Assessing the State of State Assessments: Perspectives on Assessing Young Children. Special Report.

ERIC Educational Resources Information Center

SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.

A number of preschool and kindergarten assessment systems are being put into place across the nation, with a variety of purposes and collection methods. The "Assessing the State of State Assessments" symposium was convened to provide an opportunity for persons working most closely with state assessment systems to identify common…

The management of technology assessment

NASA Technical Reports Server (NTRS)

Mayo, L. H.

1972-01-01

The total problem concept of technology assessment, involving a comprehensive information management activity with an objective orientation to the assessment function is discussed. A brief overview of the technology assessment function and some past experiences are given. Fragmentation of assessment systems, optimum social subsystem for examination in particular assessments, and adequacy of assessments are studied. The magnitude of the technology assessment function and the level of support required for the effective performance of this function are also discussed. One type of institutional arrangement which might produce a close approximation to the total problem assessment approach is suggested.

Audit of child maltreatment medical assessments in a culturally diverse, metropolitan setting

PubMed Central

Hotton, Paul Rex

2017-01-01

Objective Child maltreatment (CM) is a major public health problem globally. While there is evidence for the value of medical examination in the assessment of CM, little is known about the quality of clinical assessments for CM. South Western Sydney (SWS) has a large metropolitan population with many vulnerable subgroups. We aimed to describe acute presentations of CM in SWS over a 3-year period—with a focus on the quality of the clinical assessments. We wanted to determine whether the cases assessed fulfilled established minimum standards for clinical assessment of CM and whether the assessments were performed in a child-friendly manner. Design We gathered data from the acute child protection database on all children <16 years referred for assessment between 2013 and 2015. We performed simple descriptive analysis on the data. We measured the assessment, report writing and follow-up against criteria for minimum standards for CM assessments, and identified whether assessments were child-friendly from available clinical information. Results There were 304 children referred; 279 seen for acute assessment; most (73%) were for sexual abuse, 75 (27%) were for physical abuse/neglect. Over half the assessments identified other health concerns; joint assessments performed by paediatric and forensic doctors were better at identifying these health concerns than solo assessments. Most assessments were multidisciplinary and used protocols; half were not followed up; a third were performed after-hours and a third had no carer present during assessments. Conclusions We identified strengths and weaknesses in current CM assessments in our service. Locally relevant standards for CM assessments are achievable in the acute setting, more challenging is addressing appropriate medical and psychosocial follow-up for these children. While we have established baseline domains for measuring a child-friendly approach to CM assessments, more should be done to ensure these vulnerable children are assessed in a timely, child-friendly manner, with appropriate follow-up. PMID:29637146

Audit of child maltreatment medical assessments in a culturally diverse, metropolitan setting.

PubMed

Raman, Shanti; Hotton, Paul Rex

2017-01-01

Child maltreatment (CM) is a major public health problem globally. While there is evidence for the value of medical examination in the assessment of CM, little is known about the quality of clinical assessments for CM. South Western Sydney (SWS) has a large metropolitan population with many vulnerable subgroups. We aimed to describe acute presentations of CM in SWS over a 3-year period-with a focus on the quality of the clinical assessments. We wanted to determine whether the cases assessed fulfilled established minimum standards for clinical assessment of CM and whether the assessments were performed in a child-friendly manner. We gathered data from the acute child protection database on all children <16 years referred for assessment between 2013 and 2015. We performed simple descriptive analysis on the data. We measured the assessment, report writing and follow-up against criteria for minimum standards for CM assessments, and identified whether assessments were child-friendly from available clinical information. There were 304 children referred; 279 seen for acute assessment; most (73%) were for sexual abuse, 75 (27%) were for physical abuse/neglect. Over half the assessments identified other health concerns; joint assessments performed by paediatric and forensic doctors were better at identifying these health concerns than solo assessments. Most assessments were multidisciplinary and used protocols; half were not followed up; a third were performed after-hours and a third had no carer present during assessments. We identified strengths and weaknesses in current CM assessments in our service. Locally relevant standards for CM assessments are achievable in the acute setting, more challenging is addressing appropriate medical and psychosocial follow-up for these children. While we have established baseline domains for measuring a child-friendly approach to CM assessments, more should be done to ensure these vulnerable children are assessed in a timely, child-friendly manner, with appropriate follow-up.

Assessment, Change, and Complexity.

ERIC Educational Resources Information Center

Salem, Philip

2002-01-01

Describes three types of communication assessment: structural assessment; functional assessment; and process assessment. Contends that these traditional approaches are inappropriate for assessing organizational change. Proposes that complexity theory explicitly focuses on evolutionary processes and thus is a more appropriate foundation for…

Petroleum systems succeed play basis in Appalachian basin resource estimate

USGS Publications Warehouse

Milici, R.C.; Ryder, R.T.

2004-01-01

The US Geological Survey (USGS) periodically conducts subjective probabilistic assessments of the technically recoverable undiscovered hydrocarbon resources of the US and of the world. In addition, the USGS prepares forecasts of that portion of the technically recoverable resources that may be economic under specified conditions of supply, demand, and price. Depending on priorities, regional hydrocarbon assessments of the US are revised every 5 to 10 years. These assessments of undiscovered hydrocarbons supplement the data on hydrocarbon reserves that are reported annually by the US Department of Energy, Energy Information Administration. In between assessments, USGS assessment geologists conduct research and compile geologic and production data that may be used to improve future assessments. This new information commonly effects changes in the way the USGS defines "plays" or "assessment units" from assessment to assessment. Furthermore, USGS assessment methodology is in a constant state of evolution and changes to some degree from assessment to assessment.

Evaluation of perioperative nutritional status with subjective global assessment method in patients undergoing gastrointestinal cancer surgery.

PubMed

Erdim, Aylin; Aktan, Ahmet Özdemir

2017-01-01

This study was designed to evaluate the perioperative nutritional status of patients undergoing surgery for gastrointestinal cancer using Subjective Global Assessment and surgeon behavior on nutritional support. We recruited 100 patients undergoing surgery for gastrointestinal cancer in one university and two state teaching hospitals. Subjective Global Assessment was administered to evaluate preoperative and postoperative nutritional status. Fifty-two patients in the state hospitals (Group 1) and 48 in the university hospital were assessed. Anthropometric and biochemical measurements were performed. Changes in preoperative Subjective Global Assessment scores and scores at the time of discharge and types of nutritional support were compared. Subjective Global Assessment-B was regarded as moderate and Subjective Global Assessment-C as heavy malnutrition. Ten patients had Subjective Global Assessment-B and 29 had Subjective Global Assessment-C malnutrition in Group 1 and nine had Subjective Global Assessment-B and 31 had Subjective Global Assessment-C malnutrition in Group 2 during preoperative assessment. Respective numbers in postoperative assessment were 12 for Subjective Global Assessment-B and 30 for Subjective Global Assessment-C in Group 1 and 14 for Subjective Global Assessment-B and 26 for Subjective Global Assessment-C in Group 2. There was no difference between two groups. Nutritional methods according to Subjective Global Assessment evaluation in pre- and postoperative periods were not different between the groups. This study demonstrated that the malnutrition rate is high among patients scheduled for gastrointestinal cancer surgery and the number of surgeons were inadequate to provide perioperative nutritional support. Both university and state hospitals had similar shortcomings. Subjective Global Assessment is an easy and reliable test and if utilized will be helpful to detect patients requiring nutritional support.

Assessment and d/Deaf and Hard of Hearing Multilingual Learners: Considerations and Promising Practices.

PubMed

Pizzo, Lianna; Chilvers, Amanda

2016-01-01

The authors address considerations and promising practices relating to assessment of d/Deaf and Hard of Hearing Multilingual Learners. DMLs' unique culture(s), language(s), and learning needs must be considered when assessments of this population are being planned, conducted, and interpreted. The authors address theory and research on (a) general considerations for the overarching assessment process, (b) specific assessment approaches used to assess DMLs, and (c) assessment of language proficiency for diverse language learners. In addition, basic recommendations for the assessment of DMLs are made, including increased availability of assessments in various languages, use of multiple sources of individual and family data, assessment of all languages, and incorporation of a strong assessment component (that includes nondiscrimination practices) into teacher preparation programs.

Group-Based Assessment as a Dynamic Approach to Marketing Education

ERIC Educational Resources Information Center

Bicen, Pelin; Laverie, Debra A.

2009-01-01

Assessment is a prominent issue in education today. However, assessment of learning often occurs only at the end of the semester to satisfy accreditation agencies. An alternative is to conduct assessments during the course, not only to assess if learning goals are being met but also to assess student learning during the course. Assessment for…

Assessing Children for the Presence of a Disability. Resources You Can Use. NICHCY Bibliography. 2nd Edition.

ERIC Educational Resources Information Center

Gutierrez, Mary Kate, Comp.

This resource list is intended to provide school systems with information on assessment of school-aged children for the presence of a disability. The 104 references are broken down into the following categories: general assessment information; assessment tools; critiques of assessment tools; curriculum-based assessment; assessments of different…

Environmentally Based Assessment Practices: Viable Alternatives to Standardized Assessment for Assessing Emergent Literacy Skills in Young Children

ERIC Educational Resources Information Center

Thurman, S. Kenneth; McGrath, Marie C.

2008-01-01

Ecological validity is an important construct in the assessment of young children. The argument is made that using environmentally based assessment practices as well as understanding the child's ecology will help assure that assessments are carried out in an ecologically valid manner. The discussion focuses on play-based assessment,…

GUIDE TO INDUSTRIAL ASSESSMENTS FOR POLLUTION PREVENTION AND ENERGY EFFICIENCY

EPA Science Inventory

This document presents an overview of industrial assessments and the general framework for conducting an assessment. It describes combined assessments for pollution prevention and energy, "industrial assessments," providing guidance to those performing assessments at industrial o...

Exploring approaches to dietetic assessment of a common task across different universities through assessment moderation.

PubMed

Palermo, C; Volders, E; Gibson, S; Kennedy, M; Wray, A; Thomas, J; Hannan-Jones, M; Gallegos, D; Beck, E

2018-02-01

Assessment presents one of the greatest challenges to evaluating health professional trainee performance, as a result of the subjectivity of judgements and variability in assessor standards. The present study aimed to test a moderation procedure for assessment across four independent universities and explore approaches to assessment and the factors that influence assessment decisions. Assessment tasks designed independently by each of the four universities to assess student readiness for placement were chosen for the present study. Each university provided four student performance recordings for moderation. Eight different academic assessors viewed the student performances and assessed them using the corresponding university assessment instrument. Assessment results were collated and presented back to the assessors, together with the original university assessment results. Results were discussed with assessors to explore variations. The discussion was recorded, transcribed, thematically analysed and presented back to all assessors to achieve consensus on the emerging major learnings. Although there were differences in absolute scores, there was consistency (12 out of 16 performances) in overall judgement decisions regarding placement readiness. Proficient communication skills were considered a key factor when determining placement readiness. The discussion revealed: (i) assessment instruments; (ii) assessor factors; and (iii) the subjectivity of judgement as the major factors influencing assessment. Assessment moderation is a useful method for improving the quality of assessment decisions by sharing understanding and aligning standards of performance. © 2017 The British Dietetic Association Ltd.

Peer-assessment of medical communication skills: the impact of students' personality, academic and social reputation on behavioural assessment.

PubMed

Hulsman, Robert L; Peters, Joline F; Fabriek, Marcel

2013-09-01

Peer-assessment of communication skills may contribute to mastery of assessment criteria. When students develop the capacity to judge their peers' performance, they might improve their capacity to examine their own clinical performance. In this study peer-assessment ratings are compared to teacher-assessment ratings. The aim of this paper is to explore the impact of personality and social reputation as source of bias in assessment of communication skills. Second year students were trained and assessed history taking communication skills. Peers rated the students' personality and academic and social reputation. Peer-assessment ratings were significantly correlated with teacher-ratings in a summative assessment of medical communication. Peers did not provide negative ratings on final scales but did provide negative ratings on subcategories. Peer- and teacher-assessments were both related to the students' personality and academic reputation. Peer-assessment cannot replace teacher-assessment if the assessment should result in high-stake decisions about students. Our data do not confirm the hypothesis that peers are overly biased by personality and reputation characteristics in peer-assessment of performance. Early introduction of peer-assessment in medical education would facilitate early acceptance of this mode of evaluation and would promote early on the habit of critical evaluation of professional clinical performance and acceptance of being evaluated critically by peers. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

The Potential Contribution of Advanced Imaging Techniques to Developmental Neurotoxicity Risk Assessment

EPA Science Inventory

Neuropathologic assessment provides critical data essential to developmental neurotoxicity risk assessment. There are a number of objectives in conducting a neuropathologic assessment to effectively support risk assessment. These include a comprehensive assessment of the adult an...

Understanding Clinicians' Use of Cues When Assessing the Future Risk of Violence: A Clinical Judgement Analysis in the Psychiatric Setting.

PubMed

Brown, Barbara; Rakow, Tim

2016-01-01

Research is sparse on how clinicians' judgement informs their violence risk assessments. Yet, determining preferences for which risk factors are used, and how they are weighted and combined, is important to understanding such assessments. This study investigated clinicians' use of static and dynamic cues when assessing risk in individual patients and for dynamic cues considered in the recent and distant past. Clinicians provided three violence risk assessments for 41 separate hypothetical cases of hospitalized patients, each defined by eight cues (e.g., psychopathy and past violence severity/frequency). A clinical judgement analysis, using regression analysis of judgements for multiple cases, created linear models reflecting the major influences on each individual clinician's judgement. Risk assessments could be successfully predicted by between one and four cues, and there was close agreement between different clinicians' models regarding which cues were relevant for a given assessment. However, which cues were used varied between assessments: history of recent violence predicted assessments of in-hospital risk, whereas violence in the distant past predicted the assessed risk in the community. Crucially, several factors included in actuarial/structured risk assessment tools had little influence on clinicians' assessments. Our findings point to the adaptivity in clinicians' violence risk assessments, with a preference for relying on information consistent with the setting for which the assessment applies. The implication is that clinicians are open to using different structured assessment tools for different kinds of risk assessment, although they may seek greater flexibility in their assessments than some structured risk assessment tools afford (e.g., discounting static risk factors). Across three separate violence risk assessments, clinicians' risk assessments were more strongly influenced by dynamic cues that can vary over time (e.g., level of violence) than by static cues that are fixed for a given individual (e.g., a diagnosis of psychopathy). The variation in the factors affecting risk assessments for different settings (i.e., in hospital versus in the community) was greater than the variability between clinicians for such judgements. The findings imply a preference for risk assessment strategies that offer flexibility: either using different risk assessment tools for different purposes and settings or employing a single tool that allows for different inputs into the risk assessment depending upon the nature of the assessment. The appropriateness of these clinical intuitions about violence risk that are implied by our findings warrants further investigation. Copyright © 2015 John Wiley & Sons, Ltd.

A validation study of an alternate state science assessment: Alignment of the Pennsylvania Alternate System of Assessment (PASA) science assessment

NASA Astrophysics Data System (ADS)

Heh, Peter

The current study examined the validation and alignment of the PASA-Science by determining whether the alternate science assessment anchors linked to the regular education science anchors; whether the PASA-Science assessment items are science; whether the PASA-Science assessment items linked to the alternate science eligible content, and what PASA-Science assessment content was considered important by parents and teachers. Special education and science education university faculty determined all but one alternate science assessment anchor linked to the regular science assessment anchors. Special education and science education teachers determined that the PASA-Science assessment items are indeed science and linked to the alternate science eligible content. Finally, parents and teachers indicated the most important science content assessed in the PASA-Science involved safety and independence.

Performance Assessment Examples from the Quality Performance Assessment Network

ERIC Educational Resources Information Center

Kuriacose, Christina

2017-01-01

In this brief article, Christina Kuriacose provides four sample performance assessments. Spanning grade levels, these assessments are strong examples of teacher-developed performance assessments from schools within the Center for Collaborative Education's Quality Performance Assessment network. These performance tasks demonstrate the pedagogical…

The southern regional conference on technology assessment: Summary

NASA Technical Reports Server (NTRS)

Coates, V. T.; Mock, J. E.

1974-01-01

The proceedings of a conference on technology assessment are presented. A survey of recent Federal activity in technology assessment was discussed initially. Emphasis was placed on state and local activities with respect to technology assessment to include the following subjects: (1) the technology assessment desired by states, (2) organization of technology assessment activities, (3) how to perform technology assessments for less than $5,000, and (4) the preparation of environmental impact statements. Specific application of technology assessment to solid waste management in Connecticut is reported.

A comparison of students' self-assessments with faculty evaluations of their communication skills.

PubMed

Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

The Role of Digital 3D Scanned Models in Dental Students' Self-Assessments in Preclinical Operative Dentistry.

PubMed

Lee, Cliff; Kobayashi, Hiro; Lee, Samuel R; Ohyama, Hiroe

2018-04-01

The aim of this study was to determine how dental student self-assessment and faculty assessment of operative preparations compared for conventional visual assessment versus assessment of scanned digital 3D models. In 2016, all third-year students in the Class of 2018 (N=35) at Harvard School of Dental Medicine performed preclinical exams of Class II amalgam preparations (C2AP) and Class III composite preparations (C3CP) and completed self-assessment forms; in 2017, all third-year students in the Class of 2019 (N=34) performed the same exams. Afterwards, the prepared typodont teeth were digitally scanned. Students self-assessed their preparations digitally, and four faculty members graded the preparations conventionally and digitally. The results showed that, overall, the students assessed their preparations higher than the faculty assessments. The mean student-faculty gaps for C2AP and C3CP in the conventional assessments were 11% and 5%, respectively. The mean digital student-faculty gap for C2AP and C3CP were 8% and 2%, respectively. In the conventional assessments, preclinical performance was negatively correlated with the student-faculty gap (r=-0.47, p<0.001). The correlations were not statistically significant with the digital assessments (p=0.39, p=0.26). Students in the bottom quartile significantly improved their self-assessment accuracy using digital self-assessments over conventional assessments (C2AP 10% vs. 17% and C3CP 3% vs. 10%, respectively). These results suggest that digital assessments offered a significant learning opportunity for students to critically self-assess themselves in operative preclinical dentistry. The lower performing students benefitted the most, improving their assessment ability to the level of the rest of the class.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

PubMed

Poirier, Therese I; Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-04-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program

PubMed Central

Pailden, Junvie; Jhala, Ray; Ronald, Katie; Wilhelm, Miranda; Fan, Jingyang

2017-01-01

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students’ perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students’ metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure. PMID:28496274

Formative Assessment: Simply, No Additives

ERIC Educational Resources Information Center

Roskos, Kathleen; Neuman, Susan B.

2012-01-01

Among the types of assessment the closest to daily reading instruction is formative assessment. In contrast to summative assessment, which occurs after instruction, formative assessment involves forming judgments frequently in the flow of instruction. Key features of formative assessment include identifying gaps between where students are and…

7 CFR 37.10 - Official assessment.

Code of Federal Regulations, 2010 CFR

2010-01-01

... ASSESS ORGANIC CERTIFYING AGENCIES § 37.10 Official assessment. Official assessment of an applicant's certification program shall be granted upon successful completion of a two-step review process, as provided for... completion of an adequacy audit by the auditors. (b) Program assessment. Assessment of a certification...

Students at the Center: Feminist Assessment.

ERIC Educational Resources Information Center

Musil, Caryn McTighe, Ed.

This publication is designed to facilitate program assessment involving women's studies courses by setting feminist principles of assessment in the context of the larger assessment movement. It features innovative assessment designs, a variety of methodological approaches, and practical advice about how to conduct a productive assessment project…

Geography Assessment and Exercise Specifications for the 1994 National Assessment of Educational Progress.

ERIC Educational Resources Information Center

American Inst. for Research, Washington, DC. Washington Research Center.

This document lists and outlines the specific educational objectives of the content of the 1994 National Assessment of Educational Progress's Geography Assessment. The document is divided into two sections: "Assessment Specifications" and "Exercise Specifications." The "Assessment Specifications" provide an overall…

Language Performance Assessment: Current Trends in Theory and Research

ERIC Educational Resources Information Center

El-Koumy, Abdel-Salam Abdel-Khalek

2004-01-01

The purpose of this paper is to review the theoretical and empirical literature relevant to language performance assessment. Following a definition of performance assessment, this paper considers: (1) theoretical assumptions underlying performance assessment; (2) purposes of performance assessment; (3) performance assessment procedures; (4) merits…

Portfolio Assessment and Quality Teaching

ERIC Educational Resources Information Center

Kim, Youb; Yazdian, Lisa Sensale

2014-01-01

Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000; Bergeron, Wermuth,…

Quantification for complex assessment: uncertainty estimation in final year project thesis assessment

NASA Astrophysics Data System (ADS)

Kim, Ho Sung

2013-12-01

A quantitative method for estimating an expected uncertainty (reliability and validity) in assessment results arising from the relativity between four variables, viz examiner's expertise, examinee's expertise achieved, assessment task difficulty and examinee's performance, was developed for the complex assessment applicable to final year project thesis assessment including peer assessment. A guide map can be generated by the method for finding expected uncertainties prior to the assessment implementation with a given set of variables. It employs a scale for visualisation of expertise levels, derivation of which is based on quantified clarities of mental images for levels of the examiner's expertise and the examinee's expertise achieved. To identify the relevant expertise areas that depend on the complexity in assessment format, a graphical continuum model was developed. The continuum model consists of assessment task, assessment standards and criterion for the transition towards the complex assessment owing to the relativity between implicitness and explicitness and is capable of identifying areas of expertise required for scale development.

A statewide survey assessing practitioners' use and perceived utility of functional assessment.

PubMed

Roscoe, Eileen M; Phillips, Katurri M; Kelly, Maureen A; Farber, Rachel; Dube, William V

2015-12-01

The field of applied behavior analysis emphasizes the importance of conducting functional assessment before treatment development for problem behavior. There is, however, little information regarding the extent to which practitioners are using functional assessment in applied settings for individuals with developmental disabilities (DD). The purpose of the current study was to conduct a survey to assess the degree to which various types of functional assessment are implemented in agencies that serve individuals with DD in Massachusetts. Practitioners were asked to indicate their perception about and use of the various categories of functional assessment (e.g., indirect assessment, descriptive assessment, and functional analysis). From the 205 respondents who completed the survey, the most frequently used functional assessment was descriptive assessment. Results indicated that although the majority (67.8%) of practitioners believe functional analysis to be the most informative assessment tool for selecting behavioral treatment, only 34.6% of respondents indicated that they typically use functional analysis to inform the development of a behavior plan. © Society for the Experimental Analysis of Behavior.

Conceptualizing and Exemplifying Science Teachers' Assessment Expertise

NASA Astrophysics Data System (ADS)

Geaney Lyon, Edward

2013-05-01

Although research in science education has led to new assessment forms and functions, the reality is that little work has been done to unpack and capture what it means for a teacher to develop expertise at assessing science. The purpose of this paper is two-fold. First, I suggest a conceptualization of assessment expertise that is organized around three dimensions: (a) designing aligned and theoretically cohesive assessment (Design), (b) using assessment to support students' science learning (Use), and (c) equitably assessing language minorities (Equity). The second purpose is to suggest and exemplify various levels of teaching expertise across the three conceptual dimensions using written assessment plans gathered from a study on secondary science pre-service teachers' assessment growth. The contribution of this paper lies in its further conceptual development of assessment expertise, instantiated in a rubric, which can spark discussion about how to capture the range of assessment practices that might be found in science classrooms as well as move toward a potential learning progression of assessment expertise.

The Contribution of Project Environmental Assessment to Assessing and Managing Cumulative Effects: Individually and Collectively Insignificant?

PubMed

Noble, Bram; Liu, Jialang; Hackett, Paul

2017-04-01

This paper explores the opportunities and constraints to project-based environmental assessment as a means to support the assessment and management of cumulative environmental effects. A case study of the hydroelectric sector is used to determine whether sufficient information is available over time through project-by-project assessments to support an adequate understanding of cumulative change. Results show inconsistency from one project to the next in terms of the components and indicators assessed, limited transfer of baseline information between project assessments over time, and the same issues and concerns being raised by review panels-even though the projects reviewed are operating in the same watershed and operated by the same proponent. Project environmental assessments must be managed, and coordinated, as part of a larger system of impact assessment, if project-by-project assessments are to provide a meaningful forum for learning and understanding cumulative change. The paper concludes with recommendations for improved project-based assessment practice in support of cumulative effects assessment and management.

A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Multisource Feedback Through Paired Self- and Peer Evaluations.

PubMed

Emke, Amanda R; Cheng, Steven; Chen, Ling; Tian, Dajun; Dufault, Carolyn

2017-01-01

Phenomenon: Professionalism is integral to the role of the physician. Most professionalism assessments in medical training are delayed until clinical rotations where multisource feedback is available. This leaves a gap in student assessment portfolios and potentially delays professional development. A total of 246 second-year medical students (2013-2015) completed self- and peer assessments of professional behaviors in 2 courses following a series of Team-Based Learning exercises. Correlation and regression analyses were used to examine the alignment or misalignment in the relationship between the 2 types of assessments. Four subgroups were formed based on observed patterns of initial self- and peer assessment alignment or misalignment, and subgroup membership stability over time was assessed. A missing data analysis examined differences between average peer assessment scores as a function of selective nonparticipation. Spearman correlation demonstrated moderate to strong correlation between self-assessments completed alone (no simultaneous peer assessment) and self-assessments completed at the time of peer assessments (ρ = .59, p < .0001) but weak correlation between the two self-assessments and peer assessments (alone: ρ = .13, p < .013; at time of peer: ρ = .21, p < .0001). Generalized estimating equation models revealed that self-assessments done alone (p < .0001) were a significant predictor of self-assessments done at the time of peer. Course was also a significant predictor (p = .01) of self-assessment scores done at the time of peer. Peer assessment score was not a significant predictor. Bhapkar's test revealed subgroup membership based on the relationship between self- and peer ratings was relatively stable across Time 1 and Time 2 assessments (χ 2 = 0.83, p = .84) for all but one subgroup; members of the subgroup with initially high self-assessment and low peer assessment were significantly more likely to move to a new classification at the second measurement. A missing data analysis revealed that students who completed all self-assessments had significantly higher average peer assessment ratings compared to students who completed one or no self-assessments with a difference of -0.32, 95% confidence interval [-0.48, -0.15]. Insights: Multiple measurements of simultaneous self- and peer assessment identified a subgroup of students who consistently rated themselves higher on professionalism attributes relative to the low ratings given by their peers. This subgroup of preclinical students, along with those who elected to not complete self-assessments, may be at risk for professionalism concerns. Use of this multisource feedback tool to measure perceptual stability of professionalism behaviors is a new approach that may assist with early identification of at-risk students during preclinical years.

Wastewater Conveyance Feasibility Investigation, Cranston, RI, Volume 1 Main Report and Environmental Assessment

DTIC Science & Technology

1995-05-01

K Task 10c - Water Quality and Hydrology Assessment APPENDIX L Task 10d - Archaeological/Historic Assessment APPENDIX M Task l~e - Ecological ...options to select a proposed project. The first phase included feasibility level design, cost estimating, water quality, ecological , archaeological and...Assessment 47 Ecological Assessment 49 Historic/Archaeological Assessment 53 Socio/Economic Assessment 54 Proposed Project 57 Chapter 7. PRELIMINARY

Use of Formative Assessment, Self- and Peer-Assessment in the Classrooms: Some Insights from Recent Language Testing and Assessment (LTA) Research

ERIC Educational Resources Information Center

Afitska, Oksana

2014-01-01

A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning,…

A Comparative Analysis of the Consistency and Difference among Teacher-Assessment, Student Self-Assessment and Peer-Assessment in a Web-Based Portfolio Assessment Environment for High School Students

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Tseng, Kuo-Hung; Lou, Shi-Jer

2012-01-01

This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and…

Translating Theory Into Practice: Implementing a Program of Assessment.

PubMed

Hauer, Karen E; O'Sullivan, Patricia S; Fitzhenry, Kristen; Boscardin, Christy

2018-03-01

A program of assessment addresses challenges in learner assessment using a centrally planned, coordinated approach that emphasizes assessment for learning. This report describes the steps taken to implement a program of assessment framework within a medical school. A literature review on best practices in assessment highlighted six principles that guided implementation of the program of assessment in 2016-2017: (1) a centrally coordinated plan for assessment aligns with and supports a curricular vision; (2) multiple assessment tools used longitudinally generate multiple data points; (3) learners require ready access to information-rich feedback to promote reflection and informed self-assessment; (4) mentoring is essential to facilitate effective data use for reflection and learning planning; (5) the program of assessment fosters self-regulated learning behaviors; and (6) expert groups make summative decisions about grades and readiness for advancement. Implementation incorporated stakeholder engagement, use of multiple assessment tools, design of a coaching program, and creation of a learner performance dashboard. The assessment team monitors adherence to principles defining the program of assessment and gathers and responds to regular feedback from key stakeholders, including faculty, staff, and students. Next steps include systematically collecting evidence for validity of individual assessments and the program overall. Iterative review of student performance data informs curricular improvements. The program of assessment also highlights technology needs that will be addressed with information technology experts. The outcome ultimately will entail showing evidence of validity that the program produces physicians who engage in lifelong learning and provide high-quality patient care.

