Sorey, K. C., & DeMarte, D. T. (2013). Assessment of General Education: Adapting the AAC&U Value Rubrics. Peer Review, 15(2), 27. http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aqh&AN=89588741&site=eds-live
Quantitative Literacy
Report of the CUNY Task Force On System-Wide Assessment Of Undergraduate Learning Gains
Report of the CUNY Task Force On System-Wide Assessment Of Undergraduate Learning Gains. (2011). Report of the CUNY Assessment Task Force. http://www.ny.edu/about/administration/offices/ue/cue/AssessmentTaskForceReport2011.pdf
Increasing the Validity of Outcomes Assessment
Pusecker, K. L., Torres, M. R., Crawford, I., Levia, D., Lehman, D., & Copic, G. (2011). Increasing the Validity of Outcomes Assessment. Peer Review, 13/14(4/1), 27. http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aqh&AN=71944252&site=eds-live
If Only Math Majors Could Write…
Madison, B. (2012). If Only Math Majors Could Write... Numeracy, 5(1). https://doi.org/10.5038/1936-4660.5.1.6
Using Performance Tasks to Improve Quantitative Reasoning in an Introductory Mathematics Course
Kruse, G., & Drews, D. (2013). Using Performance Tasks to Improve Quantitative Reasoning in an Introductory Mathematics Course. International Journal for the Scholarship of Teaching and Learning, 7(2). https://eric.ed.gov/?q=%22critical+thinking%22+%22scoring+rubrics%22&ff1=dtySince_2009&pg=4&id=EJ1135171
How do pros at large, decentralized institutions manage outcomes data?
Welsh, J. (2017). How do pros at large, decentralized institutions manage outcomes data? Intersection of Assessment and Learning, Fall, 38–41. http://c.ymcdn.com/sites/wwwhttps://cdn.ymaws.com/www.aalhe.org/resource/resmgr/docs/Int/AAHLE_Fall_2017_Intersection.pdf.aalhe.org/resource/resmgr/docs/Int/AAHLE_Fall_2017_Intersection.pdf
Eportfolios, Assessment, and General Education Transformation
Hubert, D. (2016). Eportfolios, Assessment, and General Education Transformation. Peer Review; Washington, 18(3), 25–28. https://search-proquest-com.proxy-remote.galib.uga.edu/docview/1826237391/abstract/EAB032E6BD984E5BPQ/1
Beyond math skills: Measuring quantitative reasoning in context
Grawe, N. D. (2011). Beyond math skills: Measuring quantitative reasoning in context. New Directions for Institutional Research, 2011(149), 41–52. https://doi.org/10.1002/ir.379
Twenty-First-Century Quantitative Education: Beyond Content
Dingman, S. W., & Madison, B. L. (2011). Twenty-First-Century Quantitative Education: Beyond Content. Peer Review, 13(3), 15. http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aqh&AN=67378493&site=eds-live
Quantitative Reasoning in the Contemporary World, 3: Assessing Student Learning
Boersma, S., Diefenderfer, C., Dingman, S., & Madison, B. (2011). Quantitative Reasoning in the Contemporary World, 3: Assessing Student Learning. Numeracy, 4(2). https://doi.org/10.5038/1936-4660.4.2.8