Keywords
QL, assessment, core curriculum, learning outcomes
Abstract
In a previous article, we described our college’s new core curriculum, which included a Quantitative Literacy (QL) component for the first time. We explained how we defined QL in the college catalog, and how we used that definition to choose courses to satisfy the new requirement. We then discussed our early efforts at assessing the effectiveness of the QL program and described our plans for the future. Here we report on our progress towards those goals, including working with faculty from other departments and with our institutional research office to develop a more sophisticated assessment plan, as well as creating and implementing easier-to-use surveys and assessment instruments.
DOI
https://doi.org/10.5038/1936-4660.12.1.9
Erratum
In the originally published version, a cited author's name was mis-spelled. That has been corrected here.
Recommended Citation
Mayfield, Betty, and Ann Stewart. "Quantitative Literacy in the Core Curriculum of Hood College: Chapter II, Outcomes and Assessment." Numeracy 12, Iss. 1 (2019): Article 9. DOI: https://doi.org/10.5038/1936-4660.12.1.9
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Survey, Rubric, Assessment Map, Survey
Numeracy 12(1), Mayfield and Stewart, Text Appendix E.pdf (796 kB)
Example: Evolution of a key assignment