Pediatric caregiver involvement in the assessment of physicians.

PubMed

Moreau, Katherine A; Pound, Catherine M; Eady, Kaylee

2015-08-01

Given the growth and benefits of consumerist and family-centred approaches to pediatric health care, there is a need to involve pediatric caregivers in the assessment of their children's physicians. We present interconnected questions that are important to address in order to facilitate pediatric caregiver involvement in the assessment of their children's physicians. Pediatric caregivers can be valuable assessors of physicians' non-technical skills. It is important to conduct additional research on caregiver involvement in assessment activities and create a reflective discourse on this topic. To ensure that pediatric caregivers' assessments of physicians are formally recognized and advantageous, it is important to understand: (a) what pediatric caregivers can assess; (b) what assessment tools exist for pediatric caregivers; (c) how to create appropriate assessment tools for pediatric caregivers; (d) how to collect pediatric caregivers' assessments; (e) how to increase the legitimacy, use, and effectiveness of pediatric caregivers' assessments; and (f) the consequences of pediatric caregiver assessment.

Unobtrusive measures in behavioral assessment

PubMed Central

Kazdin, Alan E.

1979-01-01

A major distinguishing characteristic of behavioral assessment is the direct assessment of overt behavior. Direct assessment is assumed to provide a sample of behavior that reflects client performance in the situation in which behavior is assessed, even if the assessment procedures were not implemented. Yet, in the majority of investigations, behavioral assessment procedures are obtrusive, i.e., subjects are aware that their behavior is being assessed. The potential problem with obtrusive assessment is that it may be reactive, i.e., affect how subjects perform. Recent research has demonstrated that obtrusive observations often are reactive and that behaviors assessed under obtrusive and unobtrusive conditions bear little relation. From methodological and applied perspectives, additional attention needs to be given to unobtrusive measures of behavior change. The present paper illustrates unobtrusive measures in behavior modification including direct observations, archival records, and physical traces of performance. In addition, validation and assessment problems, questions about the obtrusiveness of the measures, and ethical issues are discussed. PMID:16795622

Self-perceived assessment skill of prospective physics teachers

NASA Astrophysics Data System (ADS)

Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

2018-05-01

Assessment skills are an important component of assessment practice, without adequate assessment skills it is unlikely that teacher assessment practices will produce desired student learning outcomes. This study was conducted to reveal self-perceived assessment skills of prospective physics teachers by using quantitative descriptive analysis, and involving 92 prospective physics teachers who were experiencing teaching practice in junior high school and final project related to assessment. Data was collected by using Self-Perceived Assessment Science Skills Questionnaire consisted of 29 items related seven assessment competencies was developed and used in the study. Internal consistency reliability coefficient for the total scale scores was 0.87 as measured by Cronbach’s alpha. Determination of self-perceived assessment science skills detected from prospective physics teachers was carried out in descriptive statistics, in the form of respondent average values. Research findings show that self-perceived assessment skills of prospective physics teachers was categorized as transition.

Alternate Assessment Manual for the Arizona Student Achievement Program

ERIC Educational Resources Information Center

Arizona Department of Education, 2005

2005-01-01

The Alternate Assessment Code of Ethics informs school personnel involved in alternate assessments of ethical, nondiscriminatory assessment practices and underscores the diligence necessary to provide accurate assessment data for instructional decision-making. The importance of commitment and adherence to the Alternate Assessment Code of Ethics by…

Assessment of anatomical knowledge: Approaches taken by higher education institutions.

PubMed

Choudhury, Bipasha; Freemont, Anthony

2017-04-01

Assessment serves the primary function of determining a student's competence in a subject. Several different assessment formats are available for assessing anatomical skills, knowledge and understanding and, as assessment can drive learning, a careful selection of assessments can help to engender the correct deep learning facility required of the safe clinical practitioner. The aim of this review was to survey the published literature to see whether higher education institutions are taking an andragogical approach to assessment. Five databases (EMBASE, ERIC, Medline, PubMed, and Web of Knowledge) were searched using standardized search terms with two limits applied (English language, and 2000 to the present). Among the 2,094 papers found, 32 were deemed suitable for this review. Current literature on assessment can be categorized into the following themes: assessment driven learning, types of assessments, frequency of assessments, and use of images in assessments. The consensus is to use a variety of methods, written and practical, to assess anatomical knowledge and skill in different domains. Institutions aim for different levels of Bloom's taxonomy for students at similar stages of their medical degree. Formative assessments are used widely, in differing formats, with mostly good effects on the final examination grade. In conclusion, a wide variety of assessments, each aimed at a different level of Bloom's taxonomy, are used by different institutions. Clin. Anat. 30:290-299, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Assessing work disability for social security benefits: international models for the direct assessment of work capacity.

PubMed

Geiger, Ben Baumberg; Garthwaite, Kayleigh; Warren, Jon; Bambra, Clare

2017-08-25

It has been argued that social security disability assessments should directly assess claimants' work capacity, rather than relying on proxies such as on functioning. However, there is little academic discussion of how such assessments could be conducted. The article presents an account of different models of direct disability assessments based on case studies of the Netherlands, Germany, Denmark, Norway, the United States of America, Canada, Australia, and New Zealand, utilising over 150 documents and 40 expert interviews. Three models of direct work disability assessments can be observed: (i) structured assessment, which measures the functional demands of jobs across the national economy and compares these to claimants' functional capacities; (ii) demonstrated assessment, which looks at claimants' actual experiences in the labour market and infers a lack of work capacity from the failure of a concerned rehabilitation attempt; and (iii) expert assessment, based on the judgement of skilled professionals. Direct disability assessment within social security is not just theoretically desirable, but can be implemented in practice. We have shown that there are three distinct ways that this can be done, each with different strengths and weaknesses. Further research is needed to clarify the costs, validity/legitimacy, and consequences of these different models. Implications for rehabilitation It has recently been argued that social security disability assessments should directly assess work capacity rather than simply assessing functioning - but we have no understanding about how this can be done in practice. Based on case studies of nine countries, we show that direct disability assessment can be implemented, and argue that there are three different ways of doing it. These are "demonstrated assessment" (using claimants' experiences in the labour market), "structured assessment" (matching functional requirements to workplace demands), and "expert assessment" (the judgement of skilled professionals). While it is possible to implement a direct assessment of work capacity for social security benefits, further research is necessary to understand how best to maximise validity, legitimacy, and cost-effectiveness.

Historic Structure Assessment for Building 839, Carlisle Barracks: Carlisle, Pennsylvania

DTIC Science & Technology

2017-10-01

Ratings 3 Conditions Assessment Survey Introduction Site Visit Summary of Findings Building Feature Master List Condition Assessment Reports...that guide the project; 4. Condition Assessment Survey : architectural fabric survey and assessment, summary of condition ratings, and maintenance...Barracks September 2017 End of Chapter 2 Condition Assessment Survey

Using a CAS Self-Study to Teach Assessment Practice

ERIC Educational Resources Information Center

Bourke, Brian

2017-01-01

There are likely as many approaches to teaching assessment as there are people teaching assessment. Graduate courses on assessment can be structured with a singular focus, such as learning outcomes assessment, or along a competencies-based framework. Such frameworks include the Assessment Skills and Knowledge (ASK) Standards developed by College…

Workplace-Based Assessments in Psychiatry: Evaluation of a Whole Assessment System

ERIC Educational Resources Information Center

Brittlebank, Andrew; Archer, Julian; Longson, Damien; Malik, Amit; Bhugra, Dinesh K.

2013-01-01

Objective: Work Place-Based Assessments (WPBAs) were introduced into psychiatry along with the new curriculum in 2005. The Royal College of Psychiatrists decided to pilot several WPBAs to ascertain their suitability. Method: Eight types of assessments (Case-Based Discussion, Assessment of Clinical Expertise, Mini-Assessed Clinical Encounter,…

Colorado Student Assessment Program Technical Report, 2000.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

This report presents the results of the statewide spring 2000 administration of the Colorado Student Assessment Program (CSAP). Third-grade students were assessed in Reading; fourth- and seventh-grade students were assessed in Reading and Writing; and eighth-grade students were assessed in Mathematics and Science. The assessments were developed by…

A Synthesis of the Research on Alternative Assessment Methods in Teacher Education.

ERIC Educational Resources Information Center

Glowacki, Margaret L.; Steele, D. Joyce

This synthesis of research on alternative assessment methods in teacher education reviews literature on performance assessment, describing the various types of assessment discussed by M. Priestley (1982), including: (1) actual performance assessments (work-sample tests, identification tests, supervisor ratings, peer ratings, and self-assessments);…

7 CFR 983.253 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 983.253 Section 983.253 Agriculture..., ARIZONA, AND NEW MEXICO Assessment Rate § 983.253 Assessment rate. (a) On and after September 1, 2006, a continuing assessment rate of $0.0007 per pound of assessed-weight pistachios is established for pistachios...

77 FR 4319 - Notification of Two Public Teleconferences of the Science Advisory Board Ecological Processes and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-27

..., ``Integrating Ecological Assessment and Decision-Making at EPA, 2011 RAF Ecological Assessment Action Plan... the EPA Risk Assessment Forum (RAF) document, ``Integrating Ecological Assessment and Decision-Making... Ecological Risk Assessment in Environmental Decision-Making'' (EPA-SAB-08-002), the EPA Risk Assessment Forum...

Start Making Sense: Practical Approaches to Outcomes Assessment for Libraries.

ERIC Educational Resources Information Center

Rabine, Julie; Cardwell, Catherine

2000-01-01

Discussion of the accountability of university libraries and assessment methods to show library effectiveness focuses on two assessment tools developed at Bowling Green State University: one program-level assessment which involved a student library skills assessment survey; and one class-level assessment which involved one-shot library instruction…

Using Performance Assessments To Measure Teachers' Competence in Classroom Assessment.

ERIC Educational Resources Information Center

O'Sullivan, Rita G.; Johnson, Robert L.

The development and pilot testing of a set of performance assessments to determine classroom teachers' measurement competencies in areas covered by "Standards for Teacher Competence in Educational Assessment of Students" (1990) are described. How the use of performance assessments in a graduate-level classroom-assessment course can…

12 CFR 502.45 - What will happen if I do not pay my assessment on time?

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 5 2011-01-01 2011-01-01 false What will happen if I do not pay my assessment... TREASURY ASSESSMENTS AND FEES Assessments Payment of Assessments § 502.45 What will happen if I do not pay my assessment on time? (a) Your assessment is delinquent if you do not pay it on the date it is due...

Reshaping Assessment Practices: Mathematics Assessment under Challenge. Proceedings from the National Conference on Assessment in the Mathematical Sciences (1st, Geelong, Victoria, Australia November 20-24, 1991).

ERIC Educational Resources Information Center

Stephens, Max, Ed.; Izard, John, Ed.

The purpose of the Australian conference on mathematical assessment was to address the challenges to traditional methods of assessment that have resulted as part of the call for reform in the mathematics curriculum. The 28 papers presented were: "Who Assesses Whom and To What Purpose?" (Leone Burton; "Assessment of the Learned…

The assessment of professional competence: building blocks for theory development.

PubMed

van der Vleuten, C P M; Schuwirth, L W T; Scheele, F; Driessen, E W; Hodges, B

2010-12-01

This article presents lessons learnt from experiences with assessment of professional competence. Based on Miller's pyramid, a distinction is made between established assessment technology for assessing 'knows', 'knowing how' and 'showing how' and more recent developments in the assessment of (clinical) performance at the 'does' level. Some general lessons are derived from research of and experiences with the established assessment technology. Here, many paradoxes are revealed and empirical outcomes are often counterintuitive. Instruments for assessing the 'does' level are classified and described, and additional general lessons for this area of performance assessment are derived. These lessons can also be read as general principles of assessment (programmes) and may provide theoretical building blocks to underpin appropriate and state-of-the-art assessment practices. Copyright © 2010 Elsevier Ltd. All rights reserved.

Using slides to test for changes in crown defoliation assessment methods. Part I: Visual assessment of slides.

PubMed

Dobbertin, Matthias; Hug, Christian; Mizoue, Nobuya

2004-11-01

In this study we used photographs of tree crowns to test whether the assessment methods for tree defoliation in Switzerland have changed over time. We randomly selected 24 series of slides of Norway spruce with field assessments made between 1986 and 1995. The slides were randomly arranged and assessed by three experts without prior knowledge of the year when the slide was taken or the tree number. Defoliation was assessed using the Swiss reference photo guide. Although the correlations between the field assessments and slide assessments were high (Spearman's rank correlation coefficient ranged between 0.79 and 0.83), we found significant differences between field and slide assessments (4.3 to 9% underprediction by the slide assessors) and between the slide assessments. However, no significant trends in field assessment methods could be detected. When the mean differences between field and slide assessments were subtracted, in some years, field assessors consistently underpredicted (1990, 1992) or overpredicted defoliation (1987, 1991). Defoliation tended to be overpredicted in slides taken against the light, and underpredicted for trees with more than 25% crown overlap. We conclude that slide series can be used to detect changes in assessment methods. However, potential observer bias calls for more objective methods of assessment.

The Faculty Self-Reported Assessment Survey (FRAS): differentiating faculty knowledge and experience in assessment.

PubMed

Hanauer, David I; Bauerle, Cynthia

2015-01-01

Science, technology, engineering, and mathematics education reform efforts have called for widespread adoption of evidence-based teaching in which faculty members attend to student outcomes through assessment practice. Awareness about the importance of assessment has illuminated the need to understand what faculty members know and how they engage with assessment knowledge and practice. The Faculty Self-Reported Assessment Survey (FRAS) is a new instrument for evaluating science faculty assessment knowledge and experience. Instrument validation was composed of two distinct studies: an empirical evaluation of the psychometric properties of the FRAS and a comparative known-groups validation to explore the ability of the FRAS to differentiate levels of faculty assessment experience. The FRAS was found to be highly reliable (α = 0.96). The dimensionality of the instrument enabled distinction of assessment knowledge into categories of program design, instrumentation, and validation. In the known-groups validation, the FRAS distinguished between faculty groups with differing levels of assessment experience. Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment. These results suggest that the FRAS can reliably and validly differentiate levels of expertise in faculty knowledge of assessment. © 2015 D. I. Hanauer and C. Bauerle. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Facilitating peer based learning through summative assessment - An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment.

PubMed

Wikander, Lolita; Bouchoucha, Stéphane L

2018-01-01

Adapting a course from face to face to blended delivery necessitates that assessments are modified accordingly. In Australia the Objective Structured Clinical Assessment tool, as a derivative from the Objective Structured Clinical Examination, has been used in the face-to-face delivery mode as a formative or summative assessment tool in medicine and nursing since 1990. The Objective Structured Clinical Assessment has been used at Charles Darwin University to assess nursing students' simulated clinical skills prior to the commencement of their clinical placements since 2008. Although the majority of the course is delivered online, students attend a one-week intensive clinical simulation block yearly, prior to attending clinical placements. Initially, the Objective Structured Clinical Assessment was introduced as a lecturer assessed summative assessment, over time it was adapted to better suit the blended learning environment. The modification of the tool from an academic to peer assessed assessment tool, was based on the empirical literature, student feedback and a cross-sectional, qualitative study exploring academics' perceptions of the Objective Structured Clinical Assessment (Bouchoucha et al., 2013a, b). This paper presents an overview of the process leading to the successful adaptation of the Objective Structured Clinical Assessment to suit the requirements of a preregistration nursing course delivered through blended learning. This is significant as many universities are moving their curriculum to fully online or blended delivery, yet little attention has been paid to adapting the assessment of simulated clinical skills. The aim is to identify the benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment and share recommendations for successful implementation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Practical session assessments in human anatomy: Weightings and performance.

PubMed

McDonald, Aaron C; Chan, Siew-Pang; Schuijers, Johannes A

2016-07-08

Assessment weighting within a given module can be a motivating factor for students when deciding on their commitment level and time given to study a specific topic. In this study, an analysis of assessment performances of second year anatomy students was performed over four years to determine if (1) students performed better when a higher weighting was given to a set of practical session assessments and (2) whether an improved performance in the practical session assessments had a carry-over effect on other assessment tasks within that anatomy module and/or other anatomy modules that follow. Results showed that increasing the weighting of practical session assessments improved the average mark in that assessment and also improved the percentage of students passing that assessment. Further, it significantly improved performance in the written end-semester examination within the same module and had a carry-over effect on the anatomy module taught in the next teaching period, as students performed better in subsequent practical session assessments as well as subsequent end-semester examinations. It was concluded that the weighting of assessments had significant influences on a student's performance in that, and subsequent, assessments. It is postulated that practical session assessments, designed to develop deep learning skills in anatomy, improved efficacy in student performance in assessments undertaken in that and subsequent anatomy modules when the weighting of these assessments was greater. These deep learning skills were also transferable to other methods of assessing anatomy. Anat Sci Educ 9: 330-336. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Developing an Assessment Process for a Master's of Science Degree in a Pharmaceutical Sciences Program.

PubMed

Bloom, Timothy J; Hall, Julie M; Liu, Qinfeng; Stagner, William C; Adams, Michael L

2016-09-25

Objective. To develop a program-level assessment process for a master's of science degree in a pharmaceutical sciences (MSPS) program. Design. Program-level goals were created and mapped to course learning objectives. Embedded assessment tools were created by each course director and used to gather information related to program-level goals. Initial assessment iterations involved a subset of offered courses, and course directors met with the department assessment committee to review the quality of the assessment tools as well as the data collected with them. Insights from these discussions were used to improve the process. When all courses were used for collecting program-level assessment data, a modified system of guided reflection was used to reduce demands on committee members. Assessment. The first two iterations of collecting program-level assessment revealed problems with both the assessment tools and the program goals themselves. Course directors were inconsistent in the Bloom's Taxonomy level at which they assessed student achievement of program goals. Moreover, inappropriate mapping of program goals to course learning objectives were identified. These issues led to unreliable measures of how well students were doing with regard to program-level goals. Peer discussions between course directors and the assessment committee led to modification of program goals as well as improved assessment data collection tools. Conclusion. By starting with a subset of courses and using course-embedded assessment tools, a program-level assessment process was created with little difficulty. Involving all faculty members and avoiding comparisons between courses made obtaining faculty buy-in easier. Peer discussion often resulted in consensus on how to improve assessment tools.

Self-assessed driver competence among novice drivers--a comparison of driving test candidate assessments and examiner assessments in a Dutch and Finnish sample.

PubMed

Mynttinen, Sami; Sundström, Anna; Vissers, Jan; Koivukoski, Marita; Hakuli, Kari; Keskinen, Esko

2009-01-01

This study examined novice drivers' overconfidence by comparing their self-assessed driver competence with the assessments made by driving examiners. A Finnish (n=2,739) and a Dutch sample (n=239) of drivers license candidates assessed their driver competence in six areas and took the driving test. In contrast to previous studies where drivers have assessed their skill in comparison to the average driver, a smaller proportion overestimated and a larger proportion made realistic self-assessments of their driver competence in the present study, where self-assessments were compared with examiner assessments. Between 40% and 50% of the candidates in both samples made realistic assessments and 30% to 40% overestimated their competence. The proportion of overestimation was greater in the Dutch than in the Finnish sample, which might be explained by greater possibilities for practicing self-assessment in the Finnish driver education system. Similar to other self-assessment studies that indicate that incompetence is related to overestimation, a larger proportion of candidates that failed the test overestimated their skill compared to those who passed. In contrast to other studies, males did not overestimate their skills more than females, and younger driver candidates were not more overconfident than older drivers. Although a great proportion of the candidates made a realistic assessment of their own driver competence, overestimation is still a problem that needs to be dealt with. To improve the accuracy of novice drivers' self-assessment, methods for self-assessment training should be developed and implemented in the driver licensing process.

Assessment 2.0: "Next-Generation" Comprehensive Assessment Systems. An Analysis of Proposals by the Partnership for the Assessment of Readiness for College and Careers and SMARTER Balanced Assessment Consortium

ERIC Educational Resources Information Center

Tamayo, Joaquin R., Jr.

2010-01-01

On September 2, 2010, the U.S. Department of Education announced the winners of the $350 million Race to the Top Comprehensive Assessment Systems Competition: the Partnership for the Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SMARTER). In his announcement, Secretary of Education Arne…

Broadening Perspectives on Clinical Performance Assessment: Rethinking the Nature of In-Training Assessment

ERIC Educational Resources Information Center

Govaerts, Marjan J. B.; van der Vleuten, Cees P. M.; Schuwirth, Lambert W. T.; Muijtjens, Arno M. M.

2007-01-01

Context: In-training assessment (ITA), defined as multiple assessments of performance in the setting of day-to-day practice, is an invaluable tool in assessment programmes which aim to assess professional competence in a comprehensive and valid way. Research on clinical performance ratings, however, consistently shows weaknesses concerning…

Self-Assessment in Professional Programmes within Tertiary Institutions

ERIC Educational Resources Information Center

Bourke, Roseanna

2014-01-01

Self-assessment at tertiary level is a critical pedagogical and assessment tool to support students in their transition to professional careers where on-going learning and assessment is required. Beyond the safety-net of course content, external assessment and pre-determined criteria, novice professionals need to find ways to self-assess their…

Trainees' Perspectives on the Assessment and Self-Assessment of Surgical Skills

ERIC Educational Resources Information Center

Evans, A. W.; McKenna, C.; Oliver, M.

2005-01-01

Self-assessment is argued to be valuable educationally and is being advocated through policies for wider adoption within medical practice. However, students are often reluctant to self-assess and little research has examined the reasons for this. This study explored the perceptions of trainees and postgraduates on assessment and self-assessment of…

Assessment for Closing the Achievement Gap. Research Brief

ERIC Educational Resources Information Center

Muir, Mike

2005-01-01

Assessment "for" learning is not the same as assessment "of" learning. Assessment of learning is assessment for accountability purposes, to determine a student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting. Assessment…

A Comparison between Students' Self-Assessment and Teachers' Assessment

ERIC Educational Resources Information Center

Thawabieh, Ahmad M.

2017-01-01

This study aimed to compare between the students' self-assessment and teachers' assessment. The study sample consisted of 71 students at Tafila Technical University studying Introduction to Psychology course. The researcher used 2 students' self-assessment tools and 2 tests. The results indicated that students can assess themselves accurately if…

Self-Regulated Mobile Learning and Assessment: An Evaluation of Assessment Interfaces

ERIC Educational Resources Information Center

Koorsse, Melisa; Olivier, Werner; Greyling, Jean

2014-01-01

Assessment for learning has an important role to play in self-regulated learning but the assessment interface can impact learner motivation and performance. Learners are able to assess their knowledge of learning content and, through repeated assessment and high-quality feedback, close the gap between their current performance and the performance…

Are All Assessments Equal? The Comparability of Demands of College-Based Assessments in a Vocationally Related Qualification

ERIC Educational Resources Information Center

Crisp, Victoria; Novakovic, Nadezda

2009-01-01

The consistency of assessment demands is important to validity. This research investigated the comparability of the demands of college-assessed units within a vocationally related qualification, drawing on methodological approaches that have previously been used to compare assessments. Assessment materials from five colleges were obtained. After…

Say Cheese! A Snapshot of Elementary Teachers' Engagement and Motivation for Classroom Assessment

ERIC Educational Resources Information Center

Black, Glenda L.

2014-01-01

Assessment is a complex function requiring an understanding of student learning, assessment principles, practices, and purposes of data to implement effective classroom assessment. The purpose of this study was to add to the growing base of knowledge about teachers' engagement with assessment data and their motivation for classroom assessment.…

76 FR 37770 - Monsanto Co.; Availability of Petition, Plant Pest Risk Assessment, and Environmental Assessment...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-28

...] Monsanto Co.; Availability of Petition, Plant Pest Risk Assessment, and Environmental Assessment for... environmental assessment, or plant pest risk assessment, contact Ms. Cindy Eck at (301) 734-0667; email: cynthia... event MON 87701 is unlikely to pose a plant pest risk. APHIS has also prepared a draft environmental...

Life Science Teachers' Discourse on Assessment: A Valuable Insight into the Variable Conceptions of Assessment in Higher Education

ERIC Educational Resources Information Center

Halinen, Katrianna; Ruohoniemi, Mirja; Katajavuori, Nina; Virtanen, Viivi

2014-01-01

Teachers' conceptions of teaching, including assessment practices, are substantial in directing student learning. Our article refers to assessment at tertiary level biological education. We studied life science (more specifically microbiology-related) teachers' assessment discourse describing how they understood assessment as part of their…

The Impact of Conceptions of Assessment on Assessment Literacy in a Teacher Education Program

ERIC Educational Resources Information Center

Deneen, Christopher Charles; Brown, Gavin T. L.

2016-01-01

Assessment literacy is considered essential to modern teaching. Over time, assessment literacy has evolved to include both measurement and assessment for learning perspectives. At the same time, research into teachers' conceptions of the purpose and role of assessment demonstrates increasing evidence of the impact of teachers' conceptions on…

Students' Perceptions of the Role of Assessments at Higher Education

ERIC Educational Resources Information Center

Lynam, Siobhan; Cachia, Moira

2018-01-01

The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students' experience of assessments. The evidence for what factors within assessments actually contribute to student engagement…

Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments

ERIC Educational Resources Information Center

Kind, Per Morten

2013-01-01

The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP). The assessments have a shared history, but have developed different conceptualizations. The…

Demonstration Assessment: Measuring Conceptual Understanding and Critical Thinking with Rubrics.

ERIC Educational Resources Information Center

Radford, David L.; And Others

1995-01-01

Presents the science demonstration assessment as an authentic- assessment technique to assess whether students understand basic science concepts and can use them to solve problems. Uses rubrics to prepare students for the assessment and to assign final grades. Provides examples of science demonstration assessments and the scoring of rubrics in the…

The 2008-2009 Pennsylvania System of School Assessment Handbook for Assessment Coordinators: Writing, Reading and Mathematics, Science

ERIC Educational Resources Information Center

Pennsylvania Department of Education, 2010

2010-01-01

This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics…

Proceedings of the 1990 IPMAAC Conference on Personnel Assessment (14th, San Diego, California, June 24-28, 1990).

ERIC Educational Resources Information Center

International Personnel Management Association, Washington, DC.

Fifty-seven papers presented at the annual meeting of the International Personnel Management Association Assessment Council (IPMAAC) in 1990 are provided. Selected topics include: using the cloze technique for reading skills assessment; examining assessment techniques; job analysis; alternate strategies for assessing writing skills; assessment of…

A Study of Assessments Designed for Student Success

ERIC Educational Resources Information Center

Delepine, Sidney G., III

2012-01-01

The purpose of this quantitative study is to compare a new assessment tool, the SkillsUSA Connect Assessment with the NOCTI assessment to determine which test results in more students achieving success. A quantitative study, designed to compare test scores of students taking the NOCTI assessment and new assessments from SkillsUSA, called the…

Variety and Drift in the Functions and Purposes of Assessment in K-12 Education

ERIC Educational Resources Information Center

Ho, Andrew D.

2014-01-01

Background/Context: The target of assessment validation is not an assessment but the use of an assessment for a purpose. Although the validation literature often provides examples of assessment purposes, comprehensive reviews of these purposes are rare. Additionally, assessment purposes posed for validation are generally described as discrete and…

Assessment in Business Education. National Business Education Association Yearbook, No. 38.

ERIC Educational Resources Information Center

Rucker, Jim, Ed.

This yearbook examines the implications of assessment, assessment design, and multiple assessment tools. The five sections of the book are designed for developing and implementing assessment strategies for the business education curriculum, and several of the 14 chapters contain examples of assessment. The chapters cover the following topics: (1)…

Using Active Learning as Assessment in the Postsecondary Classroom.

ERIC Educational Resources Information Center

Bonwell, Charles C.

1997-01-01

Provides a conceptual framework for introducing active learning into the classroom as a tool for assessment. Notes that formative assessment can be a powerful tool for transforming a passive classroom into one filled with active participants. Discusses what is assessed, what are the criteria, who will assess, and how the object of assessment will…

Data sources and compilation: Chapter 27 in Petroleum systems and geologic assessment of oil and gas in the San Joaquin Basin Province, California

USGS Publications Warehouse

Klett, T.R.; Schmoker, James W.

2007-01-01

Geologic, production, and exploration/discovery-history data are used by the U.S. Geological Survey to aid in the assessment of petroleum resources. These data, as well as the broad knowledge and experience of the assessing geologists, are synthesized to provide, for each assessment unit, geologic and exploration models upon which estimates are made of the number and sizes of undiscovered accumulations for conventional assessment units or number and total recoverable volumes of untested cells for continuous assessment units (input data for resource calculations). Quantified geologic information and trends in production and exploration/discovery-history data with respect to time and exploration effort provide guides for the estimating parameters of variables recorded on the input-data forms (input data) used to calculate petroleum resources. An Assessment Review Team reviews proposed geologic and exploration models and input data for each assessment unit in formal assessment meetings. The Assessment Review Team maintains the accuracy and consistency of the assessment procedure during the formal assessment meetings.

Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference.

