Institutional Assessment

Series of paintings and the words Institutional Assessment

E komo mai! Assessment is an ongoing and interactive process consisting of the following steps:

  1. Defining the outcomes.
  2. Determining appropriate methods to assess the outcomes.
  3. Gathering evidence of the outcomes.
  4. Analyzing the evidence.
  5. Using this information to improve student learning and evolve the program/service.

O ke kahua mamua, mahope ke kūkulu. The site first, and then the building.

Our institution has established outcomes for all units:

1. Non-instructional units: Service Area Outcomes (SAOs)

Units or participants achieve SAOs after experiencing a particular initiative. SAOs are stored in eLumen (or quick preview [PDF]).

2. Instructional units: Student Learning Outcomes (SLOs)

SLOs are stored in eLumen (or quick preview for Liberal Arts [PDF], Tech 1 [PDF], Tech 2 [PDF]). New courses and programs have their outcomes approved by the Committee for Programs and Curricula (CPC via KualiCM). SLOs take form at various levels:

  1. Course Learning Outcomes (CLOs): Students achieve CLOs after completing a course.
  2. Program Learning Outcomes (PLOs): Students achieve PLOs after completing a specific degree or certificate.
  3. Institutional Learning Outcomes (ILOs): Students achieve ILOs after completing any paths of study

When you develop outcomes, please follow:

  1. Defining Outcomes: Guide [PDF] and video tutorial.
  2. Assessable verbs: For SLOs (Bloom Taxonomy [PDF]) and for SAOs (Support Outcomes Taxonomy [PDF]).

Eʻ au malie i ke kai pāpaʻu, o pakī ka wai a pula ka maka. Swim quietly in shallow water lest it splash into the eyes.

When you develop assessment methods, please consult:

  1. Determining assessment methods: Guide [PDF] and video tutorial.
  2. Assessment vocabulary: Test your knowledge of assessment [PDF]!
  3. Know your students and plan assessment accordingly: About You Questionnaire [PDF] by Liz Hartline

ʻIke ʻia no ka loea i ke kuahu. Experts are recognized by the altar they build.

When you collect your assessment evidence, please review:

1. When you collect your assessment evidence, please keep in mind these key questions [PDF].

2. Assessment reports are stored in eLumen.

3. eLumen: Roles, Coordinator list, FAQs: Instructional, Non-Instructional

4. eLumen trainings:

  1. Faculty: Guide, full training, video tutorial (refresher on how to fill out a report)
  2. Unit/Area Coordinator (instructional): Guide, full training, video tutorial (refresher on how to map outcomes)
  3. Unit/Area Coordinator (non-instructional): Guide, full training, video tutorial (refresher on how to fill out a report)

5. Assessment Reports: 2014-2018

  1. Arts and Humanities, Social Sciences [PDF]: Received 62/67 SLO Reports.
  2. Communication and Services [PDF]: Received 127/164 SLO Reports.
  3. Hawaiian Programs [PDF]: Received 14/14 SLO Reports.
  4. Language Arts [PDF]: Received 57/57 SLO Reports.
  5. Math and Natural Sciences [PDF]: Received 69/89 SLO Reports.
  6. Transportation and Trades [PDF]: Received 198/230 SLO Reports.
  7. Academic Support [PDF]: Received 7/7 SAO Reports.
  8. Administration [PDF]: Received 4/4 SAO Reports.
  9. Communications and External Affairs [PDF]: Received 2/2 SAO Reports.
  10. Information Technology Services [PDF]: Received 6/6 SAO Reports.
  11. Office of Continuing Education [PDF]: Received 1/1 SAO Report.
  12. Student Services [PDF]: Received 7/7 SAO Reports.

ʻAʻohe o kāhi nānā o luna o ka pali; iho mai a lalo nei; ʻike i ke au nui ke au iki, he alo a he alo. The top of the cliff isn't the place to look at us; come down here and learn of the big and little current, face to face.

Faculty and staff members analyze their SLOs and SAOs on an ongoing basis.

Please review:

  1. Your eLumen result explorer: Check the eLumen trainings in the Evidence section above.
  2. Examples of analysis of: Course, program, service.

The assessment office focuses on ILOs:

  1. Logli, C. (2020). [PDF] Culturally Responsive Assessment 2.0: Revisiting the quest for equity and quality in student learning. Research and Practice in Assessment, 14 (Winter), 19-31.
  2. Logli, C. (in press). Culturally responsive assessment 2.0 through faculty and students' voices. In G. Henning (Ed.), Reframing assessment to center equity: Theories, models, and practice in US higher education. Sterling, Virginia: Stylus Publishing.
  3. 2014-2018 Assessment Reports: 8-page analysis [PDF]; 1-page summary [PDF].
  4. 2018 General Meeting index cards: 4-page analysis [PDF]; 1-page summary [PDF].
  5. COVID-19 survey: Results [PDF]

A hewa no he hale kanaka, ʻaʻohe hewa o ka hale kanakaʻole. Fault can be found in an inhabited house and none in an uninhabited one.

Action plans related to assessment findings develop in a variety of contexts, including:

  1. Examples of how to use results towards improvement: Video, Essay, Handout [PDF], PowerPoint [PDF].
  2. Assessment Discussions: Questions to facilitate your departmental dialogues around assessment results.
  3. Assessment Series: Spring 2019 [PDF], Fall 2019 [PDF], Spring 2020 [PDF], Fall 2020 [PDF], Spring 2021 [PDF]
  4. Assessment Ambassadors: Flyer, Participants' Projects [PDF]
  5. Assessment Townhalls: Spring 2018 [PDF], Fall 2018 [PDF], Spring 2019 [PDF], Fall 2019 [PDF], Spring 2020 [PDF], Fall 2020 [Slides, References, Recording], Spring 2021 [PDF], Fall 2021 [PDF]
  6. Assessment Committee: Charter, Procedures [PDF], Membership, Minutes.
  7. Assessment Consultations: Call, email, or meet with me to set up one-on-one or departmental training.
  8. Faculty Development: Faculty Development Committee or email Ross Egloria, Distance Learning Coordinator, at,
  9. UH-System Wide: Assessment Coordinators' Group, Principles Statement [PDF]

Contact Us

Please contact us if you have questions. We are happy to support you!

Chiara Logli, Ph.D.
Faculty/Institutional Assessment Specialist
Honolulu Community College
874 Dillingham Blvd.
Building 27, Room 215H
Honolulu, HI 96817-4598
Phone: (808) 844-2317