The purpose of this research was to investigate and develop an effective assessment tool to measure and evaluate course learning outcomes. Course learning outcomes from four different departments in the Faculty of Humanities at a private university in Lebanon were examined and revised according to Bloom's Taxonomy. The learning outcomes were mapped with the program learning outcomes which were also linked to the program educational objectives of the appropriate majors. After which, the assessment process took place. This paper used a case study approach with accumulation of the data dating back to the 2014/2015 academic year, as well as survey methodology to further understand the Faculty instructors' attitudes and experience in utilizing an assessment guide that was prepared by the Faculty Outcomes Assessment Committee. This article details the aforementioned processes in three phases, establishing criteria, setting an assessment strategy, and testing the implementation of such strategies in courses. Findings are not only significant to this university, but coincide with the New England Commission of Higher Education (NECHE) accreditation requirements.