PubMed

Amin, Zubair; Boulet, John R; Cook, David A; Ellaway, Rachel; Fahal, Ahmad; Kneebone, Roger; Maley, Moira; Ostergaard, Doris; Ponnamperuma, Gominda; Wearn, Andy; Ziv, Amitai

2011-01-01

The uptake of information and communication technologies (ICTs) in health professions education can have far-reaching consequences on assessment. The medical education community still needs to develop a deeper understanding of how technology can underpin and extend assessment practices. This article was developed by the 2010 Ottawa Conference Consensus Group on technology-enabled assessment to guide practitioners and researchers working in this area. This article highlights the changing nature of ICTs in assessment, the importance of aligning technology-enabled assessment with local context and needs, the need for better evidence to support use of technologies in health profession education assessment, and a number of challenges, particularly validity threats, that need to be addressed while incorporating technology in assessment. Our recommendations are intended for all practitioners across health professional education. Recommendations include adhering to principles of good assessment, the need for developing coherent institutional policy, using technologies to broaden the competencies to be assessed, linking patient-outcome data to assessment of practitioner performance, and capitalizing on technologies for the management of the entire life-cycle of assessment.

Assessing Uncertainty in Risk Assessment Models (BOSC CSS meeting)

EPA Science Inventory

In vitro assays are increasingly being used in risk assessments Uncertainty in assays leads to uncertainty in models used for risk assessments. This poster assesses uncertainty in the ER and AR models.

2007 TOXICOLOGY AND RISK ASSESSMENT ...

EPA Pesticide Factsheets

EPA has announced The 2007 Toxicology and Risk Assessment Conference Cincinnati Marriott North, West Chester (Cincinnati), OHApril 23- 26, 2007 - Click to register!The Annual Toxicology and Risk Assessment Conference is a unique meeting where several Government Agencies come together to discuss toxicology and risk assessment issues that are not only of concern to the government, but also to a broader audience including academia and industry. The theme of this year's conference is Emerging Issues and Challenges in Risk Assessment and the preliminary agenda includes: Plenary Sessions and prominent speakers (tentative) include: Issues of Emerging Chemical ContaminantsUncertainty and Variability in Risk Assessment Use of Mechanistic data in IARC evaluationsParallel Sessions:Uncertainty and Variability in Dose-Response Assessment Recent Advances in Toxicity and Risk Assessment of RDX The Use of Epidemiologic Data for Risk Assessment Applications Cumulative Health Risk Assessment:

[Health assessment and economic assessment in health: introduction to the debate on the points of intersection].

PubMed

Sancho, Leyla Gomes; Dain, Sulamis

2012-03-01

The study aims to infer the existence of a continuum between Health Assessment and Economic Assessment in Health, by highlighting points of intersection of these forms of appraisal. To achieve this, a review of the theoretical foundations, methods and approaches of both forms of assessment was conducted. It was based on the theoretical model of health evaluation as reported by Hartz et al and economic assessment in health approaches reported by Brouwer et al. It was seen that there is a continuum between the theoretical model of evaluative research and the extrawelfarist approach for economic assessment in health, and between the normative theoretical model for health assessment and the welfarist approaches for economic assessment in health. However, in practice the assessment is still conducted using the normative theoretical model and with a welfarist approach.

Comparison of two- and three-dimensional assessment methods of nasolabial appearance in cleft lip and palate patients: Do the assessment methods measure the same outcome?

PubMed

Mosmuller, David G M; Maal, Thomas J; Prahl, Charlotte; Tan, Robin A; Mulder, Frans J; Schwirtz, Roderic M F; de Vet, Henrica C W; Bergé, Stefaan J; Don Griot, J P W

2017-08-01

For the assessment of the nasolabial appearance in cleft patients, a widely accepted, reliable scoring system is not available. In this study four different methods of assessment are compared, including 2D and 3D asymmetry and aesthetic assessments. The data and ratings from an earlier study using the Asher-McDade aesthetic index on 3D photographs and the outcomes of 3D facial distance mapping were compared to a 2D aesthetic assessment, the Cleft Aesthetic Rating Scale, and to SymNose, a computerized 2D asymmetry assessment technique. The reliability and correlation between the four assessment techniques were tested using a sample of 79 patients. The 3D asymmetry assessment had the highest reliability and could be performed by just one observer (Intraclass correlation coefficient (ICC): 0.99). The 2D asymmetry assessment of the nose was highly reliable when performed by just one observer (ICC: 0.89). However, for the 2D asymmetry assessment of the lip more observers were needed. For the 2D aesthetic assessments 3 observers were needed. The 3D aesthetic assessment had the lowest single-observer reliability (ICC: 0.38-0.56) of all four techniques. The agreement between the different assessment methods is poor to very poor. The highest correlation (R: 0.48) was found between 2D and 3D aesthetic assessments. Remarkably, the lowest correlations were found between 2D and 3D asymmetry assessments (0.08-0.17). Different assessment methods are not in agreement and seem to measure different nasolabial aspects. More research is needed to establish exactly what each assessment technique measures and which measurements or outcomes are relevant for the patients. Copyright © 2017 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

A retrospective tiered environmental assessment of the Mount Storm Wind Energy Facility, West Virginia,USA

DOE Office of Scientific and Technical Information (OSTI.GOV)

Efroymson, Rebecca Ann; Day, Robin; Strickland, M. Dale

Bird and bat fatalities from wind energy projects are an environmental and public concern, with post-construction fatalities sometimes differing from predictions. Siting facilities in this context can be a challenge. In March 2012 the U.S. Fish and Wildlife Service (USFWS) released Land-based Wind Energy Guidelines to assess collision fatalities and other potential impacts to species of concern and their habitats to aid in siting and management. The Guidelines recommend a tiered approach for assessing risk to wildlife, including a preliminary site evaluation that may evaluate alternative sites, a site characterization, field studies to document wildlife and habitat and to predictmore » project impacts, post construction studies to estimate impacts, and other post construction studies. We applied the tiered assessment framework to a case study site, the Mount Storm Wind Energy Facility in Grant County, West Virginia, USA, to demonstrate the use of the USFWS assessment approach, to indicate how the use of a tiered assessment framework might have altered outputs of wildlife assessments previously undertaken for the case study site, and to assess benefits of a tiered ecological assessment framework for siting wind energy facilities. The conclusions of this tiered assessment for birds are similar to those of previous environmental assessments for Mount Storm. This assessment found risk to individual migratory tree-roosting bats that was not emphasized in previous preconstruction assessments. Differences compared to previous environmental assessments are more related to knowledge accrued in the past 10 years rather than to the tiered structure of the Guidelines. Benefits of the tiered assessment framework include good communication among stakeholders, clear decision points, a standard assessment trajectory, narrowing the list of species of concern, improving study protocols, promoting consideration of population-level effects, promoting adaptive management through post-construction assessment and mitigation, and sharing information that can be used in other assessments.« less

Assessment To Promote Deep Learning: Insight from AAHE's 2000 and 1999 Assessment Conferences. Major Addresses from "Rising Expectations for Assessment: Can We Deliver?" AAHE Assessment Conference (Charlotte, North Carolina, June 14-18, 2000) [and] Highlights of Plenary Addresses from "Assessment as Evidence of Learning: Serving Student and Society," AAHE Assessment Conference (Denver, Colorado, June 13-16, 1999).

ERIC Educational Resources Information Center

Suskie, Linda, Ed.

Papers from two conferences explore efforts to meet rising expectations for higher education through fair and honest assessment. The papers from the 2000 conference are: (1) "A Conversation with Jorge Klor de Alva" (interviewed by Gail Mellow); (2) "Promoting Deep Learning through Teaching and Assessment" (Noel Entwistle); (3)…

A comparative view of the new journal: Assessment.

PubMed

Blashfield, R K; Archer, G

2001-09-01

The reference sections from all articles in the 1997 volumes of Assessment, Journal of Personality Assessment, and Psychological Assessment were entered into a database and analyzed. An article published in Assessment averaged almost 31 references. An article published in Journal of Personality Assessment contained an average of 33 references. Psychological Assessment averaged 38 references per article. The median age of the references in the three journals was 8 years with an interquartile range of 4 to 14 years. The Journal of Personality Assessment had the largest number of citations in this database of 5,316 references. Each of these received a relatively large number of their citations from articles published in the same journal (self-citations). Randomly selected articles from the 1997 volume of Assessment received fewer citations in the Social Science Citation Index than a similar set of articles from the other two journals. However, the data on Assessment, when compared with data available on other new scientific publications, suggests that Assessment is doing as well as other fledgling journals.

Better Assessments Require Better Assessment Literacy

ERIC Educational Resources Information Center

Stiggins, Rick

2018-01-01

Stiggins says that, to build better assessment systems, educators and education leaders need more opportunities to learn the basic principles of sound assessment practice. He lays out what he views as the fundamental elements of assessment literacy.

How Effective Are Self- and Peer Assessment of Oral Presentation Skills Compared with Teachers' Assessments?

ERIC Educational Resources Information Center

De Grez, Luc; Valcke, Martin; Roozen, Irene

2012-01-01

Assessment of oral presentation skills is an underexplored area. The study described here focuses on the agreement between professional assessment and self- and peer assessment of oral presentation skills and explores student perceptions about peer assessment. The study has the merit of paying attention to the inter-rater reliability of the…

NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills. NPEC 2005-0832

ERIC Educational Resources Information Center

Jones, Elizabeth A.; RiCharde, Stephen

2005-01-01

Faculty, instructional staff, and assessment professionals are interested in student outcomes assessment processes and tools that can be used to improve learning experiences and academic programs. How can students' skills be assessed effectively? What assessments measure skills in communication? Leadership? Information literacy? Quantitative…

Introducing Patchwork Assessment to a Social Psychology Module: The Utility of Feedback

ERIC Educational Resources Information Center

Wesson, Caroline J.

2013-01-01

Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work…

76 FR 48197 - Self-Regulatory Organizations; Municipal Securities Rulemaking Board; Notice of Filing of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-08

... assessable professional reported or required to be reported by a municipal advisor to the MSRB on Form A-11... Assessment and Form A-11- Interim. For purposes of the interim assessment, an assessable professional of a...-Interim as an assessable professional any associated person (i) Who otherwise qualifies as an assessable...

The Philosophical Underpinnings and Key Features of the Dynamic Learning Maps Alternate Assessment

ERIC Educational Resources Information Center

Kingston, Neal M.; Karvonen, Meagan; Bechard, Sue; Erickson, Karen A.

2016-01-01

The Dynamic Learning Maps™ Alternate Assessment is based on a different set of guiding principles than other assessments. In this article we describe characteristics of the alternate assessment population and we look at the history of alternate assessment and the problems that have been faced in implementing useful assessment programs for students…

Exploring Formative Assessment as a Tool for Learning: Students' Experiences of Different Methods of Formative Assessment

ERIC Educational Resources Information Center

Weurlander, Maria; Soderberg, Magnus; Scheja, Max; Hult, Hakan; Wernerson, Annika

2012-01-01

This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were…

Evaluation of Automatic Item Generation Utilities in Formative Assessment Application for Korean High School Students

ERIC Educational Resources Information Center

Choi, Jaehwa; Kim, HeeKyoung; Pak, Seohong

2018-01-01

The recent interests in research in the assessment field have been rapidly shifting from decision-maker-centered assessments to learner-centered assessments (i.e., diagnostic and/or formative assessments). In particular, it is a very important research topic in this field to analyze how these learner-centered assessments are developed more…

12 CFR 622.55 - Notice of assessment of civil money penalty.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 7 2014-01-01 2014-01-01 false Notice of assessment of civil money penalty... PRACTICE AND PROCEDURE Rules and Procedures for Assessment and Collection of Civil Money Penalties § 622.55 Notice of assessment of civil money penalty. (a) Notice of assessment. The notice of assessment for a...

12 CFR 622.55 - Notice of assessment of civil money penalty.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 6 2011-01-01 2011-01-01 false Notice of assessment of civil money penalty... PRACTICE AND PROCEDURE Rules and Procedures for Assessment and Collection of Civil Money Penalties § 622.55 Notice of assessment of civil money penalty. (a) Notice of assessment. The notice of assessment for a...

12 CFR 622.55 - Notice of assessment of civil money penalty.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 7 2013-01-01 2013-01-01 false Notice of assessment of civil money penalty... PRACTICE AND PROCEDURE Rules and Procedures for Assessment and Collection of Civil Money Penalties § 622.55 Notice of assessment of civil money penalty. (a) Notice of assessment. The notice of assessment for a...

12 CFR 622.55 - Notice of assessment of civil money penalty.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 7 2012-01-01 2012-01-01 false Notice of assessment of civil money penalty... PRACTICE AND PROCEDURE Rules and Procedures for Assessment and Collection of Civil Money Penalties § 622.55 Notice of assessment of civil money penalty. (a) Notice of assessment. The notice of assessment for a...

12 CFR 622.55 - Notice of assessment of civil money penalty.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Notice of assessment of civil money penalty... PRACTICE AND PROCEDURE Rules and Procedures for Assessment and Collection of Civil Money Penalties § 622.55 Notice of assessment of civil money penalty. (a) Notice of assessment. The notice of assessment for a...

Supporting Staff to Develop a Shared Understanding of Science Assessment

ERIC Educational Resources Information Center

Sampey, Carol

2018-01-01

Assessment is not something that stands alone and teachers need support to develop their understanding of both assessment practices and the subject being assessed. Teachers at Shaw Primary School were fortunate to take part in the Teacher Assessment in Primary Science (TAPS) project and, in this article, the outlines how science and assessment can…

Comprehensive Assessment Systems: Purposes and Implementation. Research Watch. E&R Report No. 11.10

ERIC Educational Resources Information Center

Troy, Talbot

2011-01-01

A comprehensive assessment system is one in which three types of assessments: summative, benchmark, and formative assessments are routinely administered to all students in K-12 classrooms. The first part of this report summarizes the research on comprehensive assessment systems and provides clarity in terms of how each individual assessment type…

Assessment for Social Justice: The Role of Assessment in Achieving Social Justice

ERIC Educational Resources Information Center

McArthur, Jan

2016-01-01

This article provides a rationale for "assessment for social justice", through which a greater focus is given to the role of assessment in achieving the social justice aspirations of higher education. It takes inspiration from work on assessment for learning to propose that as assessment is a powerful driver of how and what students…

Written formative assessment and silence in the classroom

NASA Astrophysics Data System (ADS)

Lee Hang, Desmond Mene; Bell, Beverley

2015-09-01

In this commentary, we build on Xinying Yin and Gayle Buck's discussion by exploring the cultural practices which are integral to formative assessment, when it is viewed as a sociocultural practice. First we discuss the role of assessment and in particular oral and written formative assessments in both western and Samoan cultures, building on the account of assessment practices in the Chinese culture given by Yin and Buck. Secondly, we document the cultural practice of silence in Samoan classroom's which has lead to the use of written formative assessment as in the Yin and Buck article. We also discuss the use of written formative assessment as a scaffold for teacher development for formative assessment. Finally, we briefly discuss both studies on formative assessment as a sociocultural practice.

Comparison of arousal and preference assessment outcomes for sex offenders with intellectual disabilities.

PubMed

Reyes, Jorge R; Vollmer, Timothy R; Hall, Astrid

2017-01-01

We compared outcomes of arousal and preference assessments for five adult male alleged sexual offenders with intellectual disabilities. Arousal assessments involved the use of the penile plethysmograph to measure changes in penile circumference to both deviant (males and females under the age of 18) and nondeviant (males and females over the age of 18) video clips. Paired-stimulus preference assessments were arranged to present still images from the video clips used in the arousal assessments. Results showed correspondence between the assessments for four out of the five participants. Implications are discussed for the use of preference assessment methodology as a less intrusive assessment approach for sexual offender assessments. © 2016 Society for the Experimental Analysis of Behavior.

Measuring Neighborhood Walkable Environments: A Comparison of Three Approaches

PubMed Central

Chiang, Yen-Cheng; Sullivan, William; Larsen, Linda

2017-01-01

Multiple studies have revealed the impact of walkable environments on physical activity. Scholars attach considerable importance to leisure and health-related walking. Recent studies have used Google Street View as an instrument to assess city streets and walkable environments; however, no study has compared the validity of Google Street View assessments of walkable environment attributes to assessments made by local residents and compiled from field visits. In this study, we involved nearby residents and compared the extent to which Google Street View assessments of the walkable environment correlated with assessments from local residents and with field visits. We determined the assessment approaches (local resident or field visit assessments) that exhibited the highest agreement with Google Street View. One city with relatively high-quality walkable environments and one city with relatively low-quality walkable environments were examined, and three neighborhoods from each city were surveyed. Participants in each neighborhood used one of three approaches to assess the walkability of the environment: 15 local residents assessed the environment using a map, 15 participants made a field visit to assess the environment, and 15 participants used Google Street View to assess the environment, yielding a total of 90 valid samples for the two cities. Findings revealed that the three approaches to assessing neighborhood walkability were highly correlated for traffic safety, aesthetics, sidewalk quality, and physical barriers. Compared with assessments from participants making field visits, assessments by local residents were more highly correlated with Google Street View assessments. Google Street View provides a more convenient, low-cost, efficient, and safe approach to assess neighborhood walkability. The results of this study may facilitate future large-scale walkable environment surveys, effectively reduce expenses, and improve survey efficiency. PMID:28587186

Assessing patient capacity to consent to treatment: an integrative review of instruments and tools.

PubMed

Lamont, Scott; Jeon, Yun-Hee; Chiarella, Mary

2013-09-01

To provide a narrative synthesis of research findings on instruments or tools designed to aid assessment of patient capacity to consent to treatment. Capacity assessment is of significant priority within health care as a finding of incapacity is a vehicle for the removal of many of an individual's fundamental rights. Despite there being many instruments and tools available to aid health professionals in the assessment of patient capacity, there are no standardised guidelines from professional bodies that inform the assessment of mental capacity. Integrative review. Primary studies of instruments or tools concerning assessment of patient capacity to consent to treatment, published in English in peer-reviewed journals between January 2005-December 2010, were included in the review. Review papers of capacity assessment instruments were included for years including and prior to 2006. Nineteen instruments were found which assess patient capacity to consent. Key themes were identified in terms of capacity domains assessed, psychometric properties, instrument implementation, patient populations studied and instrument versus clinician judgement. Despite a plethora of capacity assessment instruments and tools available, only a small number of instruments were found to have demonstrated both reliability and validity. Further research is required to improve the validity of existing capacity assessment instruments. Increased attention to patient rights and autonomy arguably places a considerable burden on healthcare professionals to facilitate capacity assessments across a continuum of health care. Despite a plethora of capacity assessment instruments and tools being available to healthcare professionals, a comprehensive assessment requires time and is often difficult in the acute care setting. A strictly formulaic approach to the assessment of capacity is unlikely to capture specific individual nuances; therefore, capacity assessment instruments should support, but not replace, experienced clinical judgement. © 2013 John Wiley & Sons Ltd.

The Desired Concept Maps and Goal Setting for Assessing Professionalism in Medicine.

PubMed

Guraya, Salman Y; Guraya, Shaista S; Mahabbat, Nehal Anam; Fallatah, Khulood Yahya; Al-Ahmadi, Bashaer Ahmad; Alalawi, Hadeel Hadi

2016-05-01

Due to the multi-dimensional characteristics of professionalism, no single assessment modality has shown to reliably assess professionalism. This review aims to describe some of the popular assessment tools that are being used to assess professionalism with a view to formulate a framework of assessment of professionalism in medicine. In December 2015, the online research databases of MEDLINE, the Educational Resources Information Center (ERIC), Elton Bryson Stephens Company (EBSCO), SCOPUS, OVID and PsychINFO were searched for full-text English language articles published during 2000 to 2015. MeSH terms "professionalism" AND "duty" AND "assessment" OR "professionalism behavioural" AND "professionalism-cognitive" were used. The research articles that assessed professionalism across medical fields along with other areas of competencies were included. A final list of 35 articles were selected for this review. Several assessment tools are available for assessing professionalism that includes, but not limited to, mini clinical evaluation exercise, standardised direct observation of procedural skills, professionalism mini-evaluation exercise, multi-source feedback and 360 degree evaluation, and case based discussions. Because professionalism is a complex construct, it is less likely that a single assessment strategy will adequately measure it. Since every single assessment tool has its own weaknesses, triangulation involving multiple tools can compensate the shortcomings associated with any single approach. Assessment of professionalism necessitates a combination of modalities at individual, interpersonal, societal, and institutional levels and should be accompanied by feedback and motivational reflection that will, in turn, lead to behaviour and identity formation. The assessment of professionalism in medicine should meet the criteria of validity, reliability, feasibility and acceptability. Educators are urged to enhance the depth and quality of assessment instruments in the existing medical curricula for ensuring validity and reliability of assessment tools for professionalism.

Combined visual and semi-quantitative assessment of 123I-FP-CIT SPECT for the diagnosis of dopaminergic neurodegenerative diseases.

PubMed

Ueda, Jun; Yoshimura, Hajime; Shimizu, Keiji; Hino, Megumu; Kohara, Nobuo

2017-07-01

Visual and semi-quantitative assessments of 123 I-FP-CIT single-photon emission computed tomography (SPECT) are useful for the diagnosis of dopaminergic neurodegenerative diseases (dNDD), including Parkinson's disease, dementia with Lewy bodies, progressive supranuclear palsy, multiple system atrophy, and corticobasal degeneration. However, the diagnostic value of combined visual and semi-quantitative assessment in dNDD remains unclear. Among 239 consecutive patients with a newly diagnosed possible parkinsonian syndrome who underwent 123 I-FP-CIT SPECT in our medical center, 114 patients with a disease duration less than 7 years were diagnosed as dNDD with the established criteria or as non-dNDD according to clinical judgment. We retrospectively examined their clinical characteristics and visual and semi-quantitative assessments of 123 I-FP-CIT SPECT. The striatal binding ratio (SBR) was used as a semi-quantitative measure of 123 I-FP-CIT SPECT. We calculated the sensitivity and specificity of visual assessment alone, semi-quantitative assessment alone, and combined visual and semi-quantitative assessment for the diagnosis of dNDD. SBR was correlated with visual assessment. Some dNDD patients with a normal visual assessment had an abnormal SBR, and vice versa. There was no statistically significant difference between sensitivity of the diagnosis with visual assessment alone and semi-quantitative assessment alone (91.2 vs. 86.8%, respectively, p = 0.29). Combined visual and semi-quantitative assessment demonstrated superior sensitivity (96.7%) to visual assessment (p = 0.03) or semi-quantitative assessment (p = 0.003) alone with equal specificity. Visual and semi-quantitative assessments of 123 I-FP-CIT SPECT are helpful for the diagnosis of dNDD, and combined visual and semi-quantitative assessment shows superior sensitivity with equal specificity.

What Do Clinicians Consider when Assessing Chronic Low Back Pain? A Content Analysis of Multidisciplinary Pain Centre Team Assessments of Functioning, Disability, and Health.

PubMed

Bagraith, Karl S; Strong, Jenny; Meredith, Pamela J; McPhail, Steven M

2018-05-22

Beyond expert suggestions as to the appropriate subject matter for chronic pain assessments, little is known about the actual content of multidisciplinary pain centre (MPC) clinical assessments. The International Classification of Functioning, Disability and Health Low Back Pain Core Set (ICF LBP-CS) provides a universal language to support the consistent description of LBP-related assessments across disciplines within multidisciplinary teams (MDT). This study sought to map the content of MPC clinical assessments to the ICF to: 1) identify and compare the content of clinical MDT assessments using a cross-disciplinary framework and, 2) examine the content validity of the LBP-CS. A qualitative examination of MPC team clinical assessments of CLBP was undertaken. MDT (pain medicine, psychiatry, nursing, physiotherapy, occupational therapy, and psychology) assessments were audio-recorded and transcribed. Concepts were extracted from transcripts using a meaning condensation procedure and then linked to the ICF. Across seven MDT assessments, comprised of 42 discipline-specific assessments and 241,209 transcribed words, 8596 concepts were extracted. Contextual factors (i.e., the person and environment), except for physiotherapy, accounted for almost half of each discipline's assessments (range: 49% - 58%) Concepts spanned 113 second-level ICF categories, including 73/78 LBP-CS categories. Overall, the findings revealed novel insights into the content of MPC clinical assessments that can be used to improve healthcare delivery. ICF-based assessment profiles demonstrated unique contributions from each discipline to CLBP assessment. Finally, users of the LBP-CS can be confident that the tool exhibits sound content validity from the perceptive of MDT assessments of functioning, disability, and health.

Assessing fitness-to-practice of overseas-trained health practitioners by Australian registration & accreditation bodies

PubMed Central

2012-01-01

Background Assessment of fitness-to-practice of health professionals trained overseas and who wish to practice in Australia is undertaken by a range of organisations. These organisations conduct assessments using a range of methods. However there is very little published about how these organisations conduct their assessments. The purpose of the current paper is to investigate the methods of assessment used by these organisations and the issues associated with conducting these assessments. Methods A series of semi-structured interviews was undertaken with a variety of organisations who undertake assessments of overseas-trained health professionals who wish to practice in Australia. Content analysis of the interviews was used to identify themes and patterns. Results Four themes were generated from the content analysis of the interviews: (1) assessing; (2) process; (3) examiners; and (4) cost-efficiency. The themes were interconnected and each theme also had a number of sub-themes. Conclusions The organisations who participated in the present study used a range of assessment methods to assess overseas trained health professionals. These organisations also highlighted a number of issues, particularly related to examiners and process issues, pre- and post-assessment. Organisations demonstrated an appreciation for ongoing review of their assessment processes and incorporating evidence from the literature to inform their processes and assessment development. PMID:23020885

Assessment approaches in massive open online courses: Possibilities, challenges and future directions

NASA Astrophysics Data System (ADS)

Xiong, Yao; Suen, Hoi K.

2018-03-01

The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still problematic. To ensure that genuine learning occurs, both assessments for learning (formative assessments), which evaluate students' current progress, and assessments of learning (summative assessments), which record students' cumulative progress, are needed. Providers' more recent shift towards the granting of certificates and digital badges for course accomplishments also indicates the need for proper, secure and accurate assessment results to ensure accountability. This article examines possible assessment approaches that fit open online education from formative and summative assessment perspectives. The authors discuss the importance of, and challenges to, implementing assessments of MOOC learners' progress for both purposes. Various formative and summative assessment approaches are then identified. The authors examine and analyse their respective advantages and disadvantages. They conclude that peer assessment is quite possibly the only universally applicable approach in massive open online education. They discuss the promises, practical and technical challenges, current developments in and recommendations for implementing peer assessment. They also suggest some possible future research directions.

Total petroleum systems and geologic assessment of undiscovered oil and gas resources in the San Juan Basin Province, exclusive of Paleozoic rocks, New Mexico and Colorado

USGS Publications Warehouse

,

2013-01-01

In 2002, the U.S. Geological Survey (USGS) estimated undiscovered oil and gas resources that have the potential for additions to reserves in the San Juan Basin Province, New Mexico and Colorado. Paleozoic rocks were not appraised. The last oil and gas assessment for the province was in 1995. There are several important differences between the 1995 and 2002 assessments. The area assessed is smaller than that in the 1995 assessment. This assessment of undiscovered hydrocarbon resources in the San Juan Basin Province also used a slightly different approach in the assessment, and hence a number of the plays defined in the 1995 assessment are addressed differently in this report. After 1995, the USGS has applied a total petroleum system (TPS) concept to oil and gas basin assessments. The TPS approach incorporates knowledge of the source rocks, reservoir rocks, migration pathways, and time of generation and expulsion of hydrocarbons; thus the assessments are geologically based. Each TPS is subdivided into one or more assessment units, usually defined by a unique set of reservoir rocks, but which have in common the same source rock. Four TPSs and 14 assessment units were geologically evaluated, and for 13 units, the undiscovered oil and gas resources were quantitatively assessed.

Academic Achievement Survey and Educational Assessment Research

ERIC Educational Resources Information Center

Tanaka, Koji

2009-01-01

The recent "Nationwide academic achievement and study situation survey" was clearly influenced by the idea of "authentic assessment", an educational assessment perspective focused on "quality" and "engagement". However, when "performance assessment", the assessment method corresponding to this…

Authentic Assessment of Special Learners: Problem or Promise?

ERIC Educational Resources Information Center

Choate, Joyce S.; Evans, Susan S.

1992-01-01

This article outlines differences between traditional assessment and authentic assessment procedures, discusses problems with each type of assessment in relation to special learners, and offers certain cautions that must be observed when implementing authentic assessment. (JDD)

Distributed road assessment system

DOEpatents

Beer, N. Reginald; Paglieroni, David W

2014-03-25

A system that detects damage on or below the surface of a paved structure or pavement is provided. A distributed road assessment system includes road assessment pods and a road assessment server. Each road assessment pod includes a ground-penetrating radar antenna array and a detection system that detects road damage from the return signals as the vehicle on which the pod is mounted travels down a road. Each road assessment pod transmits to the road assessment server occurrence information describing each occurrence of road damage that is newly detected on a current scan of a road. The road assessment server maintains a road damage database of occurrence information describing the previously detected occurrences of road damage. After the road assessment server receives occurrence information for newly detected occurrences of road damage for a portion of a road, the road assessment server determines which newly detected occurrences correspond to which previously detected occurrences of road damage.

Comparing preference assessments: selection- versus duration-based preference assessment procedures.

