Assessment & Institutional Effectiveness


Office of Assessment and Institutional Effectiveness

Institutional Effectiveness Officer/Assessment Outcome Specialist
Johnson Hall – JH201A
918.647.1407 – CASC Box 363

Statement Concerning Assessment:
The assessment office of CASC is dedicated to providing clear, accurate, relevant, and unbiased data to our faculty, staff, students, and community. It is through a clear understanding of our institution that we can be assured that CASC is achieving the high standards we set for ourselves.  Accountability and knowledge can be achieved via comprehensive assessment of student learning outcomes and the educational environment.

Understanding and staying true to our missions and goals, Carl Albert State College is dedicated to an ongoing model of assessment with a foundation in higher-order student learning outcomes which are tied to program goals clearly associated with the mission as a whole.

We believe that no matter how well we are doing that we can always improve.  Assessment is the key to understanding how best to dedicate staff and faculty in order achieve this improvement by aligning the services we provide with our goals and mission.

Institutional Effectiveness Statement

The Carl Albert State College’s Institutional Effectiveness supports the College’s mission, values, and goals by providing institutional research and leadership in the areas of accreditation and assessment as it relates to the areas of continuous improvement of programs and services as well as the strategic planning process. The functions of the IE includes Institutional Research, Strategic Planning, Program Review, Student Learning Outcomes, and Accreditation.

Responsibilities to:

  • Assist the Carl Albert State College community in engaging in ongoing, integrated, and institution-wide research-based planning and evaluation processes.
  • Facilitate a systematic review of programs and services that results in continuous improvement and demonstrates that CASC is effectively accomplishing its mission.
  • Provide leadership for institutional research and assist in the collection and analyzing of data to support decision-making, strategic planning, and assessment.
  • Provide leadership and direction for the college-wide strategic planning process.
  • Coordinate knowledge and information sharing through committees, individual divisions and/or departments, and publication/presentations.
  • Provide support for the institution’s accreditation process and for specialized accreditation reporting of divisions and departments.
  • Assist with state and federal reporting.

CASC Institutional Effectiveness Model

CASC Student Learning Terminology


Student Outcome Data: Course, General Education, & Program Assessments

Course Level Assessment

Course-Embedded Student Outcome Data

CASC’s academic assessment model features a course-embedded assessment of student learning. In each course, student learning outcomes (SLOs) are assessed by direct measures and associated targets that are incorporated into the course curriculum. Throughout each semester, faculty employ assessment software to enter findings that assess whether those SLOs were met or not met. Each semester, the findings are aggregated by courses in each academic division and submitted to the division chairs for analysis.  The Achievement Status of Findings documents display the overall achievement status of courses in each academic department by semester. The aggregated findings detail the number of SLOs measured, met, partially met, and not met along with the overall percentage of SLOs met for each department.

Achievement Status Fall 2017 Findings

Achievement Status Summer 2017 Findings

Achievement Status Spring 2017 Findings

Achievement Status Fall 2016 Findings

General Education Assessment

Program Review

CASC Annual Student Assessment Report of 2016-2017 Activity


Student Outcome Data/Achievement & Accreditation

Retention & Graduation Reports

CASC Assessment Academy Project Reporting to HLC

As an ongoing commitment to assessing and improving student learning, CASC has joined the Higher Learning Commission (HLC) Assessment Academy. This Academy offers each institution personalized guidance in developing and implementing a systematic approach to institutional assessment that increases the capacity to assess student learning and to use assessment data to enhance student success across the institution. Entry into the Academy consists of a four-year project and involves a cohort of fourteen colleges and universities from across the country. Each institution selects a five-member assessment academy team to lead the endeavor. The team members of the CASC Assessment Academy are Marc Willis, Jennifer Humphreys, Bill Carroll, Brook Wiersig, and Kelly Kellogg. Each phase of the project is reported on the HLC Collaboration Network, which is an online tool for documenting progress, results, and impact. The network features a web-based library of resources and Academy projects from past and current participants. In addition, each team is assigned an HLC Mentor and HLC Scholar who assist with guiding the institution throughout the project.

Below are CASC Assessment Academy Team reports submitted via the HLC Collaboration Network. The context responses were completed fall 2017 upon entrance into the Academy. The HLC Roundtable Event responses were submitted after the team returned from the first major activity, which was an October 2017 multi-day, cohort event to begin building a strategic project outlining action plans and measurable goals. HLC PowerPoints from the event are posted to provide information from the valuable assessment sessions.

CASC Context Responses to HLC Fall 2017

CASC HLC Roundtable Event Responses November 2017

Assessment Basics

Making Assessment Meaningful

Assessment Academy

Tripping Points

Preparing Program Outcomes

Assessment & IE Reports

Assessment Committee

Assessment Committee Mission Statement:
The Assessment Committee of Carl Albert State College aims to facilitate the development of ongoing comprehensive assessments relevant to improving student learning in courses, academic programs, student programs, and services. The committee will accomplish this by providing structure for assessment, a support system for collecting, analyzing and interpreting data, and will assure timely posting of relevant assessment results to appropriate CASC stakeholders.  The subsequent goal of the committee is to make data-driven improvements to instruction, the educational environment, and institutional effectiveness.

Student Right to Know

IE Links

WEAVE Software Instructions