site Index | Phone Directory | Search
Long Beach City College Image Spacer
Site Navigation
Outcomes Assessment Home
Who’s Who: SLO Coordinators
Who’s Who: ASLO Subcommittee
Who’s Who: SLO Facilitators
Who’s Who: EARAI
The Assessment Cycle
What is Assessment?
What is Accreditation’s Role?
Overview of SLOs
Perspectives on the Cycle
New SLOs
New Course SLOs
New Program SLOs
Modifying SLOs
Modifying / Inactivating SLOs
Assessment Methods
Overview of Assessment Methods
Data & Disaggregation
Results & Actions
Results of Assessment
Taking Action
Institution Level Assessment
College Outcomes
Curricular Mapping
Institution Level Assessment Reports
Assess SUOs
Conducting Course or Program Reviews
Course and Program SLO Assessment Reports
Student Guide to Learning Outcomes
General Information
Student Guide to Course SLO
Student Guide to Program SLO
Internal Resources
Academic Senate
Curriculum Guides
Course Outlines
Department Plan / Program Review
Faculty Professional Development
Institutional Effectiveness
TracDat Login
External Resources
Assessment Websites
Assessment Articles
Get Adobe Reader
Image SpacerAdmissionsCounselingDisabled Student ServicesEOPSFinancial Aid
Gray rule
Overview of SLOs
Outcomes Assessment

Student Learning Outcomes are statements of the overarching knowledge, skills, abilities, and/or values students should acquire in a course or program. These broad learning outcomes demonstrate core student understanding and application of a subject.

As you create a new course or modify an existing course, notice the following hierarchy:

  1. The synthesis of objectives build up to overarching course-level SLOs

  2. The synthesis of course-level SLOs build up to overarching program-level SLOs

Differences Between SLOs and Objectives
Narrow course objectives represent valuable tools, skills, or content that enables a student to engage in a particular subject and assists the student in building toward and supporting their achievement of broader course level student learning outcomes. The main difference between SLO statements and course objectives is that SLO statements demonstrate an overarching understanding or application of a core aspect of the course while objectives are the small pieces of subject matter, which build up to the broader SLO statements.

Sample Objectives

  • Distinguish between popular and scholarly works.

  • Critically select and evaluate information from discipline-specific reference resources.

  • Apply critical thinking to construct effective research methods, including defining a topic, mapping a search strategy, and using appropriate resources..

Sample Course SLO

  • Evaluate various information resources in accordance with identified research needs.

Sample Program SLO

  • Examine and compare information from various sources to evaluate reliability, validity, accuracy, authority, timeliness, and point of view, or bias.

Bloom’s Taxonomy
Click here to access a folder with Bloom’s Original, Revised, and Digital Domain taxonomies

Student Learning Outcomes should begin with a verb from Bloom’s Taxonomy. When creating or modifying an SLO, use verbs that measure the appropriate cognitive skills. Incorporate these skills into the course SLOs.

Bloom’s Taxonomy is a categorization of verbs describing cognitive skills into six classes (knowledge, comprehension, application, analysis, synthesis, and evaluation). The classes are ranked from least complex (knowledge) to most complex (evaluation) in terms of the level of thinking required for students to achieve these objectives. Critical thinking skills encompass only the three most complex categories (analysis, synthesis, and evaluation).