PubMed

Kodak, Tiffany; Fisher, Wayne W; Kelley, Michael E; Kisamore, April

2009-01-01

In the current investigation, the results of a selection- and a duration-based preference assessment procedure were compared. A Multiple Stimulus With Replacement (MSW) preference assessment [Windsor, J., Piché, L. M., & Locke, P. A. (1994). Preference testing: A comparison of two presentation methods. Research in Developmental Disabilities, 15, 439-455] and a variation of a Free-Operant (FO) preference assessment procedure [Roane, H. S., Vollmer, T. R., Ringdahl, J. E., & Marcus, B. A. (1998). Evaluation of a brief stimulus preference assessment. Journal of Applied Behavior Analysis, 31, 605-620] were conducted with four participants. A reinforcer assessment was conducted to determine which preference assessment procedure identified the item that produced the highest rates of responding. The items identified as most highly preferred were different across preference assessment procedures for all participants. Results of the reinforcer assessment showed that the MSW identified the item that functioned as the most effective reinforcer for two participants.

Assessing testamentary and decision-making capacity: Approaches and models.

PubMed

Purser, Kelly; Rosenfeld, Tuly

2015-09-01

The need for better and more accurate assessments of testamentary and decision-making capacity grows as Australian society ages and incidences of mentally disabling conditions increase. Capacity is a legal determination, but one on which medical opinion is increasingly being sought. The difficulties inherent within capacity assessments are exacerbated by the ad hoc approaches adopted by legal and medical professionals based on individual knowledge and skill, as well as the numerous assessment paradigms that exist. This can negatively affect the quality of assessments, and results in confusion as to the best way to assess capacity. This article begins by assessing the nature of capacity. The most common general assessment models used in Australia are then discussed, as are the practical challenges associated with capacity assessment. The article concludes by suggesting a way forward to satisfactorily assess legal capacity given the significant ramifications of getting it wrong.

Seminars in Pediatric Neurology Pediatric Pain Measurement, Assessment and Evaluation

PubMed Central

Manworren, Renee CB; Stinson, Jennifer

2016-01-01

Assessment provides the foundation for diagnosis, selection of treatments, and evaluation of treatment effectiveness for pediatric patients with acute, recurrent and chronic pain. Extensive research has resulted in the availability of a number of valid, reliable and recommended tools for assessing children’s pain. Yet, evidence suggests children’s pain is still not optimally assessed or treated. In this article, we provide an overview of pain assessment for premature neonates to adolescents. The difference between pain assessment and measurement will be highlighted; and the key steps in pain assessment identified. Information about self-report and behavioral pain assessment tools appropriate for children will be provided; and factors to be considered when choosing a pain assessment tool will be outlined. Finally, we will preview future approaches to personalized pain medicine in pediatrics that include harnessing the assessment potential of digital health technologies and genomics. PMID:27989326

Quality assessments for cancer centers in the European Union.

PubMed

Wind, Anke; Rajan, Abinaya; van Harten, Wim H

2016-09-07

Cancer centers are pressured to deliver high-quality services that can be measured and improved, which has led to an increase of assessments in many countries. A critical area of quality improvement is to improve patient outcome. An overview of existing assessments can help stakeholders (e.g., healthcare professionals, managers and policy makers) improve the quality of cancer research and care and lead to patient benefits. This paper presents key aspects of assessments undertaken by European cancer centers, such as: are assessments mandatory or voluntary? Do they focus on evaluating research, care or both? And are they international or national? A survey was sent to 33 cancer centers in 28 European Union member states. Participants were asked to score the specifics for each assessment that they listed. Based on the responses from 19 cancer centers from 18 member states, we found 109 assessments. The numbers have steadily increased from 1990's till 2015. Although, a majority of assessments are on patient-care aspects (n = 45), it is unclear how many of those include assessing patient benefits. Only few assessments cover basic research. There is an increasing trend towards mixed assessments (i.e., combining research and patient-care aspects) The need for assessments in cancer centers is increasing. To improve efforts in the quality of research and patient care and to prevent new assessments that "reinvent the wheel", it is advised to start comparative research into the assessments that are likely to bring patient benefits and improve patient outcome. Do assessments provide consistent and reliable information that create added value for all key stakeholders?

Psychometric Properties of Language Assessments for Children Aged 4–12 Years: A Systematic Review

PubMed Central

Denman, Deborah; Speyer, Renée; Munro, Natalie; Pearce, Wendy M.; Chen, Yu-Wei; Cordier, Reinie

2017-01-01

Introduction: Standardized assessments are widely used by speech pathologists in clinical and research settings to evaluate the language abilities of school-aged children and inform decisions about diagnosis, eligibility for services and intervention. Given the significance of these decisions, it is important that assessments have sound psychometric properties. Objective: The aim of this systematic review was to examine the psychometric quality of currently available comprehensive language assessments for school-aged children and identify assessments with the best evidence for use. Methods: Using the PRISMA framework as a guideline, a search of five databases and a review of websites and textbooks was undertaken to identify language assessments and published material on the reliability and validity of these assessments. The methodological quality of selected studies was evaluated using the COSMIN taxonomy and checklist. Results: Fifteen assessments were evaluated. For most assessments evidence of hypothesis testing (convergent and discriminant validity) was identified; with a smaller number of assessments having some evidence of reliability and content validity. No assessments presented with evidence of structural validity, internal consistency or error measurement. Overall, all assessments were identified as having limitations with regards to evidence of psychometric quality. Conclusions: Further research is required to provide good evidence of psychometric quality for currently available language assessments. Of the assessments evaluated, the Assessment of Literacy and Language, the Clinical Evaluation of Language Fundamentals-5th Edition, the Clinical Evaluation of Language Fundamentals-Preschool: 2nd Edition and the Preschool Language Scales-5th Edition presented with most evidence and are thus recommended for use. PMID:28936189

Team-based assessment of professional behavior in medical students.

PubMed

Raee, Hojat; Amini, Mitra; Momen Nasab, Ameneh; Malek Pour, Abdolrasoul; Jafari, Mohammad Morad

2014-07-01

Self and peer assessment provides important information about the individual's performance and behavior in all aspects of their professional environment work. The aim of this study is to evaluate the professional behavior and performance in medical students in the form of team based assessment. In a cross-sectional study, 100 medical students in the 7(th) year of education were randomly selected and enrolled; for each student five questionnaires were filled out, including one self-assessment, two peer assessments and two residents assessment. The scoring system of the questionnaires was based on seven point Likert scale.  After filling out the questions in the questionnaire, numerical data and written comments provided to the students were collected, analyzed and discussed. Internal consistency (Cronbach's alpha) of the questionnaires was assessed. A p<0.05 was considered as significant level. Internal consistency was acceptable (Cronbach's alpha 0.83). Interviews revealed that the majority of students and assessors interviewed found the method acceptable. The range of scores was 1-6 (Mean±SD=4.39±0.57) for the residents' assessment, 2-6 (Mean±SD= 4.49±0.53) for peer assessment, and 3-7 (Mean±SD=5.04±0.32) for self-assessment. There was a significant difference between self assessment and other methods of assessment. This study demonstrates that a team-based assessment is an acceptable and feasible method for peer and self-assessment of medical students' learning in a clinical clerkship, and has some advantages over traditional assessment methods. Further studies are needed to focus on the strengths and weaknesses.

Effect of physician perspective on allocation of Medicare resources for patients with advanced cancer.

PubMed

Rocke, Daniel J; Beumer, Halton W; Thomas, Steven; Lee, Walter T

2014-05-01

To assess how physician perspective (perspective of patient vs perspective of physician) affects Medicare resource allocation for patients with advanced cancer and compare physician allocations with actual cancer patient and caregiver allocations. Cross-sectional assessment. National assessment. Otolaryngologists. Physicians used a validated tool to create a Medicare plan for patients with advanced cancer. Participants took the perspective of an advanced cancer patient and made resource allocations between 15 benefit categories (assessment 2, November/December 2012). Results were compared with data from a prior assessment made from a physician's perspective (assessment 1, February/March 2012) and with data from a separate study with patients with cancer and caregivers. In total, 767 physicians completed assessment 1 and 237 completed assessment 2. Results were compared with 146 cancer patient and 114 caregiver assessments. Assessment 1 physician responses differed significantly from patients/caregivers in 14 categories (P < .05), while assessment 2 differed in 11. When comparing physician data, assessment 2 allocations differed significantly from assessment 1 in 7 categories. When these 7 categories were compared with patient/caregiver data, assessment 2 allocations in emotional care, drug coverage, and nursing facility categories were not significantly different. Assessment 1 allocations in cosmetic care, dental, home care, and primary care categories were more similar to patient/caregiver preferences, although all but home care were still significantly different. Otolaryngology-head and neck surgery physician perspectives on end-of-life care differ significantly from cancer patient/caregiver perspectives, even when physicians take a patient's perspective when allocating resources. This demonstrates the challenges inherent in end-of-life discussions.

Information Technology and Literacy Assessment.

ERIC Educational Resources Information Center

Balajthy, Ernest

2002-01-01

Compares technology predictions from around 1989 with the technology of 2002. Discusses the place of computer-based assessment today, computer-scored testing, computer-administered formal assessment, Internet-based formal assessment, computerized adaptive tests, placement tests, informal assessment, electronic portfolios, information management,…

BIOACCUMULATION OF POPS IN FISH AND ESTIMATION OF HUMAN DIETARY EXPOSURE AND DOSE

EPA Science Inventory

The risk assessment process is fundamental in understanding and controlling environmental health risks. Risk assessment includes four steps: hazard identification, dose-response assessment, exposure assessment, and risk characterization. Exposure assessments seek to characteriz...

12 CFR 327.2 - Certified statements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... ASSESSMENTS In General § 327.2 Certified statements. (a) Required. (1) The certified statement shall also be...) The quarterly certified statement invoice shall reflect the institution's risk assignment, assessment base, assessment computation, and assessment amount, for each quarterly assessment period. (b...

Assessment Talk in Design: The Multiple Purposes of Assessment in HE

ERIC Educational Resources Information Center

Harman, Kerry; McDowell, Liz

2011-01-01

This paper is based on an empirical study of assessment practices currently being undertaken in a post-1992 university in the UK. Our broad interest is in examining assessment practices in context in order to explore why lecturers assess in the ways that they do. The Assessment Environments and Cultures project aims to illuminate some of the…

Student Teachers' Appraisal of the Importance of Assessment in Teacher Education and Self-Reports on the Development of Assessment Competence

ERIC Educational Resources Information Center

Schneider, Christoph; Bodensohn, Rainer

2017-01-01

Competence in assessment has been identified as a key feature in teachers' professional success. However, assessment competence is a complex field, comprising capacity in both summative and formative assessment. Hence, a detailed view on how student teachers perceive assessment is the focus of this study. Based on an official catalogue of…

Assessment Planning within the Context of University English Language Teaching (ELT) in China: Implications for Teacher Assessment Literacy

ERIC Educational Resources Information Center

Xu, Yueting

2016-01-01

Teacher assessment literacy (AL) is a concern for both educational assessment and teacher education research. As part of teacher AL, teacher competency of assessment planning has remained underexplored. To address this gap, this study explored how a group of 20 contest-winning university English teachers in China planned for assessment through…

Alignment Content Analysis of NAEP 2009 Reading Assessment Analysis Based on Method of Surveys of Enacted Curriculum

ERIC Educational Resources Information Center

Blank, Rolf K.; Smithson, John

2010-01-01

Beginning in summer 2009, the complete set of NAEP student assessment items for grades 4 and 8 Science and Reading 2009 assessments were analyzed for comparison to the National Assessment of Educational Progress (NAEP) Item Specifications which are based on the NAEP Assessment Frameworks for these subjects (National Assessment Governing Board,…

Examining the Relationship between Selected Grade 3-12 Teachers' Perceived Assessment Literacy and Their Classroom Assessment Practices

ERIC Educational Resources Information Center

Hudson, Mark E.

2017-01-01

The study examined the self-reported understandings of selected 3rd to 12th grade teachers had of assessment and the assessment practices they reported implementing in their classrooms along with evidence extracted from written lesson plans. The literature on classroom assessment supports the idea that teachers who create meaningful assessments,…

Assessment "as" Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice

ERIC Educational Resources Information Center

Dann, Ruth

2014-01-01

This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment "as" learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage…

A Model for Assessing Reflective Practices in Pharmacy Education

PubMed Central

Bosnic-Anticevich, Sinthia; Lonie, John M.; Smith, Lorraine

2015-01-01

Objective. To research the literature and examine assessment strategies used in health education that measure reflection levels and to identify assessment strategies for use in pharmacy education. Methods. A simple systematic review using a 5-step approach was employed to locate peer-reviewed articles addressing assessment strategies in health education from the last 20 years. Results. The literature search identified assessment strategies and rubrics used in health education for assessing levels of reflection. There is a significant gap in the literature regarding reflective rubric use in pharmacy education. Conclusion. Two assessment strategies to assess levels of reflection, including a reflective rubric tailored for pharmacy education, are proposed. PMID:26690718

A framework for combining social impact assessment and risk assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mahmoudi, Hossein, E-mail: mahmoudi@uni-hohenheim.de; Environmental Sciences Research Institute, Shahid Beheshti University, G.C.; Renn, Ortwin

An increasing focus on integrative approaches is one of the current trends in impact assessment. There is potential to combine impact assessment with various other forms of assessment, such as risk assessment, to make impact assessment and the management of social risks more effective. We identify the common features of social impact assessment (SIA) and social risk assessment (SRA), and discuss the merits of a combined approach. A hybrid model combining SIA and SRA to form a new approach called, ‘risk and social impact assessment’ (RSIA) is introduced. RSIA expands the capacity of SIA to evaluate and manage the socialmore » impacts of risky projects such as nuclear energy as well as natural hazards and disasters such as droughts and floods. We outline the three stages of RSIA, namely: impact identification, impact assessment, and impact management. -- Highlights: • A hybrid model to combine SIA and SRA namely RSIA is proposed. • RSIA can provide the proper mechanism to assess social impacts of natural hazards. • RSIA can play the role of ex-post as well as ex-ante assessment. • For some complicated and sensitive cases like nuclear energy, conducting a RSIA is necessary.« less

Assessment of Proficiency and Competency in Laboratory Animal Biomethodologies

PubMed Central

Clifford, Paula; Melfi, Natasha; Bogdanske, John; Johnson, Elizabeth J; Kehler, James; Baran, Szczepan W

2013-01-01

Personnel working with laboratory animals are required by laws and guidelines to be trained and qualified to perform biomethodologic procedures. The assessment of competency and proficiency is a vital component of a laboratory animal training program, because this process confirms that the trainees have met the learning objectives for a particular procedure. The approach toward qualification assessment differs between organizations because laws and guidelines do not outline how the assessment should be performed or which methods and tools should be used. Assessment of clinical and surgical medicine has received considerable attention over the last few decades and has progressed from simple subjective methods to well-defined and objective methods of assessing competency. Although biomethodology competency and proficiency assessment is discussed in the literature, a standard and objective assessment method has not yet been developed. The development and implementation of an objective and standardized biomethodologic assessment program can serve as a tool to improve standards, ensure consistent training, and decrease research variables yet ensure animal welfare. Here we review the definition and goals of training and assessment, review assessment methods, and propose a method to develop a standard and objective assessment program for the laboratory animal science field, particularly training departments and IACUC. PMID:24351758

ARCADO - Adding random case analysis to direct observation in workplace-based formative assessment of general practice registrars.

PubMed

Ingham, Gerard; Fry, Jennifer; Morgan, Simon; Ward, Bernadette

2015-12-10

Workplace-based formative assessments using consultation observation are currently conducted during the Australian general practice training program. Assessment reliability is improved by using multiple assessment methods. The aim of this study was to explore experiences of general practice medical educator assessors and registrars (trainees) when adding random case analysis to direct observation (ARCADO) during formative workplace-based assessments. A sample of general practice medical educators and matched registrars were recruited. Following the ARCADO workplace assessment, semi-structured qualitative interviews were conducted. The data was analysed thematically. Ten registrars and eight medical educators participated. Four major themes emerged - formative versus summative assessment; strengths (acceptability, flexibility, time efficiency, complementarity and authenticity); weaknesses (reduced observation and integrity risks); and contextual factors (variation in assessment content, assessment timing, registrar-medical educator relationship, medical educator's approach and registrar ability). ARCADO is a well-accepted workplace-based formative assessment perceived by registrars and assessors to be valid and flexible. The use of ARCADO enabled complementary insights that would not have been achieved with direct observation alone. Whilst there are some contextual factors to be considered in its implementation, ARCADO appears to have utility as formative assessment and, subject to further evaluation, high-stakes assessment.

Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.

PubMed

Souchal, Carine; Toczek, Marie-Christine; Darnon, Céline; Smeding, Annique; Butera, Fabrizio; Martinot, Delphine

2014-03-01

Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance. The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class. Participants were 120 boys and 72 girls (all high-school students). Participants attended a science lesson while expecting a performance-oriented assessment (i.e., an assessment designed to compare and select students), a mastery-oriented assessment (i.e., an assessment designed to help students in their learning), or no assessment of this lesson. In the mastery-oriented assessment condition, both boys and girls performed at a similarly high level, whereas the performance-oriented assessment condition reduced girls' performance and the no-assessment condition reduced boys' performance. One way to increase girls' performance on a science test without harming boys' performance is to present assessment as a tool for improving mastery rather than as a tool for comparing performances. © 2013 The British Psychological Society.

Educational Intervention on Delirium Assessment Using Confusion Assessment Method-ICU (CAM-ICU) in a General Intensive Care Unit.

PubMed

Ramoo, Vimala; Abu, Harlinna; Rai, Vineya; Surat Singh, Surindar Kaur; Baharudin, Ayuni Asma'; Danaee, Mahmoud; Thinagaran, Raveena Rajalachimi R

2018-05-18

The primary objective was to assess intensive care unit nurses' knowledge of intensive care unit delirium and delirium assessment before and after an educational intervention. In addition, nurses' perception on the usefulness of a delirium assessment tool and barriers against delirium assessment were assessed as secondary objectives. Early identification of delirium in intensive care units is crucial for patient care. Hence, nurses require adequate knowledge to enable appropriate evaluation of delirium using standardised practice and assessment tools. This study, performed in Malaysia, used a single group pretest-posttest study design to assess the effect of educational interventions and hands-on practices on nurses' knowledge of intensive care unit delirium and delirium assessment. Sixty-one nurses participated in educational intervention sessions, including classroom learning, demonstrations, and hands-on practices on the Confusion Assessment Method-Intensive Care Unit. Data were collected using self-administered questionnaires for the pre- and post-intervention assessments. Analysis to determine the effect of the educational intervention consisted of the repeated-measures analysis of covariance. There were significant differences in the knowledge scores pre- and post-intervention, after controlling for demographic characteristics. The two most common perceived barriers to the adoption of the intensive care unit delirium assessment tool were "physicians did not use nurses' delirium assessment in decision making" and "difficult to interpret delirium in intubated patients". Educational intervention and hands-on practices increased nurses' knowledge of delirium assessment. Teaching and inter-professional involvements are essential for a successful implementation of intensive care unit delirium assessment practice. This study supports existing evidences, indicating that education and training could increase nurses' knowledge of delirium and delirium assessment. Improving nurses' knowledge could potentially lead to better delirium management practice and improve ICU patient care. Thus, continuous efforts to improve and sustain nurses' knowledge become relevant in ICU settings. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Emotions and assessment: considerations for rater-based judgements of entrustment.

PubMed

Gomez-Garibello, Carlos; Young, Meredith

2018-03-01

Assessment is subject to increasing scrutiny as medical education transitions towards a competency-based medical education (CBME) model. Traditional perspectives on the roles of assessment emphasise high-stakes, summative assessment, whereas CBME argues for formative assessment. Revisiting conceptualisations about the roles and formats of assessment in medical education provides opportunities to examine understandings and expectations of the assessment of learners. The act of the rater generating scores might be considered as an exclusively cognitive exercise; however, current literature has drawn attention to the notion of raters as measurement instruments, thereby attributing additional factors to their decision-making processes, such as social considerations and intuition. However, the literature has not comprehensively examined the influence of raters' emotions during assessment. In this narrative review, we explore the influence of raters' emotions in the assessment of learners. We summarise existing literature that describes the role of emotions in assessment broadly, and rater-based assessment specifically, across a variety of fields. The literature related to emotions and assessment is examined from different perspectives, including those of educational context, decision making and rater cognition. We use the concept of entrustable professional activities (EPAs) to contextualise a discussion of the ways in which raters' emotions may have meaningful impacts on the decisions they make in clinical settings. This review summarises findings from different perspectives and identifies areas for consideration for the role of emotion in rater-based assessment, and areas for future research. We identify and discuss three different interpretations of the influence of raters' emotions during assessments: (i) emotions lead to biased decision making; (ii) emotions contribute random noise to assessment, and (iii) emotions constitute legitimate sources of information that contribute to assessment decisions. We discuss these three interpretations in terms of areas for future research and implications for assessment. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Use of Geriatric Assessment for Older Adults in the Oncology Setting: A Systematic Review

PubMed Central

2012-01-01

Background Geriatric assessment is a multidisciplinary diagnostic process that evaluates the older adult’s medical, psychological, social, and functional capacity. No systematic review of the use of geriatric assessment in oncology has been conducted. The goals of this systematic review were: 1) to provide an overview of all geriatric assessment instruments used in the oncology setting; 2) to examine the feasibility and psychometric properties of those instruments; and 3) to systematically evaluate the effectiveness of geriatric assessment in predicting or modifying outcomes (including the impact on treatment decision making, toxicity of treatment, and mortality). Methods We searched Medline, Embase, Psychinfo, Cinahl, and the Cochrane Library for articles published in English, French, Dutch, or German between January 1, 1996, and November 16, 2010, reporting on cross-sectional, longitudinal, interventional, or observational studies that assessed the feasibility or effectiveness of geriatric assessment instruments. The quality of articles was evaluated using relevant quality assessment frameworks. Results We identified 83 articles that reported on 73 studies. The quality of most studies was poor to moderate. Eleven studies examined psychometric properties or diagnostic accuracy of the geriatric assessment instruments used. The assessment generally took 10–45min. Geriatric assessment was most often completed to describe a patient’s health and functional status. Specific domains of geriatric assessment were associated with treatment toxicity in 6 of 9 studies and with mortality in 8 of 16 studies. Of the four studies that examined the impact of geriatric assessment on the cancer treatment decision, two found that geriatric assessment impacted 40%–50% of treatment decisions. Conclusion Geriatric assessment in the oncology setting is feasible, and some domains are associated with adverse outcomes. However, there is limited evidence that geriatric assessment impacted treatment decision making. Further research examining the effectiveness of geriatric assessment on treatment decisions and outcomes is needed. PMID:22851269

Integrated assessment in international policy-making. Final technical report, September 15, 1994--September 14, 1996

DOE Office of Scientific and Technical Information (OSTI.GOV)

Parson, E.A.

This project undertook a preliminary investigation of the conduct and use of assessments, particularly integrated assessments, in international negotiation and policy-making. The research involved review of existing secondary literatures including related theoretical literatures of negotiation analysis and multi-party bargaining; review of archival and documentary material on a few international assessment cases; and interviews in North America and Europe with assessment managers and users. The project sought to identify empirical regularities in the relationships between assessment characteristics and the manner and extent of their contribution to policy-making; to specify and critically assess a set of candidate mechanisms through which assessments influencemore » and assist international policy-making; and to derive from these investigations preliminary practical guidance for assessment design.« less

Implicit spiritual assessment: an alternative approach for assessing client spirituality.

PubMed

Hodge, David R

2013-07-01

To provide optimal services, a spiritual assessment is often administered to understand the intersection between clients' spirituality and service provision. Traditional assessment approaches, however, may be ineffective with clients who are uncomfortable with spiritual language or who are otherwise hesitant to discuss spirituality overtly. This article orients readers to an implicit spiritual assessment, an alternative approach that may be more valid with such clients. The process of administering an implicit assessment is discussed, sample questions are provided to help operationalize this approach, and suggestions are offered to integrate an implicit assessment with more traditional assessment approaches. By using terminology that is implicitly spiritual in nature, an implicit assessment enables practitioners to identify and operationalize dimensions of clients' experience that may be critical to effective service provision but would otherwise be overlooked.

A new framework for designing programmes of assessment

PubMed Central

Van der Vleuten, C. P. M.; Schuwirth, L. W. T.

2009-01-01

Research on assessment in medical education has strongly focused on individual measurement instruments and their psychometric quality. Without detracting from the value of this research, such an approach is not sufficient to high quality assessment of competence as a whole. A programmatic approach is advocated which presupposes criteria for designing comprehensive assessment programmes and for assuring their quality. The paucity of research with relevance to programmatic assessment, and especially its development, prompted us to embark on a research project to develop design principles for programmes of assessment. We conducted focus group interviews to explore the experiences and views of nine assessment experts concerning good practices and new ideas about theoretical and practical issues in programmes of assessment. The discussion was analysed, mapping all aspects relevant for design onto a framework, which was iteratively adjusted to fit the data until saturation was reached. The overarching framework for designing programmes of assessment consists of six assessment programme dimensions: Goals, Programme in Action, Support, Documenting, Improving and Accounting. The model described in this paper can help to frame programmes of assessment; it not only provides a common language, but also a comprehensive picture of the dimensions to be covered when formulating design principles. It helps identifying areas concerning assessment in which ample research and development has been done. But, more importantly, it also helps to detect underserved areas. A guiding principle in design of assessment programmes is fitness for purpose. High quality assessment can only be defined in terms of its goals. PMID:19821042

What influences the choice of assessment methods in health technology assessments? Statistical analysis of international health technology assessments from 1989 to 2002.

PubMed

Draborg, Eva; Andersen, Christian Kronborg

2006-01-01

Health technology assessment (HTA) has been used as input in decision making worldwide for more than 25 years. However, no uniform definition of HTA or agreement on assessment methods exists, leaving open the question of what influences the choice of assessment methods in HTAs. The objective of this study is to analyze statistically a possible relationship between methods of assessment used in practical HTAs, type of assessed technology, type of assessors, and year of publication. A sample of 433 HTAs published by eleven leading institutions or agencies in nine countries was reviewed and analyzed by multiple logistic regression. The study shows that outsourcing of HTA reports to external partners is associated with a higher likelihood of using assessment methods, such as meta-analysis, surveys, economic evaluations, and randomized controlled trials; and with a lower likelihood of using assessment methods, such as literature reviews and "other methods". The year of publication was statistically related to the inclusion of economic evaluations and shows a decreasing likelihood during the year span. The type of assessed technology was related to economic evaluations with a decreasing likelihood, to surveys, and to "other methods" with a decreasing likelihood when pharmaceuticals were the assessed type of technology. During the period from 1989 to 2002, no major developments in assessment methods used in practical HTAs were shown statistically in a sample of 433 HTAs worldwide. Outsourcing to external assessors has a statistically significant influence on choice of assessment methods.

Reliability of pubertal maturation self-assessment in a school-based survey.

PubMed

Jaruratanasirikul, Somchit; Kreetapirom, Piyawut; Tassanakijpanich, Nattaporn; Sriplung, Hutcha

2015-03-01

To assess the reliability of pubertal self-assessment of Thai adolescents. Some 927 girls and 997 boys, aged 8-18 years, from nine schools in Hat-Yai municipality. The adolescents evaluated their pubertal status after being shown a line drawing of the five Tanner stages with a short description. Girls assessed their breast and pubic hair development, and boys assessed their pubic hair development. The pubertal self-assessments were compared to pubertal assessments made by a pediatrician who examined the children after their self-assessment. Kappa coefficient and percent agreement were used for statistical analysis. The percent agreement of breast and pubic hair development between the girl's self-assessments and the assessments by the pediatrician were 60.8% and 78%, respectively. Kappa coefficient for breast assessment was 0.50 (95% confidence interval, CI 0.47-0.53) and for pubic hair 0.68 (95% CI 0.65-0.72). Nearly 30% of girls aged younger than 10 years overestimated their breast development status while 45% of girls aged over 14 years underestimated their breast development (p<0.001). For boys, the percent agreement of pubic hair development between the adolescents and the pediatrician was 76.4%, with a weighted kappa coefficient of 0.68 (95% CI 0.65-0.72). Pubertal self-assessment using line drawings with a short description can be used as a reliable method to assess pubic hair maturation in boys and girls, but can be used with less reliability to assess the breast maturation in young girls.

A new framework for designing programmes of assessment.

PubMed

Dijkstra, J; Van der Vleuten, C P M; Schuwirth, L W T

2010-08-01

Research on assessment in medical education has strongly focused on individual measurement instruments and their psychometric quality. Without detracting from the value of this research, such an approach is not sufficient to high quality assessment of competence as a whole. A programmatic approach is advocated which presupposes criteria for designing comprehensive assessment programmes and for assuring their quality. The paucity of research with relevance to programmatic assessment, and especially its development, prompted us to embark on a research project to develop design principles for programmes of assessment. We conducted focus group interviews to explore the experiences and views of nine assessment experts concerning good practices and new ideas about theoretical and practical issues in programmes of assessment. The discussion was analysed, mapping all aspects relevant for design onto a framework, which was iteratively adjusted to fit the data until saturation was reached. The overarching framework for designing programmes of assessment consists of six assessment programme dimensions: Goals, Programme in Action, Support, Documenting, Improving and Accounting. The model described in this paper can help to frame programmes of assessment; it not only provides a common language, but also a comprehensive picture of the dimensions to be covered when formulating design principles. It helps identifying areas concerning assessment in which ample research and development has been done. But, more importantly, it also helps to detect underserved areas. A guiding principle in design of assessment programmes is fitness for purpose. High quality assessment can only be defined in terms of its goals.

