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1.	Walker, Sylvia E. Developing Compressed Beginning and Intermediate Algebra Courses. Journal of developmental education. 40.2: 30-33.
2.	Beginning Algebra, 6th Ed. Scitech book news. 26.1: 36-.
3.	Lutes, L. Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats. Education Sciences 8.1 (2018): 34-.
4.	Copus, C. Early Integration of Tutorial Support in Beginning Algebra. Journal of developmental education. 40.1: 32-34.
5.	Sadler, D R. Fidelity as a precondition for integrity in grading academic achievement. Assessment and Evaluation in Higher Education 35.6 (2010): 727-743.
6.	Krug, K. Student Preference Rates for Predominately Online, Compressed, or Traditionally Taught University Courses. Innovative Higher Education 41.3 (2016): 255-267.
7.	Black, P. Reflections and New Directions. Assessment and Evaluation in Higher Education 35.5 (2010): 493-499.
8.	Royce, D. Beyond feedback: developing student capability in complex appraisal. Assessment and Evaluation in Higher Education 35.5 (2010): 535-550.
9.	Sadler, D. Grade Integrity and the Representation of Academic Achievement. Studies in Higher Education 34.7 (2009): 807-826.
10.	Sadler, D. Royce, D. Royce R. Indeterminacy in the use of preset criteria for assessment and grading. Assessment and evaluation in higher education 34.2 (2009): 159-179.

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The New Elements of Mathematics / Algebra and Geometry [90-279-3025-2; 3-11-081884-1] Peirce, Charles