75 FR 68357 - Sunshine Act Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-05

... Implementation of the New Deposit Insurance Assessment Base, Adjustments to the New Deposit Insurance Assessment Base, Changes to Assessment Rate Adjustments and New Assessment Rate Schedules. Memorandum and resolution re: Notice of Proposed Rulemaking on Risk- Based Assessment System for Large Insured Depository...

43 CFR 3836.10 - Performing assessment work.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 43 Public Lands: Interior 2 2011-10-01 2011-10-01 false Performing assessment work. 3836.10... MANAGEMENT, DEPARTMENT OF THE INTERIOR MINERALS MANAGEMENT (3000) ANNUAL ASSESSMENT WORK REQUIREMENTS FOR MINING CLAIMS Performing Assessment Work § 3836.10 Performing assessment work. ...

The Current Status of Indirect Functional Assessment Instruments

ERIC Educational Resources Information Center

Dufrene, Brad A.; Kazmerski, Jennifer S.; Labrot, Zachary

2017-01-01

The Individuals with Disabilities Education Improvement Act requires that functional behavior assessments be conducted under certain circumstances for students with disabilities. Functional assessments may include indirect assessments (e.g., rating scales, interviews), direct-descriptive assessments (e.g., direct observations with conditional…

Primarily Assessing.

ERIC Educational Resources Information Center

Watkinson, Anne

1991-01-01

The idea of assessment driving the curriculum and the importance of assessing students constantly instead of using only standardized tests are discussed. Informal observations used by teachers as a way of assessing student progress is emphasized. The United Kingdom's National Curriculum assessment program are described. (KR)

Privacy Impact Assessment for the Environmental Assessments for Residential Properties (EARP)

EPA Pesticide Factsheets

In the course of EPA assessments, EPA finds that there are the potential for releases to impact residential properties. To complete the assessments and public health evaluations related to the release EPA must specifically assess individual properties.

Ecosystem Services as Assessment Endpoints in Ecological Risk Assessment

EPA Science Inventory

The focus of ecological risk assessment (ERA) is on assessment endpoints, explicit expressions of environmental values to be protected. Traditionally, the ecological entities identified in assessment endpoints have been components of ecosystems deemed by risk assessors to be impo...

A comparison of sleep assessment tools by nurses and patients in critical care.

PubMed

Richardson, Annette; Crow, Wendy; Coghill, Elaine; Turnock, Christopher

2007-09-01

The aim of this critical care sleep assessment pilot study was to evaluate the usefulness of three sleep assessment tools to identify which, if any, provided the closest comparison between the nurses' judgement and the patients' experience of their sleep. The study objectives were to: (i) compare patients' and nurses' assessment of sleep using three different rating tools. (ii) Ascertain patients' preferences with non-interventional, user friendly, practical tools in critical care. (iii) Recommend changes and improvements to the way that sleep is assessed and documented. Sleep is important for promoting critical care recovery and sleep disturbance is known to cause irritability, aggression and increased stress levels. The availability and use of valid critical care sleep assessment tools is limited. A descriptive comparative study using three sleep assessment-rating scales were constructed to provide easy to understand tools for completion by both patients and nurses in critical care. Structured interviews were undertaken with 82 patients and 82 nurses using a convenience sample from four multispecialty critical care units in one large teaching trust. Patients were included in the study if they met a list of pre-defined criteria to obtain responses from lucid orientated patients. No tool produced a close association between the nurses' assessment of the patients sleep and the patients' assessment of their sleep. Patients found two of the three tools easy to use when rating their sleep. Discussion. Objective invasive measurements of sleep as well as complex subjective tools appear inappropriate to be used as a part of daily critical care practice. The application of simple rating scores has a high degree of error when nurses assess patients' sleep, even though high levels of patient observation and assessment are practiced in critical care. More research is needed to examine the assessment of sleep in critical care, particularly linking rating scales to alternative methods of physiological assessment of sleep. Findings indicate nurses are unable to accurately assess critical care patients' sleep using rating assessment tools. However patients were found to prefer two sleep assessment tools, one banded in hours to assess sleep quantity and one as a comparison against normal sleep to assess sleep quality. This study reviews the importance of sleep assessment and the diverse methods available for assessing sleep focussing on the critically ill patient. More noteworthy it highlights how nurses sole judgements of patients sleep is not a reliable method in clinical practice, however it provides some indication on the application of 'easy to use' tools to assist in the patients assessments of their sleep.

The Quantitative Reasoning for College Science (QuaRCS) Assessment: Emerging Themes from 5 Years of Data

NASA Astrophysics Data System (ADS)

Follette, Katherine; Dokter, Erin; Buxner, Sanlyn

2018-01-01

The Quantitative Reasoning for College Science (QuaRCS) Assessment is a validated assessment instrument that was designed to measure changes in students' quantitative reasoning skills, attitudes toward mathematics, and ability to accurately assess their own quantitative abilities. It has been administered to more than 5,000 students at a variety of institutions at the start and end of a semester of general education college science instruction. I will begin by briefly summarizing our published work surrounding validation of the instrument and identification of underlying attitudinal factors (composite variables identified via factor analysis) that predict 50% of the variation in students' scores on the assessment. I will then discuss more recent unpublished work, including: (1) Development and validation of an abbreviated version of the assessment (The QuaRCS Light), which results in marked improvements in students' ability to maintain a high effort level throughout the assessment and has broad implications for quantitative reasoning assessments in general, and (2) Our efforts to revise the attitudinal portion of the assessment to better assess math anxiety level, another key factor in student performance on numerical assessments.

Core principles of assessment in competency-based medical education.

PubMed

Lockyer, Jocelyn; Carraccio, Carol; Chan, Ming-Ka; Hart, Danielle; Smee, Sydney; Touchie, Claire; Holmboe, Eric S; Frank, Jason R

2017-06-01

The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate. This paper describes the core principles of assessment for learning and assessment of learning. It addresses several ways to ensure the effectiveness of assessment programs, including using the right combination of assessment methods and conducting careful assessor selection and training. It provides a reconceptualization of the role of psychometrics and articulates the importance of a group process in determining trainees' progress. In addition, it notes that, to reach its potential as a driver in trainee development, quality care, and patient safety, CBME requires effective information management and documentation as well as ongoing consideration of ways to improve the assessment system.

Effects That Facebook-Based Online Peer Assessment with Micro-Teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

ERIC Educational Resources Information Center

Lin, Guan-Yu

2016-01-01

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the…

Threats to the Valid Use of Assessment of Prior Learning in Higher Education: Claimants' Experiences of the Assessment Process

ERIC Educational Resources Information Center

Stenlund, Tova

2012-01-01

Assessment of Prior Learning (APL) refers to a process where adults' prior learning, formal as well as informal, is assessed and acknowledged. In the first section of this paper, APL and current conceptions of validity in assessments and its evaluation are presented. It is argued that participants in the assessment are an important source of…

Do We Need a Single Standard of Value for Institutional Assessment? An Essay Response to Asao Inoue's "Community-Based Assessment Pedagogy"

ERIC Educational Resources Information Center

Elbow, Peter

2006-01-01

Inoue [Inoue, A. B. (2005). "Community-based assessment pedagogy." "Assessing Writing: An International Journal, 3", 208-238] sets up a radically experimental writing class as a kind of laboratory of assessment. He seeks to avoid the standard situation where a teacher unilaterally assesses and grades student writing, using only his or her own…

"It's the Other Assessment That Is the Key": Three Norwegian Physical Education Teachers' Engagement (or Not) with Assessment for Learning

ERIC Educational Resources Information Center

Leirhaug, Petter E.; MacPhail, Ann

2015-01-01

The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice…

Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

PubMed

Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

2015-01-01

The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies

ERIC Educational Resources Information Center

Tillema, Harm; Leenknecht, Martijn; Segers, Mien

2011-01-01

The interest in "assessment for learning" (AfL) has resulted in a search for new modes of assessment that are better aligned to students' learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional,…

Assessing engineering students' demonstration of workplace competencies in experiential learning environments through internships and cooperative work experiences

NASA Astrophysics Data System (ADS)

Laingen, Mark A.

This study investigates the relationships between supervisor assessments and internship students' self-assessments for 15 workplace competencies, demonstrated in an internship or cooperative work environment. The 15 workplace competencies were developed by Iowa State University in collaboration with over 200 constituents comprised of Iowa State University COE alumni, engineering employers, COE faculty, partnering international faculty, and COE students, to provide clear, independent, and assessable measures for the eleven learning outcomes identified in the ABET Criterion 3 (a-k) outcomes. The study investigated workplace competency assessment data collected over ten years, commencing with the fall 2001 internship assessment term and concluding with the fall 2011 assessment term. The study used three separate methodologies to analyze workplace competency assessments in the COE. Part 1 analyzed data across the fifteen workplace competencies, and across ten programs in the College of Engineering, that have been involved with the workplace competency assessment of internship and cooperative students from the beginning of data collection in 2001. Supervisor assessment ratings were compared to internship student self-assessment ratings across the ten-year span from 2001-11using the non-parametric equivalent of the paired t-test; the Wilcoxon singed rank test for paired data. Part 2 of the study investigated the relationship between supervisor and student self-assessment data across assessment terms related to the 2001-05 and 2006-11 ABET accreditation cycles. The third part investigated how data tracking workplace competency strengths and weaknesses and ABET outcomes achievement percentages have changed between the assessment terms across accreditation cycles. Part 3 included an on-line survey sent to program curriculum committee members involved with workplace competency assessment data that investigated how the engineering programs are utilizing this data in support of continuous improvement of the program curricula. Results of the analysis demonstrate how paired supervisor assessment and student self-assessment ratings for assessment of the internship students' demonstration of workplace competencies can be useful in evaluating student demonstration of competency in COE learning outcomes through the experiential learning environment, and support continuous improvement practices for program curriculum development.

Robot-supported assessment of balance in standing and walking.

PubMed

Shirota, Camila; van Asseldonk, Edwin; Matjačić, Zlatko; Vallery, Heike; Barralon, Pierre; Maggioni, Serena; Buurke, Jaap H; Veneman, Jan F

2017-08-14

Clinically useful and efficient assessment of balance during standing and walking is especially challenging in patients with neurological disorders. However, rehabilitation robots could facilitate assessment procedures and improve their clinical value. We present a short overview of balance assessment in clinical practice and in posturography. Based on this overview, we evaluate the potential use of robotic tools for such assessment. The novelty and assumed main benefits of using robots for assessment are their ability to assess 'severely affected' patients by providing assistance-as-needed, as well as to provide consistent perturbations during standing and walking while measuring the patient's reactions. We provide a classification of robotic devices on three aspects relevant to their potential application for balance assessment: 1) how the device interacts with the body, 2) in what sense the device is mobile, and 3) on what surface the person stands or walks when using the device. As examples, nine types of robotic devices are described, classified and evaluated for their suitability for balance assessment. Two example cases of robotic assessments based on perturbations during walking are presented. We conclude that robotic devices are promising and can become useful and relevant tools for assessment of balance in patients with neurological disorders, both in research and in clinical use. Robotic assessment holds the promise to provide increasingly detailed assessment that allows to individually tailor rehabilitation training, which may eventually improve training effectiveness.

The effects of professional development related to classroom assessment on student achievement in science

NASA Astrophysics Data System (ADS)

Mazzie, Dawn Danielle

This study investigated the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher participation in a Teacher Quality Research (TQR) project on classroom assessment. The samples for these studies were teachers from underperforming schools who volunteered to take part in a professional development program in classroom assessment. School groups were randomly assigned to the treatment group. For Study 1, teachers in the treatment received professional development in classroom assessment from a trained assessment coach. Teachers in the control received no professional development. For Study 2, teachers in Treatment 1 received professional development in classroom assessment from a trained assessment coach and teachers in Treatment 2 received professional development in classroom assessment from a facilitator with one day of training. Teachers in both groups completed a measure of assessment literacy, the Teacher Quality Research Test of Assessment Literacy Skills (TQR_TALS), prior to the beginning and then again at the conclusion of the four month professional development program. A hierarchical linear model (HLM) analysis was conducted to determine the relationship between students' standardized test scores in science and (a) increases in teacher assessment literacy and (b) teacher TQR status. Based upon these analyses, the professional development program increased teachers' assessment literacy skills; however, the professional development had no significant impact on students' achievement.

Assessment as Learning

ERIC Educational Resources Information Center

Gupta, Kavita

2016-01-01

In this article Kavita Gupta describes how she used assessment "as" learning, where students learn, self-correct, and collaborate "during" the assessment (Rowe 2012) in her AP chemistry class. In her class, she used these assessments as learning for "performance-based assessments" (PBAs). They share attributes of both…

10 CFR 766.103 - Special Assessment invoices.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 4 2011-01-01 2011-01-01 false Special Assessment invoices. 766.103 Section 766.103 Energy DEPARTMENT OF ENERGY URANIUM ENRICHMENT DECONTAMINATION AND DECOMMISSIONING FUND; PROCEDURES FOR SPECIAL ASSESSMENT OF DOMESTIC UTILITIES Procedures for Special Assessment § 766.103 Special Assessment...

10 CFR 766.103 - Special Assessment invoices.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 4 2014-01-01 2014-01-01 false Special Assessment invoices. 766.103 Section 766.103 Energy DEPARTMENT OF ENERGY URANIUM ENRICHMENT DECONTAMINATION AND DECOMMISSIONING FUND; PROCEDURES FOR SPECIAL ASSESSMENT OF DOMESTIC UTILITIES Procedures for Special Assessment § 766.103 Special Assessment...

10 CFR 766.103 - Special Assessment invoices.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false Special Assessment invoices. 766.103 Section 766.103 Energy DEPARTMENT OF ENERGY URANIUM ENRICHMENT DECONTAMINATION AND DECOMMISSIONING FUND; PROCEDURES FOR SPECIAL ASSESSMENT OF DOMESTIC UTILITIES Procedures for Special Assessment § 766.103 Special Assessment...

Alternate Assessments as One Measure of Teacher Effectiveness

ERIC Educational Resources Information Center

Kearns, Jacqueline F.; Kleinert, Harold L.; Thurlow, Martha L.; Gong, Brian; Quenemoen, Rachel

2015-01-01

Elementary and Secondary Education Act (ESEA) flexibility requires states to develop and implement teacher effectiveness measures that consider student assessment results, including assessment results for students with disabilities participating in general and alternate assessments. We describe how alternate assessment results for students with…

75 FR 4833 - National Protection and Programs Directorate; Assessment Questionnaire-Voluntary Chemical...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-29

... Directorate; Assessment Questionnaire--Voluntary Chemical Assessment Tool (VCAT) AGENCY: National Protection... Directorate is soliciting comments concerning new collection request, Assessment Questionnaire--Voluntary... will be prompted with the VCAT Assessment questionnaire and will answer various questions to input the...

Assessment and Classification of Attention Deficit Hyperactive Disorders.

ERIC Educational Resources Information Center

Schaughency, Elizabeth A.; Rothlind, Johannes

1991-01-01

Issues concerning evaluation, assessment, and classification of Attention-Deficit Hyperactive Disorders (ADHD) are discussed. The diagnosis of ADHD should be a best-estimate diagnosis, based on a behavioral assessment strategy with multimethod assessment. The selection and use of assessment techniques are discussed. (SLD)

[Contributions of child psychology to the assessment of pain].

PubMed

Zabalia, M

2009-12-01

The efficacy of pain management is subordinated to the efficacy of pain assessment. Children are particularly difficult-to-assess patients. In this area, child psychology can contribute to the development of tools and to improving pain assessment. This paper highlights the relevance of studies on dialog in pain assessment situations and the importance of the specificity of both the patient and his pain. Assessing pain and listening to the patient's complaint means meeting the child in his own world. Nonetheless, it is necessary to use and develop assessment tools that are scientifically validated.

The effects of preference assessment type on problem behavior.

PubMed

Tung, Sara Beth; Donaldson, Jeanne M; Kahng, SungWoo

2017-10-01

Individuals with intellectual and developmental disabilities who engage in problem behavior maintained by access to tangibles may exhibit more problem behavior during certain preference assessments. We compared three common preference assessments to determine which resulted in fewer problem behaviors. The paired stimulus and multiple-stimulus without replacement assessments produced higher rates of problem behavior than the free operant (FO) assessment, suggesting that the FO assessment may be the most appropriate assessment for individuals who engage in problem behavior maintained by access to tangibles. © 2017 Society for the Experimental Analysis of Behavior.

Have First-Year Emergency Medicine Residents Achieved Level 1 on Care-Based Milestones?

PubMed Central

Weizberg, Moshe; Bond, Michael C.; Cassara, Michael; Doty, Christopher; Seamon, Jason

2015-01-01

Background Residents in Accreditation Council for Graduate Medical Education accredited emergency medicine (EM) residencies were assessed on 23 educational milestones to capture their progression from medical student level (Level 1) to that of an EM attending physician (Level 5). Level 1 was conceptualized to be at the level of an incoming postgraduate year (PGY)-1 resident; however, this has not been confirmed. Objectives Our primary objective in this study was to assess incoming PGY-1 residents to determine what percentage achieved Level 1 for the 8 emergency department (ED) patient care–based milestones (PC 1–8), as assessed by faculty. Secondary objectives involved assessing what percentage of residents had achieved Level 1 as assessed by themselves, and finally, we calculated the absolute differences between self- and faculty assessments. Methods Incoming PGY-1 residents at 4 EM residencies were assessed by faculty and themselves during their first month of residency. Performance anchors were adapted from ACGME milestones. Results Forty-one residents from 4 programs were included. The percentage of residents who achieved Level 1 for each subcompetency on faculty assessment ranged from 20% to 73%, and on self-assessment from 34% to 92%. The majority did not achieve Level 1 on faculty assessment of milestones PC-2, PC-3, PC-5a, and PC-6, and on self-assessment of PC-3 and PC-5a. Self-assessment was higher than faculty assessment for PC-2, PC-5b, and PC-6. Conclusions Less than 75% of PGY-1 residents achieved Level 1 for ED care-based milestones. The majority did not achieve Level 1 on 4 milestones. Self-assessments were higher than faculty assessments for several milestones. PMID:26692971

Team-based assessment of professional behavior in medical students

PubMed Central

RAEE, HOJAT; AMINI, MITRA; MOMEN NASAB, AMENEH; MALEK POUR, ABDOLRASOUL; JAFARI, MOHAMMAD MORAD

2014-01-01

Introduction: Self and peer assessment provides important information about the individual’s performance and behavior in all aspects of their professional environment work. The aim of this study is to evaluate the professional behavior and performance in medical students in the form of team based assessment. Methods: In a cross-sectional study, 100 medical students in the 7th year of education were randomly selected and enrolled; for each student five questionnaires were filled out, including one self-assessment, two peer assessments and two residents assessment. The scoring system of the questionnaires was based on seven point Likert scale.  After filling out the questions in the questionnaire, numerical data and written comments provided to the students were collected, analyzed and discussed. Internal consistency (Cronbach’s alpha) of the questionnaires was assessed. A p<0.05 was considered as significant level. Results: Internal consistency was acceptable (Cronbach’s alpha 0.83). Interviews revealed that the majority of students and assessors interviewed found the method acceptable. The range of scores was 1-6 (Mean±SD=4.39±0.57) for the residents' assessment, 2-6 (Mean±SD= 4.49±0.53) for peer assessment, and 3-7 (Mean±SD=5.04±0.32) for self-assessment. There was a significant difference between self assessment and other methods of assessment. Conclusions: This study demonstrates that a team-based assessment is an acceptable and feasible method for peer and self-assessment of medical students’ learning in a clinical clerkship, and has some advantages over traditional assessment methods. Further studies are needed to focus on the strengths and weaknesses. PMID:25512933

Contextual assessment in science education: Background, issues, and policy

NASA Astrophysics Data System (ADS)

Klassen, Stephen

2006-09-01

Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as traditional. This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution - the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

Rescuing Data from International Scientific Assessments: A Case Study

NASA Astrophysics Data System (ADS)

Downs, R. R.; Chen, R. S.; Xing, X.

2016-12-01

International scientific assessments such as the Millennium Ecosystem Assessment (MA) and the Intergovernmental Panel on Climate Change (IPCC) assessments represent significant efforts by the global scientific community to review, synthesize, and communicate diverse scientific knowledge, data, and information to support societal decision making on pressing problems such as resource management and climate change. To support the transparency, integrity, and usability of these assessments, it is vital that the underlying data used in these assessments be made openly available and usable by diverse stakeholders. Unfortunately, due to the many geographically dispersed contributors to assessments of this kind, as well as the severe time pressures and limited resources when assessments are conducted, appropriate management and preservation of these data are not always a priority. This can lead to the need to "rescue" key data to ensure their long-term preservation, integrity, accessibility, and appropriate reuse, especially in subsequent assessments. We describe here efforts over two decades to rescue selected data from the MA and IPCC assessments, to work with assessment authors and other contributors to validate and document assessment data, and to develop appropriate levels of data stewardship in light of potential user needs and constrained resources. The IPCC efforts are supported by the IPCC Data Distribution Center (DDC), which is operated collaboratively by the Center for Environmental Data Analysis in the United Kingdom, the World Data Center-Climate in Germany, and the NASA Socioeconomic Data and Applications Center (SEDAC) in the U.S. With the sixth IPCC assessment cycle now starting, a key challenge is to help the assessment community improve data management during the assessment process to reduce the risks of data loss, inadequate documentation, incomplete provenance, unnecessary data restrictions, and other problems.

Validity and inter-observer reliability of subjective hand-arm vibration assessments.

PubMed

Coenen, Pieter; Formanoy, Margriet; Douwes, Marjolein; Bosch, Tim; de Kraker, Heleen

2014-07-01

Exposure to mechanical vibrations at work (e.g., due to handling powered tools) is a potential occupational risk as it may cause upper extremity complaints. However, reliable and valid assessment methods for vibration exposure at work are lacking. Measuring hand-arm vibration objectively is often difficult and expensive, while often used information provided by manufacturers lacks detail. Therefore, a subjective hand-arm vibration assessment method was tested on validity and inter-observer reliability. In an experimental protocol, sixteen tasks handling powered tools were executed by two workers. Hand-arm vibration was assessed subjectively by 16 observers according to the proposed subjective assessment method. As a gold standard reference, hand-arm vibration was measured objectively using a vibration measurement device. Weighted κ's were calculated to assess validity, intra-class-correlation coefficients (ICCs) were calculated to assess inter-observer reliability. Inter-observer reliability of the subjective assessments depicting the agreement among observers can be expressed by an ICC of 0.708 (0.511-0.873). The validity of the subjective assessments as compared to the gold-standard reference can be expressed by a weighted κ of 0.535 (0.285-0.785). Besides, the percentage of exact agreement of the subjective assessment compared to the objective measurement was relatively low (i.e., 52% of all tasks). This study shows that subjectively assessed hand-arm vibrations are fairly reliable among observers and moderately valid. This assessment method is a first attempt to use subjective risk assessments of hand-arm vibration. Although, this assessment method can benefit from some future improvement, it can be of use in future studies and in field-based ergonomic assessments. Copyright © 2014 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Monitoring the ability to deliver care in low- and middle-income countries: a systematic review of health facility assessment tools

PubMed Central

Nickerson, Jason W; Adams, Orvill; Attaran, Amir; Hatcher-Roberts, Janet; Tugwell, Peter

2015-01-01

Introduction Health facilities assessments are an essential instrument for health system strengthening in low- and middle-income countries. These assessments are used to conduct health facility censuses to assess the capacity of the health system to deliver health care and to identify gaps in the coverage of health services. Despite the valuable role of these assessments, there are currently no minimum standards or frameworks for these tools. Methods We used a structured keyword search of the MEDLINE, EMBASE and HealthStar databases and searched the websites of the World Health Organization, the World Bank and the International Health Facilities Assessment Network to locate all available health facilities assessment tools intended for use in low- and middle-income countries. We parsed the various assessment tools to identify similarities between them, which we catalogued into a framework comprising 41 assessment domains. Results We identified 10 health facility assessment tools meeting our inclusion criteria, all of which were included in our analysis. We found substantial variation in the comprehensiveness of the included tools, with the assessments containing indicators in 13 to 33 (median: 25.5) of the 41 assessment domains included in our framework. None of the tools collected data on all 41 of the assessment domains we identified. Conclusions Not only do a large number of health facility assessment tools exist, but the data they collect and methods they employ are very different. This certainly limits the comparability of the data between different countries’ health systems and probably creates blind spots that impede efforts to strengthen those systems. Agreement is needed on the essential elements of health facility assessments to guide the development of specific indicators and for refining existing instruments. PMID:24895350

The effectiveness of formative assessment with understanding by design (UbD) stages in forming habits of mind in prospective teachers

NASA Astrophysics Data System (ADS)

Gloria, R. Y.; Sudarmin, S.; Wiyanto; Indriyanti, D. R.

2018-03-01

Habits of mind are intelligent thinking dispositions that every individual needs to have, and it needs an effort to form them as expected. A behavior can be formed by continuous practice; therefore the student's habits of mind can also be formed and trained. One effort that can be used to encourage the formation of habits of mind is a formative assessment strategy with the stages of UbD (Understanding by Design), and a study needs to be done to prove it. This study aims to determine the contribution of formative assessment to the value of habits of mind owned by prospective teachers. The method used is a quantitative method with a quasi-experimental design. To determine the effectiveness of formative assessment with Ubd stages on the formation of habits of mind, correlation test and regression analysis were conducted in the formative assessment questionnaire consisting of three components, i.e. feed back, peer assessment and self assessment, and habits of mind. The result of the research shows that from the three components of Formative Assessment, only Feedback component does not show correlation to students’ habits of mind (r = 0.323). While peer assessment component (r = 0. 732) and self assessment component (r = 0.625), both indicate correlation. From the regression test the overall component of the formative assessment contributed to the habits of mind at 57.1%. From the result of the research, it can be concluded that the formative assessment with Ubd stages is effective and contributes in forming the student's habits of mind; the formative assessment components that contributed the most are the peer assessment and self assessment. The greatest contribution goes to the Thinking interdependently category.

The Desired Concept Maps and Goal Setting for Assessing Professionalism in Medicine

PubMed Central

Guraya, Shaista S.; Mahabbat, Nehal Anam; Fallatah, Khulood Yahya; Al-Ahmadi, Bashaer Ahmad; Alalawi, Hadeel Hadi

2016-01-01

Due to the multi-dimensional characteristics of professionalism, no single assessment modality has shown to reliably assess professionalism. This review aims to describe some of the popular assessment tools that are being used to assess professionalism with a view to formulate a framework of assessment of professionalism in medicine. In December 2015, the online research databases of MEDLINE, the Educational Resources Information Center (ERIC), Elton Bryson Stephens Company (EBSCO), SCOPUS, OVID and PsychINFO were searched for full-text English language articles published during 2000 to 2015. MeSH terms “professionalism” AND “duty” AND “assessment” OR “professionalism behavioural” AND “professionalism–cognitive” were used. The research articles that assessed professionalism across medical fields along with other areas of competencies were included. A final list of 35 articles were selected for this review. Several assessment tools are available for assessing professionalism that includes, but not limited to, mini clinical evaluation exercise, standardised direct observation of procedural skills, professionalism mini-evaluation exercise, multi-source feedback and 360 degree evaluation, and case based discussions. Because professionalism is a complex construct, it is less likely that a single assessment strategy will adequately measure it. Since every single assessment tool has its own weaknesses, triangulation involving multiple tools can compensate the shortcomings associated with any single approach. Assessment of professionalism necessitates a combination of modalities at individual, interpersonal, societal, and institutional levels and should be accompanied by feedback and motivational reflection that will, in turn, lead to behaviour and identity formation. The assessment of professionalism in medicine should meet the criteria of validity, reliability, feasibility and acceptability. Educators are urged to enhance the depth and quality of assessment instruments in the existing medical curricula for ensuring validity and reliability of assessment tools for professionalism. PMID:27437247

The role of models in estimating consequences as part of the risk assessment process.

PubMed

Forde-Folle, K; Mitchell, D; Zepeda, C

2011-08-01

The degree of disease risk represented by the introduction, spread, or establishment of one or several diseases through the importation of animals and animal products is assessed by importing countries through an analysis of risk. The components of a risk analysis include hazard identification, risk assessment, risk management, and risk communication. A risk assessment starts with identification of the hazard(s) and then continues with four interrelated steps: release assessment, exposure assessment, consequence assessment, and risk estimation. Risk assessments may be either qualitative or quantitative. This paper describes how, through the integration of epidemiological and economic models, the potential adverse biological and economic consequences of exposure can be quantified.

Objective assessment of technique in laparoscopic colorectal surgery: what are the existing tools?

PubMed

Foster, J D; Francis, N K

2015-01-01

Assessment can improve the effectiveness of surgical training and enable valid judgments of competence. Laparoscopic colon resection surgery is now taught within surgical residency programs, and assessment tools are increasingly used to stimulate formative feedback and enhance learning. Formal assessment of technical performance in laparoscopic colon resection has been successfully applied at the specialist level in the English "LAPCO" National Training Program. Objective assessment tools need to be developed for training and assessment in laparoscopic rectal cancer resection surgery. Simulation may have a future role in assessment and accreditation in laparoscopic colorectal surgery; however, existing virtual reality models are not ready to be used for assessment of this advanced surgery.

Approaches to the Assessment of Children in the Context of Disasters.

PubMed

Lai, Betty S; Alisic, Eva; Lewis, Rayleen; Ronan, Kevin R

2016-05-01

Children exposed to disasters are a vulnerable population, making the assessment of children post-disaster an important issue. Utilizing a Multiple Gating Stepped Care framework, we highlight recent literature related to post-disaster assessment and intervention for children. In particular, we focus on screening, clinical evaluation, and feedback-informed service delivery. Screening allows large populations of children to be assessed at a relatively low cost. Children identified by screening as being at risk may then be assessed through more in-depth clinical evaluations, in order to assess clinical symptoms, strengths, and stressors, and to make determinations about appropriate interventions. Continued assessment during therapy provides important feedback for the delivery of appropriate care. New formats for assessment, as well as issues related to identifying sources for assessment, are discussed. Recommendations for future directions are provided.

Assessment and accountability: part 3 - sign-off mentors.

PubMed

Houghton, Trish

2016-08-03

Assessment in clinical practice is a complex role undertaken by mentors and practice teachers. This article is the third of three articles about assessment in practice. Part one focused on the importance of assessment and identified assessment methods used in clinical practice, while part two discussed the importance of feedback and managing failing students. This article examines the concepts of responsibility and accountability as well as ethical issues for mentors and practice teachers in relation to the assessment process. The role of the sign-off mentor, the issue of due regard, and ethical principles are discussed. The meaning of competence and partnership working when making assessment decisions are explored. This article relates to the third domain and outcomes of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on assessment and accountability.

Assessment of macrovascular endothelial function using pulse wave analysis and its association with microvascular reactivity in healthy subjects.

PubMed

Ibrahim, N N I N; Rasool, A H G

2017-08-01

Pulse wave analysis (PWA) and laser Doppler fluximetry (LDF) are non-invasive methods of assessing macrovascular endothelial function and microvascular reactivity respectively. The aim of this study was to assess the correlation between macrovascular endothelial function assessed by PWA and microvascular reactivity assessed by LDF. 297 healthy and non-smoking subjects (159 females, mean age (±SD) 23.56 ± 4.54 years) underwent microvascular reactivity assessment using LDF followed by macrovascular endothelial function assessments using PWA. Pearson's correlation showed no correlation between macrovascular endothelial function and microvascular reactivity (r = -0.10, P = 0.12). There was no significant correlation between macrovascular endothelial function assessed by PWA and microvascular reactivity assessed by LDF in healthy subjects. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Communicating With Patients: Skills Assessment in US Colleges of Pharmacy

PubMed Central

2006-01-01

Objective To describe current practices in assessing patient communication skills in US colleges and schools of pharmacy. Methods Syllabi and behavioral assessment forms were solicited and key faculty members were interviewed. Forms were analyzed to determine skills most commonly assessed in communication with simulated or role-playing patients. Results Fifty schools submitted behavioral assessment forms for patient communication skills. Individuals from 47 schools were interviewed. Colleges were found to vary in the way communication skills were assessed. Assessment forms focused more on dispensing a new prescription than monitoring ongoing therapy. Providing information was emphasized more than promoting adherence. Common faculty concerns were lack of continuity and congruence of assessment across the curriculum. Conclusions A common understanding of the standards and procedures for determining competence is needed. Experience and assessment activities should be sequenced throughout a program to build competence. PMID:17136187

A Faculty Toolkit for Formative Assessment in Pharmacy Education.

PubMed

DiVall, Margarita V; Alston, Greg L; Bird, Eleanora; Buring, Shauna M; Kelley, Katherine A; Murphy, Nanci L; Schlesselman, Lauren S; Stowe, Cindy D; Szilagyi, Julianna E

2014-11-15

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.

Do End-of-Rotation and End-of-Shift Assessments Inform Clinical Competency Committees’ (CCC) Decisions?

PubMed Central

Regan, Linda; Cope, Leslie; Omron, Rodney; Bright, Leah; Bayram, Jamil D.

2018-01-01

Introduction Clinical Competency Committees (CCC) require reliable, objective data to inform decisions regarding assignment of milestone proficiency levels, which must be reported to the Accreditation Council for Graduate Medical Education. After the development of two new assessment methods, the end-of-shift (EOS) assessment and the end-of-rotation (EOR) assessment, we sought to evaluate their performance. We report data on the concordance between these assessments, as well as how each informs the final proficiency level determined in biannual CCC meetings. We hypothesized that there would be a high concordance level between the two assessment methods, including concordance of both the EOS and EOR with the final proficiency level designation by the CCC. Methods The residency program is an urban academic four-year emergency medicine residency with 48 residents. After their shifts in the emergency department (ED), residents handed out EOS assessment forms asking about individual milestones from 15 subcompetencies to supervising physicians, as well as triggered electronic EOR-doctor (EORd) assessments to supervising doctors and EOR-nurse (EORn) to nurses they had worked with after each two-week ED block. EORd assessments contained the full proficiency level scale from 16 subcompetencies, while EORn assessments contained four subcompetencies. Data reports were generated after each six-month assessment period and data was aggregated. We calculated Spearman’s rank order correlations for correlations between assessment types and between assessments and final CCC proficiency levels. Results Over 24 months, 5,234 assessments were completed. The strongest correlations with CCC proficiency levels were the EORd for the immediate six-month assessment period prior (rs 0.71–0.84), and the CCC proficiency levels from the previous six-months (rs 0.83–0.92). EOS assessments had weaker correlations (rs 0.49 to 0.62), as did EORn (rs 0.4 to 0.73). Conclusion End-of-rotation assessments completed by supervising doctors are most highly correlated with final CCC proficiency level designations, while end-of-shift assessments and end-of-rotation assessments by nurses did not correlate strongly with final CCC proficiency levels, both with overestimation of levels noted. Every level of proficiency the CCC assigned appears to be highly correlated with the designated level in the immediate six-month period, perhaps implying CCC members are biased by previous level assignments. PMID:29383066

Do End-of-Rotation and End-of-Shift Assessments Inform Clinical Competency Committees' (CCC) Decisions?

PubMed

Regan, Linda; Cope, Leslie; Omron, Rodney; Bright, Leah; Bayram, Jamil D

2018-01-01

Clinical Competency Committees (CCC) require reliable, objective data to inform decisions regarding assignment of milestone proficiency levels, which must be reported to the Accreditation Council for Graduate Medical Education. After the development of two new assessment methods, the end-of-shift (EOS) assessment and the end-of-rotation (EOR) assessment, we sought to evaluate their performance. We report data on the concordance between these assessments, as well as how each informs the final proficiency level determined in biannual CCC meetings. We hypothesized that there would be a high concordance level between the two assessment methods, including concordance of both the EOS and EOR with the final proficiency level designation by the CCC. The residency program is an urban academic four-year emergency medicine residency with 48 residents. After their shifts in the emergency department (ED), residents handed out EOS assessment forms asking about individual milestones from 15 subcompetencies to supervising physicians, as well as triggered electronic EOR-doctor (EORd) assessments to supervising doctors and EOR-nurse (EORn) to nurses they had worked with after each two-week ED block. EORd assessments contained the full proficiency level scale from 16 subcompetencies, while EORn assessments contained four subcompetencies. Data reports were generated after each six-month assessment period and data was aggregated. We calculated Spearman's rank order correlations for correlations between assessment types and between assessments and final CCC proficiency levels. Over 24 months, 5,234 assessments were completed. The strongest correlations with CCC proficiency levels were the EORd for the immediate six-month assessment period prior (r s 0.71-0.84), and the CCC proficiency levels from the previous six-months (r s 0.83-0.92). EOS assessments had weaker correlations (r s 0.49 to 0.62), as did EORn (r s 0.4 to 0.73). End-of-rotation assessments completed by supervising doctors are most highly correlated with final CCC proficiency level designations, while end-of-shift assessments and end-of-rotation assessments by nurses did not correlate strongly with final CCC proficiency levels, both with overestimation of levels noted. Every level of proficiency the CCC assigned appears to be highly correlated with the designated level in the immediate six-month period, perhaps implying CCC members are biased by previous level assignments.

Workplace-Based Assessment: Effects of Rater Expertise

ERIC Educational Resources Information Center

Govaerts, M. J. B.; Schuwirth, L. W. T.; Van der Vleuten, C. P. M.; Muijtjens, A. M. M.

2011-01-01

Traditional psychometric approaches towards assessment tend to focus exclusively on quantitative properties of assessment outcomes. This may limit more meaningful educational approaches towards workplace-based assessment (WBA). Cognition-based models of WBA argue that assessment outcomes are determined by cognitive processes by raters which are…

Assessment Program Technical Progress Report, 1996-1997.

ERIC Educational Resources Information Center

McCown, Laurie; Fanning, Erin; Eickmeyer, Barbara

Coconino Community College (CCC) annually assesses its institutional effectiveness to demonstrate its commitment to improving programs and services to students. The 1996-97 Assessment Program Technical Progress Report records the assessment and institutional activities enacted during the academic year, detailing the assessment model, timelines,…

42 CFR 460.140 - Additional quality assessment activities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Additional quality assessment activities. 460.140... FOR THE ELDERLY (PACE) Quality Assessment and Performance Improvement § 460.140 Additional quality assessment activities. A PACE organization must meet external quality assessment and reporting requirements...

43 CFR 3836.20 - Deferring assessment work.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 43 Public Lands: Interior 2 2011-10-01 2011-10-01 false Deferring assessment work. 3836.20 Section... MANAGEMENT, DEPARTMENT OF THE INTERIOR MINERALS MANAGEMENT (3000) ANNUAL ASSESSMENT WORK REQUIREMENTS FOR MINING CLAIMS Deferring Assessment Work § 3836.20 Deferring assessment work. (a) Under some circumstances...

Applications in Educational Assessment: Future Technologies.

ERIC Educational Resources Information Center

Bank Street Coll. of Education, New York, NY. Center for Children and Technology.

The development of improved and alternative methods of educational assessment should take advantage of technologies that enable different aspects of learning, teaching, and student achievement to be part of an improved assessment system. The current understanding of knowledge assessment, new approaches to assessment, and technologies that may…

Alternative Strategies in Assessing Special Education Needs

ERIC Educational Resources Information Center

Dykeman, Bruce F.

2006-01-01

The conventional use of standardized testing within a discrepancy analysis model is reviewed. The Response-to-Intervention (RTI) process is explained, along with descriptions of assessment procedures within RTI: functional assessment, authentic assessment, curriculum-based measurement, and play-based assessment. Psychometric issues relevant to RTI…

76 FR 82296 - Pyrethrins/Pyrethroid Cumulative Risk Assessment; Extension of Comment Period

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-30

... Cumulative Risk Assessment; Extension of Comment Period AGENCY: Environmental Protection Agency (EPA). ACTION..., 2011, concerning the availability of EPA's cumulative risk assessment for the naturally occurring... cumulative risk assessment for the pyrethroids. Based on this assessment, the EPA concluded that the...

Multilevel Assessments of Science Standards

ERIC Educational Resources Information Center

Quellmalz, Edys S.; Timms, Michael J.; Silberglitt, Matt D.

2011-01-01

The Multilevel Assessment of Science Standards (MASS) project is creating a new generation of technology-enhanced formative assessments that bring the best formative assessment practices into classrooms to transform what, how, when, and where science learning is assessed. The project is investigating the feasibility, utility, technical quality,…

Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System.

PubMed

Gruppen, Larry D; Ten Cate, Olle; Lingard, Lorelei A; Teunissen, Pim W; Kogan, Jennifer R

2018-03-01

Competency-based, time-variable medical education has reshaped the perceptions and practices of teachers, curriculum designers, faculty developers, clinician educators, and program administrators. This increasingly popular approach highlights the fact that learning among different individuals varies in duration, foundation, and goal. Time variability places particular demands on the assessment data that are so necessary for making decisions about learner progress. These decisions may be formative (e.g., feedback for improvement) or summative (e.g., decisions about advancing a student). This article identifies challenges to collecting assessment data and to making assessment decisions in a time-variable system. These challenges include managing assessment data, defining and making valid assessment decisions, innovating in assessment, and modeling the considerable complexity of assessment in real-world settings and richly interconnected social systems. There are hopeful signs of creativity in assessment both from researchers and practitioners, but the transition from a traditional to a competency-based medical education system will likely continue to create much controversy and offer opportunities for originality and innovation in assessment.

[Urban ecological risk assessment: a review].

PubMed

Wang, Mei-E; Chen, Wei-Ping; Peng, Chi

2014-03-01

With the development of urbanization and the degradation of urban living environment, urban ecological risks caused by urbanization have attracted more and more attentions. Based on urban ecology principles and ecological risk assessment frameworks, contents of urban ecological risk assessment were reviewed in terms of driven forces, risk resources, risk receptors, endpoints and integrated approaches for risk assessment. It was suggested that types and degrees of urban economical and social activities were the driven forces for urban ecological risks. Ecological functional components at different levels in urban ecosystems as well as the urban system as a whole were the risk receptors. Assessment endpoints involved in changes of urban ecological structures, processes, functional components and the integrity of characteristic and function. Social-ecological models should be the major approaches for urban ecological risk assessment. Trends for urban ecological risk assessment study should focus on setting a definite protection target and criteria corresponding to assessment endpoints, establishing a multiple-parameter assessment system and integrative assessment approaches.

The method of educational assessment affects children's neural processing and performance: behavioural and fMRI Evidence

NASA Astrophysics Data System (ADS)

Howard, Steven J.; Burianová, Hana; Calleia, Alysha; Fynes-Clinton, Samuel; Kervin, Lisa; Bokosmaty, Sahar

2017-08-01

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students' competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children's test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students' true levels of competency.

Can environmental impact assessments alone conserve freshwater fish biota? Review of the Chilean experience

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lacy, Shaw Nozaki, E-mail: shaw.lacy@gmail.com; Departmento de Ecosistemas y Medio Ambiente, Pontificia Universidad Católica de Chile, Vicuña Mackenna 4860, Macul; Centro Interdisciplinario de Cambio Global, Vicuña Mackenna 4860, Macul

Chile was one of many countries that initiated environmental impact assessments in the 1990s, and has relied on their use for species conservation and territorial planning without the use of larger-scale environmental and ecological planning. The capacity of Chile's environmental impact assessment system (SEIA) to evaluate resident freshwater fishes and the potential impacts of water projects and aquaculture activities – two categories of projects that create direct threats to freshwater fishes – are assessed. Of the 3997 such submissions to the SEIA, only 0.6% conducted any freshwater fish assessment, and only 0.1% conducted any quantitative assessment of expected impacts frommore » the associated project. The small number of assessments was characterized by poor study design, inconsistent sampling methodology, and species misidentification. Traditional assessments failed to include freshwater fish ecology in the general assessment framework. The new strategic environmental evaluation system only underscores the need for vastly improved field sampling protocols and assessment methodologies.« less

12 CFR 502.45 - What will happen if I do not pay my assessment on time?

Code of Federal Regulations, 2010 CFR

2010-01-01

...) If a savings and loan holding company fails to pay an assessment within 60 days of the date it is due... 12 Banks and Banking 5 2010-01-01 2010-01-01 false What will happen if I do not pay my assessment... TREASURY ASSESSMENTS AND FEES Assessments Payment of Assessments § 502.45 What will happen if I do not pay...

DOE Office of Scientific and Technical Information (OSTI.GOV)

Olsen, Tim; Preus, Robert

Site assessment for small wind energy systems is one of the key factors in the successful installation, operation, and performance of a small wind turbine. A proper site assessment is a difficult process that includes wind resource assessment and the evaluation of site characteristics. These guidelines address many of the relevant parts of a site assessment with an emphasis on wind resource assessment, using methods other than on-site data collection and creating a small wind site assessment report.

Evaluation of surgical training in the era of simulation

PubMed Central

Shaharan, Shazrinizam; Neary, Paul

2014-01-01

AIM: To assess where we currently stand in relation to simulator-based training within modern surgical training curricula. METHODS: A systematic literature search was performed in PubMed database using keywords “simulation”, “skills assessment” and “surgery”. The studies retrieved were examined according to the inclusion and exclusion criteria. Time period reviewed was 2000 to 2013. The methodology of skills assessment was examined. RESULTS: Five hundred and fifteen articles focussed upon simulator based skills assessment. Fifty-two articles were identified that dealt with technical skills assessment in general surgery. Five articles assessed open skills, 37 assessed laparoscopic skills, 4 articles assessed both open and laparoscopic skills and 6 assessed endoscopic skills. Only 12 articles were found to be integrating simulators in the surgical training curricula. Observational assessment tools, in the form of Objective Structured Assessment of Technical Skills (OSATS) dominated the literature. CONCLUSION: Observational tools such as OSATS remain the top assessment instrument in surgical training especially in open technical skills. Unlike the aviation industry, simulation based assessment has only now begun to cross the threshold of incorporation into mainstream skills training. Over the next decade we expect the promise of simulator-based training to finally take flight and begin an exciting voyage of discovery for surgical trainees. PMID:25228946

Self-assessment differences between genders in a low-stakes objective structured clinical examination (OSCE).

PubMed

Madrazo, Lorenzo; Lee, Claire B; McConnell, Meghan; Khamisa, Karima

2018-06-15

Physicians and medical students are generally poor-self assessors. Research suggests that this inaccuracy in self-assessment differs by gender among medical students whereby females underestimate their performance compared to their male counterparts. However, whether this gender difference in self-assessment is observable in low-stakes scenarios remains unclear. Our study's objective was to determine whether self-assessment differed between male and female medical students when compared to peer-assessment in a low-stakes objective structured clinical examination. Thirty-three (15 males, 18 females) third-year students participated in a 5-station mock objective structured clinical examination. Trained fourth-year student examiners scored their performance on a 6-point Likert-type global rating scale. Examinees also scored themselves using the same scale. To examine gender differences in medical students' self-assessment abilities, mean self-assessment global rating scores were compared with peer-assessment global rating scores using an independent samples t test. Overall, female students' self-assessment scores were significantly lower compared to peer-assessment (p < 0.001), whereas no significant difference was found between self- and peer-assessment scores for male examinees (p = 0.228). This study provides further evidence that underestimation in self-assessment among females is observable even in a low-stakes formative objective structured clinical examination facilitated by fellow medical students.

Identifying Factors Associated with Risk Assessment Competencies of Public Health Emergency Responders.

PubMed

Hao, Jiejing; Ren, Jiaojiao; Wu, Qunhong; Hao, Yanhua; Sun, Hong; Ning, Ning; Ding, Ding

2017-06-04

This study aimed to better understand the current situation of risk assessment and identify the factors associated with competence of emergency responders in public health risk assessment. The participants were selected by a multi-stage, stratified cluster sampling method in Heilongjiang Centers for Disease Control and Prevention (CDC). The questionnaires that measured their perceptions on risk assessment competences were administered through the face-to-face survey. A final sample of 1889 staff was obtained. Of this sample, 78.6% of respondents rated their own risk assessment competences as "relatively low", contrasting with 21.4% rated as "relatively high". Most of the respondents (62.7%) did not participate in any risk assessment work. Only 13.7% and 42.7% of respondents reported participating in risk assessment training and were familiar with risk assessment tools. There existed statistical significance between risk assessment-related characteristics of respondents and their self-rated competences scores. Financial support from the government and administrative attention were regarded as the important factors contributing to risk assessment competences of CDC responders. Higher attention should be given to risk assessment training and enhancing the availability of surveillance data. Continuous efforts should be made to remove the financial and technical obstacles to improve the competences of risk assessment for public health emergency responders.

A review of 30 speech assessments in 19 languages other than English.

PubMed

McLeod, Sharynne; Verdon, Sarah

2014-11-01

In this study, the authors aimed to evaluate instruments designed to assess children's speech production in languages other than English. Ninety-eight speech assessments in languages other than English were identified: 62 were commercially published, 17 published within journal articles, and 19 informal assessments. A review was undertaken of 30 commercially published assessments that could be obtained. The 30 instruments assessed 19 languages: Cantonese, Danish, Finnish, German, Greek, Japanese, Korean, Maltese-English, Norwegian, Pakistani-heritage languages (Mirpuri, Punjabi, Urdu), Portuguese, Putonghua (Mandarin), Romanian, Slovenian, Spanish, Swedish, and Turkish. The majority (70.0%) assessed speech sound production in monolingual speakers, 20.0% assessed one language of bilingual speakers, and 10.0% assessed both languages of bilingual speakers. All used single-word picture elicitation. Approximately half (53.3%) were norm-referenced, and the number of children in the normative samples ranged between 145 and 2,568. The remaining assessments were criterion-referenced (50.0%) (one fitted both categories). The assessments with English manuals met many of the psychometric criteria for operationalization; however, only 2 provided sensitivity and specificity data. Despite the varying countries of origin, there were many similarities between speech assessments in languages other than English. Few were designed for use with multilingual children, so validation is required for use in English-speaking contexts.

National Assessment of Oil and Gas Project: Petroleum systems and assessment of undiscovered oil and gas in the Denver Basin Province, Colorado, Kansas, Nebraska, South Dakota, and Wyoming - USGS Province 39

USGS Publications Warehouse

Higley, Debra K.

2007-01-01

The purpose of the U.S. Geological Survey's (USGS) National Oil and Gas Assessment is to develop geologically based hypotheses regarding the potential for additions to oil and gas reserves in priority areas of the United States. The USGS recently completed an assessment of undiscovered oil and gas resources of the Denver Basin Province (USGS Province 39), Colorado, Kansas, Nebraska, South Dakota, and Wyoming. Petroleum is produced in the province from sandstone, shale, and limestone reservoirs that range from Pennsylvanian to Upper Cretaceous in age. This assessment is based on geologic principles and uses the total petroleum system concept. The geologic elements of a total petroleum system include hydrocarbon source rocks (source rock maturation, hydrocarbon generation and migration), reservoir rocks (sequence stratigraphy and petrophysical properties), and hydrocarbon traps (trap formation and timing). The USGS used this geologic framework to define seven total petroleum systems and twelve assessment units. Nine of these assessment units were quantitatively assessed for undiscovered oil and gas resources. Gas was not assessed for two coal bed methane assessment units due to lack of information and limited potential; oil resources were not assessed for the Fractured Pierre Shale Assessment Unit due to its mature development status.

The potential of iRest in measuring the hand function performance of stroke patients.

PubMed

Abdul Rahman, Hisyam; Khor, Kang Xiang; Yeong, Che Fai; Su, Eileen Lee Ming; Narayanan, Aqilah Leela T

2017-01-01

Clinical scales such as Fugl-Meyer Assessment (FMA) and Motor Assessment Scale (MAS) are widely used to evaluate stroke patient's motor performance. However, there are several limitations with these assessment scales such as subjectivity, lack of repeatability, time-consuming and highly depend on the ability of the physiotherapy. In contrast, robot-based assessments are objective, repeatable, and could potentially reduce the assessment time. However, robot-based assessments are not as well established as conventional assessment scale and the correlation to conventional assessment scale is unclear. This study was carried out to identify important parameters in designing tasks that efficiently assess hand function of stroke patients and to quantify potential benefits of robotic assessment modules to predict the conventional assessment score with iRest. Twelve predictive variables were explored, relating to movement time, velocity, strategy, accuracy and smoothness from three robotic assessment modules which are Draw I, Draw Diamond and Draw Circle. Regression models using up to four predictors were developed to describe the MAS. Results show that the time given should be not too long and it would affect the trajectory error. Besides, result also shows that it is possible to use iRest in predicting MAS score. There is a potential of using iRest, a non-motorized device in predicting MAS score.

Identifying Factors Associated with Risk Assessment Competencies of Public Health Emergency Responders

PubMed Central

Hao, Jiejing; Ren, Jiaojiao; Wu, Qunhong; Hao, Yanhua; Sun, Hong; Ning, Ning; Ding, Ding

2017-01-01

This study aimed to better understand the current situation of risk assessment and identify the factors associated with competence of emergency responders in public health risk assessment. The participants were selected by a multi-stage, stratified cluster sampling method in Heilongjiang Centers for Disease Control and Prevention (CDC). The questionnaires that measured their perceptions on risk assessment competences were administered through the face-to-face survey. A final sample of 1889 staff was obtained. Of this sample, 78.6% of respondents rated their own risk assessment competences as “relatively low”, contrasting with 21.4% rated as “relatively high”. Most of the respondents (62.7%) did not participate in any risk assessment work. Only 13.7% and 42.7% of respondents reported participating in risk assessment training and were familiar with risk assessment tools. There existed statistical significance between risk assessment-related characteristics of respondents and their self-rated competences scores. Financial support from the government and administrative attention were regarded as the important factors contributing to risk assessment competences of CDC responders. Higher attention should be given to risk assessment training and enhancing the availability of surveillance data. Continuous efforts should be made to remove the financial and technical obstacles to improve the competences of risk assessment for public health emergency responders. PMID:28587226

Anxiety and performance of nursing students in regard to assessment via clinical simulations in the classroom versus filmed assessments.

PubMed

de Souza Teixeira, Carla Regina; Kusumota, Luciana; Alves Pereira, Marta Cristiane; Merizio Martins Braga, Fernanda Titareli; Pirani Gaioso, Vanessa; Mara Zamarioli, Cristina; Campos de Carvalho, Emilia

2014-01-01

To compare the level of anxiety and performance of nursing students when performing a clinical simulation through the traditional method of assessment with the presence of an evaluator and through a filmed assessment without the presence of an evaluator. Controlled trial with the participation of Brazilian public university 20 students who were randomly assigned to one of two groups: a) assessment through the traditional method with the presence of an evaluator; or b) filmed assessment. The level of anxiety was assessed using the Zung test and performance was measured based on the number of correct answers. Averages of 32 and 27 were obtained on the anxiety scale by the group assessed through the traditional method before and after the simulation, respectively, while the filmed group obtained averages of 33 and 26; the final scores correspond to mild anxiety. Even though there was a statistically significant reduction in the intra-groups scores before and after the simulation, there was no difference between the groups. As for the performance assessments in the clinical simulation, the groups obtained similar percentages of correct answers (83% in the traditional assessment and 84% in the filmed assessment) without statistically significant differences. Filming can be used and encouraged as a strategy to assess nursing undergraduate students.

Use of standardized visual assessments of riparian and stream condition to manage riparian bird habitat in eastern Oregon.

PubMed

Cooke, Hilary A; Zack, Steve

2009-07-01

The importance of riparian vegetation to support stream function and provide riparian bird habitat in semiarid landscapes suggests that standardized assessment tools that include vegetation criteria to evaluate stream health could also be used to assess habitat conditions for riparian-dependent birds. We first evaluated the ability of two visual assessments of woody vegetation in the riparian zone (corridor width and height) to describe variation in the obligate riparian bird ensemble along 19 streams in eastern Oregon. Overall species richness and the abundances of three species all correlated significantly with both, but width was more important than height. We then examined the utility of the riparian zone criteria in three standardized and commonly used rapid visual riparian assessment protocols--the USDI BLM Proper Functioning Condition (PFC) assessment, the USDA NRCS Stream Visual Assessment Protocol (SVAP), and the U.S. EPA Habitat Assessment Field Data Sheet (HAFDS)--to assess potential riparian bird habitat. Based on the degree of correlation of bird species richness with assessment ratings, we found that PFC does not assess obligate riparian bird habitat condition, SVAP provides a coarse estimate, and HAFDS provides the best assessment. We recommend quantitative measures of woody vegetation for all assessments and that all protocols incorporate woody vegetation height. Given that rapid assessments may be the only source of information for thousands of kilometers of streams in the western United States, incorporating simple vegetation measurements is a critical step in evaluating the status of riparian bird habitat and provides a tool for tracking changes in vegetation condition resulting from management decisions.

Executive summary--2002 assessment of undiscovered oil and gas resources in the San Juan Basin Province, exclusive of Paleozoic rocks, New Mexico and Colorado: Chapter 1 in Total petroleum systems and geologic assessment of undiscovered oil and gas resources in the San Juan Basin Province, exclusive of Paleozoic rocks, New Mexico and Colorado

USGS Publications Warehouse

,

2013-01-01

In 2002, the U.S. Geological Survey (USGS) estimated undiscovered oil and gas resources that have the potential for additions to reserves in the San Juan Basin Province (5022), New Mexico and Colorado (fig. 1). Paleozoic rocks were not appraised. The last oil and gas assessment for the province was in 1995 (Gautier and others, 1996). There are several important differences between the 1995 and 2002 assessments. The area assessed is smaller than that in the 1995 assessment. This assessment of undiscovered hydrocarbon resources in the San Juan Basin Province also used a slightly different approach in the assessment, and hence a number of the plays defined in the 1995 assessment are addressed differently in this report. After 1995, the USGS has applied a total petroleum system (TPS) concept to oil and gas basin assessments. The TPS approach incorporates knowledge of the source rocks, reservoir rocks, migration pathways, and time of generation and expulsion of hydrocarbons; thus the assessments are geologically based. Each TPS is subdivided into one or more assessment units, usually defined by a unique set of reservoir rocks, but which have in common the same source rock. Four TPSs and 14 assessment units were geologically evaluated, and for 13 units, the undiscovered oil and gas resources were quantitatively assessed.

Visual assessment of CPR quality during pediatric cardiac arrest: does point of view matter?

PubMed

Jones, Angela; Lin, Yiqun; Nettel-Aguirre, Alberto; Gilfoyle, Elaine; Cheng, Adam

2015-05-01

In many clinical settings, providers rely on visual assessment when delivering feedback on CPR quality. Little is known about the accuracy of visual assessment of CPR quality. We aimed to determine how accurate pediatric providers are in their visual assessment of CPR quality and to identify the optimal position relative to the patient for accurate CPR assessment. We videotaped high-quality CPR (based on 2010 American Heart Association guidelines) and 3 variations of poor quality CPR in a simulated resuscitation, filmed from the foot, head and the side of the manikin. Participants watched 12 videos and completed a questionnaire to assess CPR quality. One hundred and twenty-five participants were recruited. The overall accuracy of visual assessment of CPR quality was 65.6%. Accuracy was better from the side (70.8%) and foot (68.8%) of the bed when compared to the head of the bed (57.2%; p<0.001). The side was the best position for assessing depth (p<0.001). Rate assessment was equivalent between positions (p=0.58). The side and foot of the bed were superior to the head when assessing chest recoil (p<0.001). Factors associated with increased accuracy in visual assessment of CPR quality included recent CPR course completion (p=0.034) and involvement in more cardiac arrests as a team member (p=0.003). Healthcare providers struggle to accurately assess the quality of CPR using visual assessment. If visual assessment is being used, providers should stand at the side of the bed. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Self-assessment in laparoscopic surgical skills training: Is it reliable?

PubMed

Ganni, Sandeep; Chmarra, Magdalena K; Goossens, Richard H M; Jakimowicz, Jack J

2017-06-01

The concept of self-assessment has been widely acclaimed for its role in the professional development cycle and self-regulation. In the field of medical education, self-assessment has been most used to evaluate the cognitive knowledge of students. The complexity of training and evaluation in laparoscopic surgery has previously acted as a barrier in determining the benefits self-assessment has to offer in comparison with other fields of medical education. Thirty-five surgical residents who attended the 2-day Laparoscopic Surgical Skills Grade 1 Level 1 curriculum were invited to participate from The Netherlands, India and Romania. The competency assessment tool (CAT) for laparoscopic cholecystectomy was used for self- and expert-assessment and the resulting distributions assessed. A comparison between the expert- and self-assessed aggregates of scores from the CAT agreed with previous studies. Uniquely to this study, the aggregates of individual sub-categories-'use of instruments'; 'tissue handling'; and errors 'within the component tasks' and the 'end product' from both self- and expert-assessments-were investigated. There was strong positive correlation (r s  > 0.5; p < 0.001) between the expert- and self-assessment in all categories with only the 'tissue handling' having a weaker correlation (r s  = 0.3; p = 0.04). The distribution of the mean of the differences between self-assessment and expert-assessment suggested no significant difference between the scores of experts and the residents in all categories except the 'end product' evaluation where the difference was significant (W = 119, p = 0.03). Self-assessment using the CAT form gives results that are consistently not different from expert-assessment when assessing one's proficiency in surgical skills. Areas where there was less agreement could be explained by variations in the level of training and understanding of the assessment criteria.

Issues in developing valid assessments of speech pathology students' performance in the workplace.

PubMed

McAllister, Sue; Lincoln, Michelle; Ferguson, Alison; McAllister, Lindy

2010-01-01

Workplace-based learning is a critical component of professional preparation in speech pathology. A validated assessment of this learning is seen to be 'the gold standard', but it is difficult to develop because of design and validation issues. These issues include the role and nature of judgement in assessment, challenges in measuring quality, and the relationship between assessment and learning. Valid assessment of workplace-based performance needs to capture the development of competence over time and account for both occupation specific and generic competencies. This paper reviews important conceptual issues in the design of valid and reliable workplace-based assessments of competence including assessment content, process, impact on learning, measurement issues, and validation strategies. It then goes on to share what has been learned about quality assessment and validation of a workplace-based performance assessment using competency-based ratings. The outcomes of a four-year national development and validation of an assessment tool are described. A literature review of issues in conceptualizing, designing, and validating workplace-based assessments was conducted. Key factors to consider in the design of a new tool were identified and built into the cycle of design, trialling, and data analysis in the validation stages of the development process. This paper provides an accessible overview of factors to consider in the design and validation of workplace-based assessment tools. It presents strategies used in the development and national validation of a tool COMPASS, used in an every speech pathology programme in Australia, New Zealand, and Singapore. The paper also describes Rasch analysis, a model-based statistical approach which is useful for establishing validity and reliability of assessment tools. Through careful attention to conceptual and design issues in the development and trialling of workplace-based assessments, it has been possible to develop the world's first valid and reliable national assessment tool for the assessment of performance in speech pathology.

Programmatic assessment of competency-based workplace learning: when theory meets practice

PubMed Central

2013-01-01

Background In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. Results The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme. PMID:24020944

[Application of three risk assessment models in occupational health risk assessment of dimethylformamide].

PubMed

Wu, Z J; Xu, B; Jiang, H; Zheng, M; Zhang, M; Zhao, W J; Cheng, J

2016-08-20

Objective: To investigate the application of United States Environmental Protection Agency (EPA) inhalation risk assessment model, Singapore semi-quantitative risk assessment model, and occupational hazards risk assessment index method in occupational health risk in enterprises using dimethylformamide (DMF) in a certain area in Jiangsu, China, and to put forward related risk control measures. Methods: The industries involving DMF exposure in Jiangsu province were chosen as the evaluation objects in 2013 and three risk assessment models were used in the evaluation. EPA inhalation risk assessment model: HQ=EC/RfC; Singapore semi-quantitative risk assessment model: Risk= (HR×ER) 1/2 ; Occupational hazards risk assessment index=2 Health effect level ×2 exposure ratio ×Operation condition level. Results: The results of hazard quotient (HQ>1) from EPA inhalation risk assessment model suggested that all the workshops (dry method, wet method and printing) and work positions (pasting, burdening, unreeling, rolling, assisting) were high risk. The results of Singapore semi-quantitative risk assessment model indicated that the workshop risk level of dry method, wet method and printing were 3.5 (high) , 3.5 (high) and 2.8 (general) , and position risk level of pasting, burdening, unreeling, rolling, assisting were 4 (high) , 4 (high) , 2.8 (general) , 2.8 (general) and 2.8 (general) . The results of occupational hazards risk assessment index method demonstrated that the position risk index of pasting, burdening, unreeling, rolling, assisting were 42 (high) , 33 (high) , 23 (middle) , 21 (middle) and 22 (middle) . The results of Singapore semi-quantitative risk assessment model and occupational hazards risk assessment index method were similar, while EPA inhalation risk assessment model indicated all the workshops and positions were high risk. Conclusion: The occupational hazards risk assessment index method fully considers health effects, exposure, and operating conditions and can comprehensively and accurately evaluate occupational health risk caused by DMF.

A new method for water quality assessment: by harmony degree equation.

PubMed

Zuo, Qiting; Han, Chunhui; Liu, Jing; Ma, Junxia

2018-02-22

Water quality assessment is an important basic work in the development, utilization, management, and protection of water resources, and also a prerequisite for water safety. In this paper, the harmony degree equation (HDE) was introduced into the research of water quality assessment, and a new method for water quality assessment was proposed according to the HDE: by harmony degree equation (WQA-HDE). First of all, the calculation steps and ideas of this method were described in detail, and then, this method with some other important methods of water quality assessment (single factor assessment method, mean-type comprehensive index assessment method, and multi-level gray correlation assessment method) were used to assess the water quality of the Shaying River (the largest tributary of the Huaihe in China). For this purpose, 2 years (2013-2014) dataset of nine water quality variables covering seven monitoring sites, and approximately 189 observations were used to compare and analyze the characteristics and advantages of the new method. The results showed that the calculation steps of WQA-HDE are similar to the comprehensive assessment method, and WQA-HDE is more operational comparing with the results of other water quality assessment methods. In addition, this new method shows good flexibility by setting the judgment criteria value HD 0 of water quality; when HD 0  = 0.8, the results are closer to reality, and more realistic and reliable. Particularly, when HD 0  = 1, the results of WQA-HDE are consistent with the single factor assessment method, both methods are subject to the most stringent "one vote veto" judgment condition. So, WQA-HDE is a composite method that combines the single factor assessment and comprehensive assessment. This research not only broadens the research field of theoretical method system of harmony theory but also promotes the unity of water quality assessment method and can be used for reference in other comprehensive assessment.

The impact of programmatic assessment on student learning: theory versus practice.

PubMed

Heeneman, Sylvia; Oudkerk Pool, Andrea; Schuwirth, Lambert W T; van der Vleuten, Cees P M; Driessen, Erik W

2015-05-01

It is widely acknowledged that assessment can affect student learning. In recent years, attention has been called to 'programmatic assessment', which is intended to optimise both learning functions and decision functions at the programme level of assessment, rather than according to individual methods of assessment. Although the concept is attractive, little research into its intended effects on students and their learning has been conducted. This study investigated the elements of programmatic assessment that students perceived as supporting or inhibiting learning, and the factors that influenced the active construction of their learning. The study was conducted in a graduate-entry medical school that implemented programmatic assessment. Thus, all assessment information, feedback and reflective activities were combined into a comprehensive, holistic programme of assessment. We used a qualitative approach and interviewed students (n = 17) in the pre-clinical phase of the programme about their perceptions of programmatic assessment and learning approaches. Data were scrutinised using theory-based thematic analysis. Elements from the comprehensive programme of assessment, such as feedback, portfolios, assessments and assignments, were found to have both supporting and inhibiting effects on learning. These supporting and inhibiting elements influenced students' construction of learning. Findings showed that: (i) students perceived formative assessment as summative; (ii) programmatic assessment was an important trigger for learning, and (iii) the portfolio's reflective activities were appreciated for their generation of knowledge, the lessons drawn from feedback, and the opportunities for follow-up. Some students, however, were less appreciative of reflective activities. For these students, the elements perceived as inhibiting seemed to dominate the learning response. The active participation of learners in their own learning is possible when learning is supported by programmatic assessment. Certain features of the comprehensive programme of assessment were found to influence student learning, and this influence can either support or inhibit students' learning responses. © 2015 John Wiley & Sons Ltd.

Milestone-Based Assessments Are Superior to Likert-Type Assessments in Illustrating Trainee Progression

PubMed Central

Bartlett, Kathleen W.; Whicker, Shari A.; Bookman, Jack; Narayan, Aditee P.; Staples, Betty B.; Hering, Holly; McGann, Kathleen A.

2015-01-01

Background The Pediatrics Milestone Project uses behavioral anchors, narrative descriptions of observable behaviors, to describe learner progression through the Accreditation Council for Graduate Medical Education competencies. Starting June 2014, pediatrics programs were required to submit milestone reports for their trainees semiannually. Likert-type scale assessment tools were not designed to inform milestone reporting, creating a challenge for Clinical Competency Committees. Objective To determine if milestone-based assessments better stratify trainees by training level compared to Likert-type assessments. Methods We compared assessment results for 3 subcompetencies after changing from a 5-point Likert scale to milestone-based behavioral anchors in July 2013. Program leadership evaluated the new system by (1) comparing PGY-1 mean scores on Likert-type versus milestone-based assessments; and (2) comparing mean scores on the Likert-type versus milestone-based assessments across PGY levels. Results Mean scores for PGY-1 residents were significantly higher on the prior year's Likert-type assessments than milestone-based assessments for all 3 subcompetencies (P < .01). Stratification by PGY level was not observed with Likert-type assessments (eg, interpersonal and communication skills 1 [ICS1] mean score for PGY-1, 3.99 versus PGY-3, 3.98; P  =  .98). In contrast, milestone-based assessments demonstrated stratification by PGY level (eg, the ICS1 mean score was 3.06 for PGY-1, 3.83 for PGY-2, and 3.99 for PGY-3; P < .01 for PGY-1 versus PGY-3). Significantly different means by trainee level were noted across 21 subcompetencies on milestone-based assessments (P < .01 for PGY-1 versus PGY-3). Conclusions Initial results indicate milestone-based assessments stratify trainee performance by level better than Likert-type assessments. Average PGY-level scores from milestone-based assessments may ultimately provide guidance for determining whether trainees are progressing at the expected pace. PMID:26217427

Functional Assessments Used by Occupational Therapists with Older Adults at Risk of Activity and Participation Limitations: A Systematic Review

PubMed Central

Wales, Kylie; Clemson, Lindy; Lannin, Natasha; Cameron, Ian

2016-01-01

Introduction The use of functional assessments to evaluate patient change is complicated by a lack of consensus as to which assessment is most suitable for use with older adults. Objective: To identify and appraise the properties of assessments used to evaluate functional abilities in older adults. Methods A systematic review of randomised controlled trials of occupational therapy interventions was conducted up to 2012 to identify assessments used to measure function. Two authors screened and extracted data independently. A second search then identified papers investigating measurement properties of each assessment. Studies from the second search were included if: i) published in English, ii) the assessment was not modified from its original published form, iii) study aim was to evaluate the quality of the tool, iv) and was original research. Translated versions of assessments were excluded. Measurement quality was rated using the COSMIN checklist and Terwee criteria. Results Twenty-eight assessments were identified from the systematic search of occupational therapy interventions provided to older adults. Assessments were of varied measurement quality and many had been adapted (although still evaluated as though the original tool had been administered) potentially altering the conclusions drawn about measurement quality. Synthesis of best evidence established 15 functional assessments have not been tested in an older adult population. Conclusions The Functional Autonomy Measurement System (SMAF) appears to be a promising assessment for use with older adults. Only two tools (the SMAF and the Assessment of Motor and Process Skills (AMPS)) were deemed to be responsive to change when applied to older adults. Health professionals should use functional assessments that have been validated with their population and in their setting. There are reliable and valid assessments to capture the functional performance of older adults in community and hospital settings, although further refinement of these assessments may be necessary. PMID:26859678

Group Learning Assessment: Developing a Theory-Informed Analytics

ERIC Educational Resources Information Center

Xing, Wanli; Wadholm, Robert; Petakovic, Eva; Goggins, Sean

2015-01-01

Assessment in Computer Supported Collaborative Learning (CSCL) is an implicit issue, and most assessments are summative in nature. Process-oriented methods of assessment can vary significantly in their indicators and typically only partially address the complexity of group learning. Moreover, the majority of these assessment methods require…

Reading Assessment: Looking Ahead

ERIC Educational Resources Information Center

Afflerbach, Peter

2016-01-01

In this article, I focus on three areas of reading assessment that I believe to be crucial for students' reading development: developing comprehensive formative assessments, assessing the wide array of factors that contribute to students' reading development, and fostering student independence by helping students learn to use reading assessment on…

Meta-Assessment in a Project-Based Systems Engineering Course

ERIC Educational Resources Information Center

Wengrowicz, Niva; Dori, Yehudit Judy; Dori, Dov

2017-01-01

Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment "student-oriented"…

7 CFR 982.340 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 982.340 Section 982.340 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... WASHINGTON Assessment Rates § 982.340 Assessment rate. On and after July 1, 2000, an assessment rate of $0...

7 CFR 989.347 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 989.347 Section 989.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... CALIFORNIA Assessment Rates § 989.347 Assessment rate. On and after August 1, 2005, an assessment rate of $7...

7 CFR 989.347 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 989.347 Section 989.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... CALIFORNIA Assessment Rates § 989.347 Assessment rate. On and after August 1, 2010, an assessment rate of $14...

7 CFR 917.258 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 917.258 Section 917.258 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... CALIFORNIA Assessment Rates § 917.258 Assessment rate. On and after March 1, 2010, an assessment rate of $0...

7 CFR 989.347 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 989.347 Section 989.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... CALIFORNIA Assessment Rates § 989.347 Assessment rate. On and after August 1, 2010, an assessment rate of $14...

7 CFR 982.340 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 982.340 Section 982.340 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... WASHINGTON Assessment Rates § 982.340 Assessment rate. On and after July 1, 2000, an assessment rate of $0...

7 CFR 917.258 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 917.258 Section 917.258 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... CALIFORNIA Assessment Rates § 917.258 Assessment rate. On and after March 1, 2009 an assessment rate of $0...

7 CFR 982.340 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 982.340 Section 982.340 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... WASHINGTON Assessment Rates § 982.340 Assessment rate. On and after July 1, 2000, an assessment rate of $0...

7 CFR 989.347 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 989.347 Section 989.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... CALIFORNIA Assessment Rates § 989.347 Assessment rate. On and after August 1, 2010, an assessment rate of $14...

7 CFR 982.340 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 982.340 Section 982.340 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... WASHINGTON Assessment Rates § 982.340 Assessment rate. On and after July 1, 2000, an assessment rate of $0...

7 CFR 989.347 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 989.347 Section 989.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... CALIFORNIA Assessment Rates § 989.347 Assessment rate. On and after August 1, 2005, an assessment rate of $7...

7 CFR 982.340 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 982.340 Section 982.340 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... WASHINGTON Assessment Rates § 982.340 Assessment rate. On and after July 1, 2000, an assessment rate of $0...

Community-Based Research Assessments: Some Principles and Practices.

ERIC Educational Resources Information Center

Marullo, Sam; Cooke, Deanna; Willis, Jason; Rollins, Alexandra; Burke, Jacqueline; Bonilla, Paul; Waldref, Vanessa

2003-01-01

Examines benefits and challenges of undertaking assessments in community-based research (CBR). Such assessments are compared and contrasted to more traditional research processes. Further, the challenges of integrating CBR assessments into an ongoing social change initiative are analyzed. Five principles to guide CBR assessments are articulated. A…

Assessment Practices in Undergraduate Accounting Programs

ERIC Educational Resources Information Center

Lusher, Anna L.

2010-01-01

This study examined accounting program assessment plans at 102 colleges and universities in the United States. The research focused on identifying assessment practices in undergraduate accounting programs by examining the skills and competencies assessed and determining the methods of assessment used. The study also investigated what course and/or…

49 CFR 1540.203 - Security threat assessment.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 9 2011-10-01 2011-10-01 false Security threat assessment. 1540.203 Section 1540... Security Threat Assessments § 1540.203 Security threat assessment. (a) Each operator subject to this subpart must ensure that each of the following undergoes a security threat assessment or a comparable...

50 CFR 86.120 - What is the Comprehensive National Assessment?

Code of Federal Regulations, 2012 CFR

2012-10-01

... Assessment? 86.120 Section 86.120 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE, DEPARTMENT... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.120 What is the Comprehensive National Assessment? The Comprehensive National Assessment is a national report integrating the...

50 CFR 86.120 - What is the Comprehensive National Assessment?

Code of Federal Regulations, 2011 CFR

2011-10-01

... Assessment? 86.120 Section 86.120 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE, DEPARTMENT... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.120 What is the Comprehensive National Assessment? The Comprehensive National Assessment is a national report integrating the...

50 CFR 86.120 - What is the Comprehensive National Assessment?

Code of Federal Regulations, 2010 CFR

2010-10-01

... Assessment? 86.120 Section 86.120 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE, DEPARTMENT... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.120 What is the Comprehensive National Assessment? The Comprehensive National Assessment is a national report integrating the...

REGIONAL VULNERABILITY ASSESSMENT OF THE MID-ATLANTIC REGION: EVALUATION OF INTEGRATION METHODS AND ASSESSMENTS RESULTS

EPA Science Inventory

This report describes methods for quantitative regional assessment developed by the Regional Vulnerability Assessment (ReVA) program. The goal of ReVA is to develop regional-scale assessments of the magnitude, extent, distribution, and uncertainty of current and anticipated envir...

42 CFR 412.610 - Assessment schedule.

Code of Federal Regulations, 2011 CFR

2011-10-01

.... An inpatient rehabilitation facility must maintain all patient assessment data sets completed on... patient assessment data. The encoded patient assessment data must accurately reflect the patient's...

42 CFR 412.610 - Assessment schedule.

Code of Federal Regulations, 2014 CFR

2014-10-01

.... An inpatient rehabilitation facility must maintain all patient assessment data sets completed on... patient assessment data. The encoded patient assessment data must accurately reflect the patient's...

42 CFR 412.610 - Assessment schedule.

Code of Federal Regulations, 2012 CFR

2012-10-01

.... An inpatient rehabilitation facility must maintain all patient assessment data sets completed on... patient assessment data. The encoded patient assessment data must accurately reflect the patient's...

42 CFR 412.610 - Assessment schedule.

Code of Federal Regulations, 2013 CFR

2013-10-01

.... An inpatient rehabilitation facility must maintain all patient assessment data sets completed on... patient assessment data. The encoded patient assessment data must accurately reflect the patient's...

High-Stakes & Assessment Innovation: A Negative Correlation? Research Report.

ERIC Educational Resources Information Center

Ananda, Sri; Rabinowitz, Stanley

This paper makes the case that, as implemented so far, there has been an inverse correlation between innovation and accountability in statewide assessment systems. The higher the stakes attached to the assessment results, the more conservative the assessment methodology ultimately used. Case studies of two state assessment programs were carried…

Florida Natural Resource Damage Assessment Public Meeting | NOAA Gulf Spill

Science.gov Websites

Damage Assessment Projects Near You Strategic Frameworks Monitoring and Adaptive Management Restoration Publications Press Releases Story Archive Home Florida Natural Resource Damage Assessment Public Meeting Florida Natural Resource Damage Assessment Public Meeting share Posted on November 19, 2010 | Assessment

Louisiana Deepwater Horizon Natural Resource Damage Assessment (NRDA)

Science.gov Websites

Contact Us How We Restore Planning Damage Assessment Projects Near You Strategic Frameworks Monitoring and Natural Resource Damage Assessment (NRDA) Public Meeting Louisiana Deepwater Horizon Natural Resource Damage Assessment (NRDA) Public Meeting share Posted on November 15, 2010 | Assessment and Early

Critical Assessment Issues in Work-Integrated Learning

ERIC Educational Resources Information Center

Ferns, Sonia; Zegwaard, Karsten E.

2014-01-01

Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special…

Variation in Teachers' Conceptions of Alternative Assessment in Singapore Primary Schools

ERIC Educational Resources Information Center

Tan, Kelvin H. K.

2013-01-01

Alternative assessment is an increasingly common and popular discourse in education. The potential value and benefit of alternative assessment practices are premised on significant changes in assessment practices. Many alternative assessment practices seek and promise alternatives to tests and examinations. However, labelling a practice as…

Turning a New Light on Assessment with LinguaFolio

ERIC Educational Resources Information Center

Van Houten, Jacqueline Bott

2006-01-01

This article aims to reshape the prevailing negative perception of assessment into one of a positive and powerful tool to guide learning, teaching and advocacy. Emphasis is placed on the importance of becoming assessment-literate, developing a balanced assessment system, using assessment results to motivate learners and mold instruction, and…

Assessment of Situated Learning Using Computer Environments.

ERIC Educational Resources Information Center

Young, Michael

1995-01-01

Suggests that, based on a theory of situated learning, assessment must emphasize process as much as product. Several assessment examples are given, including a computer-based planning assistant for a mathematics and science video, suggestions for computer-based portfolio assessment, and speculations about embedded assessment of virtual situations.…

How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?

ERIC Educational Resources Information Center

Smith, Gary

2007-01-01

A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also…

Improving Assessment Tasks through Addressing Our Unconscious Limits to Change

ERIC Educational Resources Information Center

Joughin, Gordon; Dawson, Phillip; Boud, David

2017-01-01

Despite widespread recognition of the need to improve assessment in higher education, assessment tasks in individual courses are too often dominated by conventional methods. While changing assessment depends on many factors, improvements to assessment ultimately depend on the decisions and actions of individual educators. This paper considers…

40 CFR 258.56 - Assessment of corrective measures.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 26 2012-07-01 2011-07-01 true Assessment of corrective measures. 258... Assessment of corrective measures. (a) Within 90 days of finding that any of the constituents listed in... assessment of corrective measures. Such an assessment must be completed within a reasonable period of time...

40 CFR 258.56 - Assessment of corrective measures.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 26 2013-07-01 2013-07-01 false Assessment of corrective measures. 258... Assessment of corrective measures. (a) Within 90 days of finding that any of the constituents listed in... assessment of corrective measures. Such an assessment must be completed within a reasonable period of time...

40 CFR 258.56 - Assessment of corrective measures.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 25 2014-07-01 2014-07-01 false Assessment of corrective measures. 258... Assessment of corrective measures. (a) Within 90 days of finding that any of the constituents listed in... assessment of corrective measures. Such an assessment must be completed within a reasonable period of time...

An Approach for Evaluating the Technical Quality of Interim Assessments

ERIC Educational Resources Information Center

Li, Ying; Marion, Scott; Perie, Marianne; Gong, Brian

2010-01-01

Increasing numbers of schools and districts have expressed interest in interim assessment systems to prepare for summative assessments and to improve teaching and learning. However, with so many commercial interim assessments available, schools and districts are struggling to determine which interim assessment is most appropriate to their needs.…

43 CFR 46.320 - Adopting environmental assessments prepared by another agency, entity, or person.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Adopting environmental assessments... Assessments § 46.320 Adopting environmental assessments prepared by another agency, entity, or person. (a) A Responsible Official may adopt an environmental assessment prepared by another agency, entity, or person...

Comparative Study of Child Assessment Practices in English and Korean Preschools

ERIC Educational Resources Information Center

Nah, Kwi-Ok

2014-01-01

Child assessment practices in English and Korean preschools were compared by analysing data from interviews with educators, examples of child assessment, and official documents from each country. Child assessment in England was systematically implemented and characterised by several methodological and procedural strengths, whereas assessment in…

Assessing Students' Conceptual Knowledge of Electricity and Magnetism

ERIC Educational Resources Information Center

McColgan, Michele W.; Finn, Rose A.; Broder, Darren L.; Hassel, George E.

2017-01-01

We present the Electricity and Magnetism Conceptual Assessment (EMCA), a new assessment aligned with second-semester introductory physics courses. Topics covered include electrostatics, electric fields, circuits, magnetism, and induction. We have two motives for writing a new assessment. First, we find other assessments such as the Brief…

Current Trends in Image Assessment. Working Paper Series.

ERIC Educational Resources Information Center

Fellers, John

Image assessment in higher education and procedures for conducting image assessments are discussed. Image assessment is the process of finding out what others think about an organization. It is proposed that when image assessments are approached objectively, the results can help determine constituent needs, anticipate vocational trends, survey…

Authentic Assessment: A Handbook for Educators. Assessment Bookshelf Series.

ERIC Educational Resources Information Center

Hart, Diane

This book reviews the assessment movement, from the history of testing to the practical considerations of enhancing classroom experiences for teachers and students. It explores making time for assessment, tailoring assessment to desired outcomes, and scoring and evaluating student performance. The chapters are: (1) "Where We've Been: Standardized…

Research Notes - Openness and Evolvability - Documentation Quality Assessment

DTIC Science & Technology

2016-08-01

UNCLASSIFIED UNCLASSIFIED Notes – Openness and Evolvability – Documentation Quality Assessment Michael Haddy* and Adam Sbrana...Methods and Processes. This set of Research Notes focusses on Documentation Quality Assessment. This work was undertaken from the late 1990s to 2007...1 2. DOCUMENTATION QUALITY ASSESSMENT ......................................................... 1 2.1 Documentation Quality Assessment

An Evaluation of the Measurement of Perceived Classroom Assessment Environment

ERIC Educational Resources Information Center

Alkharusi, Hussain

2015-01-01

A classroom assessment environment is a classroom context experienced by students as the teacher determines assessment purposes, develops assessment tasks, defines assessment criteria and standards, provides feedback, and monitors outcomes (Brookhart, 1997). It is usually a group experience varying from class to class dependent upon the teacher's…

Constrained Subjective Assessment of Student Learning

ERIC Educational Resources Information Center

Saliu, Sokol

2005-01-01

Student learning is a complex incremental cognitive process; assessment needs to parallel this, reporting the results in similar terms. Application of fuzzy sets and logic to the criterion-referenced assessment of student learning is considered here. The constrained qualitative assessment (CQA) system was designed, and then applied in assessing a…

Ecological Momentary Assessment of Mood Disorders and Mood Dysregulation

ERIC Educational Resources Information Center

Ebner-Priemer, Ulrich W.; Trull, Timothy J.

2009-01-01

In this review, we discuss ecological momentary assessment (EMA) studies on mood disorders and mood dysregulation, illustrating 6 major benefits of the EMA approach to clinical assessment: (a) Real-time assessments increase accuracy and minimize retrospective bias; (b) repeated assessments can reveal dynamic processes; (c) multimodal assessments…

The Road Ahead for State Assessments

ERIC Educational Resources Information Center

Policy Analysis for California Education, PACE (NJ3), 2011

2011-01-01

This report includes three papers that address critical "next generation" issues in assessment policy that can help to guide the choices made about system design: computer adaptive assessments, assessment of English learners and assessing science. None of these topics has received the attention that it deserves in the current debate on assessment…

Ethics and Distance Education: Strategies for Minimizing Academic Dishonesty in Online Assessment.

ERIC Educational Resources Information Center

Olt, Melissa R.

2002-01-01

Discusses ethics and student assessment in distance education, focusing on strategies for minimizing academic dishonesty in online student assessment. Topics include acknowledging the disadvantages of online assessment and overcoming them; designing an effective, cheat-proof online assessment; keeping online courses current; and providing students…

49 CFR 1540.209 - Fees for security threat assessment.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 9 2010-10-01 2010-10-01 false Fees for security threat assessment. 1540.209...: GENERAL RULES Security Threat Assessments § 1540.209 Fees for security threat assessment. This section describes the payment process for completion of the security threat assessments required under subpart. (a...

7 CFR 953.253 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 953.253 Section 953.253 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... STATES Assessment Rates § 953.253 Assessment rate. On and after June 1, 1998, an assessment rate of $0.01...

7 CFR 953.253 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 953.253 Section 953.253 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... STATES Assessment Rates § 953.253 Assessment rate. On and after June 1, 1998, an assessment rate of $0.01...

7 CFR 915.235 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 915.235 Section 915.235 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 915.235 Assessment rate. On and after April 1, 2010, an assessment rate of $0.37 per 55...

7 CFR 993.347 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 993.347 Section 993.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... Assessment Rates § 993.347 Assessment rate. On and after August 1, 2011, an assessment rate of $0.22 per ton...

7 CFR 945.249 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 945.249 Section 945.249 Agriculture... DESIGNATED COUNTIES IN IDAHO, AND MALHEUR COUNTY, OREGON Assessment Rates § 945.249 Assessment rate. On and after August 1, 2003, an assessment rate of $0.0045 per hundredweight is established for Idaho-Eastern...

7 CFR 947.247 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 947.247 Section 947.247 Agriculture... SISKIYOU COUNTIES, CALIF., AND IN ALL COUNTIES IN OREGON, EXCEPT MALHEUR COUNTY Reports Assessment Rates § 947.247 Assessment rate. On and after July 1, 1997, an assessment rate of $0.004 per hundredweight is...

7 CFR 922.235 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 922.235 Section 922.235 Agriculture... IN WASHINGTON Assessment Rate § 922.235 Assessment rate. On or after April 1, 2012, an assessment rate of $0.50 per ton is established for the Washington Apricot Marketing Committee. [77 FR 72683, Dec...

7 CFR 953.253 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 953.253 Section 953.253 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... STATES Assessment Rates § 953.253 Assessment rate. On and after June 1, 1998, an assessment rate of $0.01...

7 CFR 930.200 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 930.200 Section 930.200 Agriculture... MICHIGAN, NEW YORK, PENNSYLVANIA, OREGON, UTAH, WASHINGTON, AND WISCONSIN Assessment Rates § 930.200 Assessment rate. On and after October 1, 2010, the assessment rate imposed on handlers shall be $0.0075 per...

7 CFR 947.247 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 947.247 Section 947.247 Agriculture... SISKIYOU COUNTIES, CALIF., AND IN ALL COUNTIES IN OREGON, EXCEPT MALHEUR COUNTY Reports Assessment Rates § 947.247 Assessment rate. On and after July 1, 1997, an assessment rate of $0.004 per hundredweight is...

7 CFR 922.235 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 922.235 Section 922.235 Agriculture... IN WASHINGTON Assessment Rate § 922.235 Assessment rate. On and after April 1, 2010, an assessment rate of $1.50 per ton is established for the Washington Apricot Marketing Committee. [75 FR 51926, Aug...

7 CFR 987.339 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 987.339 Section 987.339 Agriculture... RIVERSIDE COUNTY, CALIFORNIA Assessment Rates § 987.339 Assessment rate. On and after October 1, 2010, an assessment rate of $1.00 per hundredweight is established for California dates. [75 FR 70573, Nov. 18, 2010] ...

7 CFR 984.347 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 984.347 Section 984.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... Assessment Rates § 984.347 Assessment rate. On and after September 1, 2013, an assessment rate of $0.0189 per...

7 CFR 993.347 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 993.347 Section 993.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 993.347 Assessment rate. On and after August 1, 2010, an assessment rate of $0.27 per ton...

7 CFR 915.235 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 915.235 Section 915.235 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... Assessment Rates § 915.235 Assessment rate. On and after April 1, 2012, an assessment rate of $0.25 per 55...

7 CFR 993.347 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 993.347 Section 993.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 993.347 Assessment rate. On and after August 1, 2009, an assessment rate of $0.16 per ton...

7 CFR 930.200 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 930.200 Section 930.200 Agriculture... MICHIGAN, NEW YORK, PENNSYLVANIA, OREGON, UTAH, WASHINGTON, AND WISCONSIN Assessment Rates § 930.200 Assessment rate. On and after October 1, 2010, the assessment rate imposed on handlers shall be $0.0075 per...

7 CFR 915.235 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 915.235 Section 915.235 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 915.235 Assessment rate. On and after April 1, 2005, an assessment rate of $0.27 per 55...

7 CFR 945.249 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 945.249 Section 945.249 Agriculture... DESIGNATED COUNTIES IN IDAHO, AND MALHEUR COUNTY, OREGON Assessment Rates § 945.249 Assessment rate. On and after August 1, 2003, an assessment rate of $0.0045 per hundredweight is established for Idaho-Eastern...

7 CFR 945.249 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 945.249 Section 945.249 Agriculture... DESIGNATED COUNTIES IN IDAHO, AND MALHEUR COUNTY, OREGON Assessment Rates § 945.249 Assessment rate. On and after August 1, 2003, an assessment rate of $0.0045 per hundredweight is established for Idaho-Eastern...

7 CFR 945.249 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 945.249 Section 945.249 Agriculture... DESIGNATED COUNTIES IN IDAHO, AND MALHEUR COUNTY, OREGON Assessment Rates § 945.249 Assessment rate. On and after August 1, 2003, an assessment rate of $0.0045 per hundredweight is established for Idaho-Eastern...

7 CFR 959.237 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 959.237 Section 959.237 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... Assessment Rates § 959.237 Assessment rate. On and after August 1, 2012, an assessment rate of $0.03 per 50...

7 CFR 923.236 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 923.236 Section 923.236 Agriculture... COUNTIES IN WASHINGTON Order Regulating Handling Assessment Rate § 923.236 Assessment rate. On and after April 1, 2007, an assessment rate of $0.40 per ton is established for the Washington Cherry Marketing...

7 CFR 993.347 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 993.347 Section 993.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 993.347 Assessment rate. On and after August 1, 2011, an assessment rate of $0.22 per ton...

7 CFR 953.253 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 953.253 Section 953.253 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... STATES Assessment Rates § 953.253 Assessment rate. On and after June 1, 1998, an assessment rate of $0.01...

7 CFR 959.237 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 959.237 Section 959.237 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 959.237 Assessment rate. On and after August 1, 2009, an assessment rate of $0.025 per 50...

7 CFR 923.236 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 923.236 Section 923.236 Agriculture... COUNTIES IN WASHINGTON Order Regulating Handling Assessment Rate § 923.236 Assessment rate. On and after April 1, 2007, an assessment rate of $0.40 per ton is established for the Washington Cherry Marketing...

7 CFR 947.247 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 947.247 Section 947.247 Agriculture... SISKIYOU COUNTIES, CALIF., AND IN ALL COUNTIES IN OREGON, EXCEPT MALHEUR COUNTY Reports Assessment Rates § 947.247 Assessment rate. On and after July 1, 1997, an assessment rate of $0.004 per hundredweight is...

7 CFR 947.247 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 947.247 Section 947.247 Agriculture... SISKIYOU COUNTIES, CALIF., AND IN ALL COUNTIES IN OREGON, EXCEPT MALHEUR COUNTY Reports Assessment Rates § 947.247 Assessment rate. On and after July 1, 1997, an assessment rate of $0.004 per hundredweight is...

7 CFR 922.235 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 922.235 Section 922.235 Agriculture... IN WASHINGTON Assessment Rate § 922.235 Assessment rate. On and after April 1, 2013, an assessment rate of $1.50 per ton is established for Washington apricots handled in the production area. [78 FR...

7 CFR 984.347 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 984.347 Section 984.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... Assessment Rates § 984.347 Assessment rate. On and after September 1, 2011, an assessment rate of $0.0175 per...

7 CFR 923.236 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 923.236 Section 923.236 Agriculture... COUNTIES IN WASHINGTON Order Regulating Handling Assessment Rate § 923.236 Assessment rate. On and after April 1, 2012, an assessment rate of $0.18 per ton is established for the Washington Cherry Marketing...

7 CFR 987.339 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 987.339 Section 987.339 Agriculture... RIVERSIDE COUNTY, CALIFORNIA Assessment Rates § 987.339 Assessment rate. On and after October 1, 2013, an assessment rate of $0.40 per hundredweight is established for Riverside County, California, dates. [78 FR...

7 CFR 930.200 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 930.200 Section 930.200 Agriculture... MICHIGAN, NEW YORK, PENNSYLVANIA, OREGON, UTAH, WASHINGTON, AND WISCONSIN Assessment Rates § 930.200 Assessment rate. On and after October 1, 2010, the assessment rate imposed on handlers shall be $0.0075 per...

76 FR 45231 - Fisheries of the Caribbean; Southeastern Data, Assessment, and Review (SEDAR); Assessment...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-28

... Workshop. The product of the Data Workshop is a data report which compiles and evaluates potential datasets and recommends which datasets are appropriate for assessment analyses. The product of the Assessment... state and federal agencies. SEDAR 26 Assessment webinars: Using datasets recommended from the Data...

7 CFR 915.235 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 915.235 Section 915.235 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 915.235 Assessment rate. On and after April 1, 2010, an assessment rate of $0.37 per 55...

7 CFR 984.347 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 984.347 Section 984.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 984.347 Assessment rate. On and after September 1, 2011, an assessment rate of $0.0175 per...

7 CFR 953.253 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 953.253 Section 953.253 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... STATES Assessment Rates § 953.253 Assessment rate. On and after June 1, 1998, an assessment rate of $0.01...

7 CFR 959.237 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 959.237 Section 959.237 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... Assessment Rates § 959.237 Assessment rate. On and after August 1, 2009, an assessment rate of $0.025 per 50...

7 CFR 922.235 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 922.235 Section 922.235 Agriculture... IN WASHINGTON Assessment Rate § 922.235 Assessment rate. On or after April 1, 2009, an assessment rate of $1.00 per ton is established for the Washington Apricot Marketing Committee. [74 FR 37499, July...

7 CFR 984.347 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 984.347 Section 984.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 984.347 Assessment rate. On and after September 1, 2009, an assessment rate of $0.0177 per...

7 CFR 930.200 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 930.200 Section 930.200 Agriculture... MICHIGAN, NEW YORK, PENNSYLVANIA, OREGON, UTAH, WASHINGTON, AND WISCONSIN Assessment Rates § 930.200 Assessment rate. On and after October 1, 2010, the assessment rate imposed on handlers shall be $0.0075 per...

7 CFR 945.249 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 945.249 Section 945.249 Agriculture... DESIGNATED COUNTIES IN IDAHO, AND MALHEUR COUNTY, OREGON Assessment Rates § 945.249 Assessment rate. On and after August 1, 2003, an assessment rate of $0.0045 per hundredweight is established for Idaho-Eastern...

7 CFR 959.237 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 959.237 Section 959.237 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 959.237 Assessment rate. On and after August 1, 2009, an assessment rate of $0.025 per 50...

7 CFR 923.236 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 923.236 Section 923.236 Agriculture... COUNTIES IN WASHINGTON Order Regulating Handling Assessment Rate § 923.236 Assessment rate. On and after April 1, 2007, an assessment rate of $0.40 per ton is established for the Washington Cherry Marketing...

7 CFR 987.339 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 987.339 Section 987.339 Agriculture... RIVERSIDE COUNTY, CALIFORNIA Assessment Rates § 987.339 Assessment rate. On and after October 1, 2010, an assessment rate of $1.00 per hundredweight is established for California dates. [75 FR 70573, Nov. 18, 2010] ...

7 CFR 959.237 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 959.237 Section 959.237 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 959.237 Assessment rate. On and after August 1, 2009, an assessment rate of $0.025 per 50...

7 CFR 915.235 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 915.235 Section 915.235 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... Assessment Rates § 915.235 Assessment rate. On and after April 1, 2012, an assessment rate of $0.25 per 55...

7 CFR 987.339 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 987.339 Section 987.339 Agriculture... RIVERSIDE COUNTY, CALIFORNIA Assessment Rates § 987.339 Assessment rate. On and after October 1, 2009, an assessment rate of $0.75 per hundredweight is established for California dates. [74 FR 56699, Nov. 3, 2009] ...

7 CFR 987.339 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 987.339 Section 987.339 Agriculture... RIVERSIDE COUNTY, CALIFORNIA Assessment Rates § 987.339 Assessment rate. On and after October 1, 2010, an assessment rate of $1.00 per hundredweight is established for California dates. [75 FR 70573, Nov. 18, 2010] ...

7 CFR 923.236 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 923.236 Section 923.236 Agriculture... COUNTIES IN WASHINGTON Order Regulating Handling Assessment Rate § 923.236 Assessment rate. On and after April 1, 2013, an assessment rate of $0.15 per ton is established for the Washington Cherry Marketing...

7 CFR 947.247 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 947.247 Section 947.247 Agriculture... SISKIYOU COUNTIES, CALIF., AND IN ALL COUNTIES IN OREGON, EXCEPT MALHEUR COUNTY Reports Assessment Rates § 947.247 Assessment rate. On and after July 1, 1997, an assessment rate of $0.004 per hundredweight is...

7 CFR 993.347 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 993.347 Section 993.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS... Assessment Rates § 993.347 Assessment rate. On and after August 1, 2011, an assessment rate of $0.22 per ton...

7 CFR 984.347 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 984.347 Section 984.347 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements... Assessment Rates § 984.347 Assessment rate. On and after September 1, 2010, an assessment rate of $0.0174 per...

Assessment of Swimming in Physical Education

ERIC Educational Resources Information Center

Grosse, Susan J.

2005-01-01

This article presents an excerpt from the book "Assessment of Swimming in Physical Education" by Susan J. Grosse. In this excerpt, the different methods of assessment are discussed. Each type of assessment presented in the book has a place in swim curriculum. Assessments can measure form, skill application, knowledge, behavior, attitude, or…

Teacher Assessment Literacy: A Review of International Standards and Measures

ERIC Educational Resources Information Center

DeLuca, Christopher; LaPointe-McEwan, Danielle; Luhanga, Ulemu

2016-01-01

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers' assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different…

Language Assessment Literacy: Implications for Language Teachers

ERIC Educational Resources Information Center

Giraldo, Frank

2018-01-01

Recently, the applied linguistics field has examined the knowledge, skills, and principles needed for assessment, defined as language assessment literacy. Two major issues in language assessment literacy have been addressed but not fully resolved--what exactly language assessment literacy is and how it differs among stakeholders (e.g., students…

Chemical Mixtures Health Risk Assessment: Overview of Exposure Assessment, Whole Mixtures Assessments; Basic Concepts

EPA Science Inventory

This problems-based, half-day, introductory workshop focuses on methods to assess health risks posed by exposures to chemical mixtures in the environment. Chemical mixtures health risk assessment methods continue to be developed and evolve to address concerns over health risks f...

National Assessment's Consumer Skills Assessments.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

The National Assessment of Educational Progress (NAEP) encountered problems when developing a comprehensive assessment of consumer skills of 17-year-olds in 1978. When NAEP conducted a nationwide assessment of basic life skills of 17-year-olds in 1977, there was considerable interest in the consumer skills portion. Therefore, it was decided to…

Do Accounting Students Believe in Self-Assessment?

ERIC Educational Resources Information Center

Hill, Tanya

2016-01-01

In education, formal assessment focuses on summative assessment with the objective of allocating grades, limiting learning by students. Formative assessment, in the form of self-assessment, has been proposed as beneficial to student learning in various fields. This study explores the perceptions of accounting students of the self-assessment…

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

21 CFR 26.70 - Conformity assessment bodies.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 21 Food and Drugs 1 2011-04-01 2011-04-01 false Conformity assessment bodies. 26.70 Section 26.70...Frameworkâ Provisions § 26.70 Conformity assessment bodies. Each party recognizes that the conformity assessment bodies (CAB's) listed in subpart B of this part fulfill the conditions of eligibility to assess...

E-Assessment Data Compatibility Resolution Methodology with Bidirectional Data Transformation

ERIC Educational Resources Information Center

Malik, Kaleem Razzaq; Ahmad, Tauqir

2017-01-01

Electronic Assessment (E-Assessment) also known as computer aided assessment for the purposes involving diagnostic, formative or summative examining using data analysis. Digital assessments come commonly from social, academic, and adaptive learning in machine readable forms to deliver the machine scoring function. To achieve real-time and smart…

E-Assessment and Software Testing

ERIC Educational Resources Information Center

Usener, Claus A.; Majchrzak, Tim A.; Kuchen, Herbert

2012-01-01

Purpose: To overcome the high manual effort of assessments for teaching personnel, e-assessment systems are used to assess students using information systems (IS). The purpose of this paper is to propose an extension of EASy, a system for e-assessment of exercises that require higher-order cognitive skills. The latest module allows assessing…

It's All about Student Learning: Assessing Teacher Candidates' Ability to Impact P-12 Students

ERIC Educational Resources Information Center

Wise, A. E., Ed.; Ehrenberg, P., Ed.; Leibbrand, J., Ed.

2010-01-01

"It's All About Student Learning Assessing Teacher Candidates' Ability to Impact P-12 Students", provides practical assistance for institutions designing or revising assessment systems or individual assessments for use by units or programs. The publication includes performance assessments currently used by teacher preparation institutions and…

Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

ERIC Educational Resources Information Center

Koneru, Indira

2017-01-01

Current and emerging technologies enable Open Distance Learning (ODL) institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted/Aided Assessment (CAA) systems through intelligent assessment and feedback systems.…

25 CFR 163.81 - Assessment guidelines.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Assessment guidelines. 163.81 Section 163.81 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR LAND AND WATER GENERAL FORESTRY REGULATIONS Program Assessment § 163.81 Assessment guidelines. Assessments shall be national in scope and shall include: (a) An...

Technology for Online Portfolio Assessment Programs

ERIC Educational Resources Information Center

Ferrara, Victoria M.

2010-01-01

Portfolio assessment is a valid and reliable method to assess experiential learning. Developing a fully online portfolio assessment program is neither easy nor inexpensive. The institution seeking to take its portfolio assessment program online must make a commitment to its students by offering the technologies most suited to meet students' needs.…

77 FR 22316 - Notification of a Public Teleconference of the Science Advisory Board Ecological Processes and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-13

...) document, ``Integrating Ecological Assessment and Decision-Making at EPA, 2011 RAF Ecological Assessment... document, ``Integrating Ecological Assessment and Decision- Making at EPA, 2011 RAF Ecological Assessment... review comments on the EPA RAF draft document ``Integrating Ecological Assessment and Decision-Making at...

Improving Urban Teachers' Assessment Literacy through Synergistic Individualized Tutoring and Self-Reflection

ERIC Educational Resources Information Center

Murphy Odo, Dennis

2015-01-01

Assessment literacy entails understanding and proper use of assessments based on knowledge of theoretical and philosophical foundations of the measurement of students' learning (Volante & Fazio, 2007). It includes knowledge of formative and summative assessment, classroom and large-scale assessment, key psychometric concepts (Deluca &…

Evaluating and Comparing Singaporean and Taiwanese Eighth Graders' Conceptions of Science Assessment

ERIC Educational Resources Information Center

Lin, Tzung-Jin; Tan, Aik-Ling; Lee, Min-Hsien; Tsai, Chin-Chung

2017-01-01

Background: Researchers have indicated that assessment practices and methods should support learners' construction of meaningful understanding of knowledge. Understanding students' conceptions of assessment will enable us to construct more realistic, valid and fair assessments. Learners' conceptualization of assessment would be imperative to serve…

Assessment Leaders' Perspectives of Institutional Cultures of Assessment: A Delphi Study

ERIC Educational Resources Information Center

Fuller, Matthew; Henderson, Susan; Bustamante, Rebecca

2015-01-01

Institutional cultures of assessment are praised as beneficial to student learning. Yet, extant studies have not explored the theoretical foundations and pragmatic approaches to shaping cultures of assessment. The researchers used the Delphi method to explore 10 higher education assessment leaders' attitudes and theoretical perspectives regarding…

Nondiscriminatory Assessment and the System of Multicultural Pluralistic Assessment (SOMPA).

ERIC Educational Resources Information Center

Fiscus, Edward D.; And Others

The paper describes the System of Multicultural Pluralistic Assessment (SOMPA), a method of meeting the nondiscriminatory assessment requirements of P.L. 94-142 (the Education for All Handicapped Children Act). The need for nondiscriminatory assessment and types of nondiscriminatory tests (such as culture fair, culture specific, and Piagetian…

42 CFR 413.343 - Resident assessment data.

Code of Federal Regulations, 2012 CFR

2012-10-01

... such other assessments that are necessary to account for changes in patient care needs. (c... 42 Public Health 2 2012-10-01 2012-10-01 false Resident assessment data. 413.343 Section 413.343... Skilled Nursing Facilities § 413.343 Resident assessment data. (a) Submission of resident assessment data...

42 CFR 413.343 - Resident assessment data.

Code of Federal Regulations, 2011 CFR

2011-10-01

... such other assessments that are necessary to account for changes in patient care needs. (c... 42 Public Health 2 2011-10-01 2011-10-01 false Resident assessment data. 413.343 Section 413.343... Skilled Nursing Facilities § 413.343 Resident assessment data. (a) Submission of resident assessment data...

12 CFR 327.12 - Prepayment of quarterly risk-based assessments.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 4 2011-01-01 2011-01-01 false Prepayment of quarterly risk-based assessments... STATEMENTS OF GENERAL POLICY ASSESSMENTS In General § 327.12 Prepayment of quarterly risk-based assessments. (a) Requirement to prepay assessment. On December 30, 2009, each insured depository institution shall...

Is Self-Assessment in Religious Education Unique?

ERIC Educational Resources Information Center

Brooks, Val; Fancourt, Nigel

2012-01-01

This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state…

Using Assessment to Improve Practice: New Developments and Measures.

ERIC Educational Resources Information Center

Geron, Scott Miyake; And Others

1997-01-01

Theme issue contains 18 articles on (1) clients' role in assessment of the elderly in long-term care; (2) choosing assessment measures (physical, cognitive, quality-of-life, well-being, social support, multidimensional, culturally appropriate); and (3) making assessments useful (including using technology, assessment by telephone, and clinical…

A Strategy for Language Assessment of Young Children: A Combination of Two Approaches.

ERIC Educational Resources Information Center

Kelly, Donna J.; Rice, Mabel L.

1986-01-01

A proposed strategy for language assessment advocates a combination of descriptive and formal assessment measures. This approach involves a parent-clinician interview, parent-child observations, clinician-directed formal and nonformal assessment procedures, and a parent-clinician interpretation. An elaborated sample of language assessment is…

The Scope of Writing Assessment.

ERIC Educational Resources Information Center

Hamp-Lyons, Liz

2002-01-01

Attempts to put the field of writing assessment into a historical, linguistic, and geographical/cultural context, in order to stimulate work in writing assessment from across as broad a set of perspectives as possible. Presents a history of writing assessment, looks at writing assessment in the modern period, and considers the future of writing…

42 CFR 90.4 - Contents of requests for health assessments.

Code of Federal Regulations, 2010 CFR

2010-10-01

... ASSESSMENTS AND HEALTH EFFECTS STUDIES OF HAZARDOUS SUBSTANCES RELEASES AND FACILITIES ADMINISTRATIVE... assessment. (c) Each request for a health assessment should include, where possible: (1) Any other... 42 Public Health 1 2010-10-01 2010-10-01 false Contents of requests for health assessments. 90.4...

49 CFR 1503.419 - Order Assessing Civil Penalty.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 49 Transportation 9 2013-10-01 2013-10-01 false Order Assessing Civil Penalty. 1503.419 Section... AND ENFORCEMENT PROCEDURES Assessment of Civil Penalties by TSA § 1503.419 Order Assessing Civil Penalty. (a) Issuance pursuant to a settlement. TSA will issue an Order Assessing Civil Penalty if the...

Assessment "as" Learning: Enhancing Discourse, Understanding, and Achievement in Innovative Science Curricula

ERIC Educational Resources Information Center

Hickey, Daniel T.; Taasoobshirazi, Gita; Cross, Dionne

2012-01-01

An assessment-oriented design-based research model was applied to existing inquiry-oriented multimedia programs in astronomy, biology, and ecology. Building on emerging situative theories of assessment, the model extends prevailing views of formative assessment "for" learning by embedding "discursive" formative assessment more directly into the…

A Qualitative Approach to Portfolios: The Early Assessment for Exceptional Potential Model.

ERIC Educational Resources Information Center

Shaklee, Beverly D.; Viechnicki, Karen J.

1995-01-01

The Early Assessment for Exceptional Potential portfolio assessment model assesses children as exceptional learners, users, generators, and pursuers of knowledge. It is based on use of authentic learning opportunities; interaction of assessment, curriculum, and instruction; multiple criteria derived from multiple sources; and systematic teacher…

Toward Instructional Leadership: Principals' Perceptions of Large-Scale Assessment in Schools

ERIC Educational Resources Information Center

Prytula, Michelle; Noonan, Brian; Hellsten, Laurie

2013-01-01

This paper describes a study of the perceptions that Saskatchewan school principals have regarding large-scale assessment reform and their perceptions of how assessment reform has affected their roles as principals. The findings revealed that large-scale assessments, especially provincial assessments, have affected the principal in Saskatchewan…

Does Computer-Based Motor Skill Assessment Training Transfer to Live Assessing?

ERIC Educational Resources Information Center

Kelly, Luke E.; Taliaferro, Andrea; Krause, Jennifer

2012-01-01

Developing competency in motor skill assessment has been identified as a critical need in physical educator preparation. We conducted this study to evaluate (a) the effectiveness of a web-based instructional program--Motor Skill Assessment Program (MSAP)--for developing assessment competency, and specifically (b) whether competency developed by…

Learning about Assessment: The Impact of Two Courses for Higher Education Staff

ERIC Educational Resources Information Center

Reimann, Nicola

2018-01-01

This interview-based study investigated the impact of two academic development courses about assessment. Participants learnt concepts and terminology that enabled them to better understand and communicate about assessment. The courses also stimulated critical thinking about assessment practices and conceptual change, with 'assessment for learning'…

75 FR 9536 - Olives Grown in California; Increased Assessment Rate

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-03

... increase the assessment rate established for the California Olive Committee (Committee) for the 2010 and... fiscal year began January 1 and ends December 31. The assessment rate would remain in effect indefinitely... from such assessments. It is intended that the assessment rate as proposed herein would be applicable...

The Role of Learner-Centred Assessment in Postsecondary Organisational Change

ERIC Educational Resources Information Center

Webber, Karen L.; Tschepikow, Kyle

2013-01-01

For postsecondary institutions, organisational change is an inevitable and ongoing process. Institutions face a growing need to assess student learning assessment as part of an institution's comprehensive assessment plan. While a growing body of literature suggests that learner-centred assessment is a best practice in higher education pedagogy, it…

Variability in GCSE Controlled Assessments Subject to High Levels of Control: Ipsos MORI's "Evaluation of the Introduction of Controlled Assessment" (2011) and Its Implications for Controlled Assessments in English Literature

ERIC Educational Resources Information Center

Vowles, C. G.

2012-01-01

Controlled assessment (CA) was introduced as a valid and reliable replacement for coursework in GCSE English and English Literature assessments in 2009. I argue that CA lacks clear definition, typically mimics externally-assessed public examinations and, when interrogated through the Crooks eight-link chain model, is undermined by several threats…

Common Formative Assessments Developed through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States

ERIC Educational Resources Information Center

Hill, Tory C.

2013-01-01

The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead of frequent formative assessments to monitor instruction and promote student learning. Common formative assessments (CFAs) help teachers align curriculum, assessment,…

Moving Nursing Program Portfolio Assessment From Midterm to End of Program: Lessons Learned.

PubMed

Hickey, Kari; Rossetti, Jeanette; Oldenburg, Nancy; Abendroth, Maryann; Uhlken, Connie; Musker, Kathleen; Peters, Bradley; Paramore, Patricia

Portfolio assessment promotes a culture of evidence, evaluates program outcomes, and provides an opportunity to assess the acquisition of knowledge and skills that are not easily assessed by examinations and other traditional assessment methods in nursing curricula. The portfolio program of 1 Midwestern school of nursing recently moved portfolio assessment to the end of program. The process of this change including logistics, rubric development, and lessons learned is highlighted.

Beyond JCAHO: using competency models to change healthcare organizations. Part 2: Developing competence assessment systems.

PubMed

Decker, P J; Strader, M K; Wise, R J

1997-01-01

In 1996, JCAHO required hospitals to assess, prove, track, and improve the competence of all employees. This article is the second part of a review of the concept of competency assessment and the implications of meeting and exceeding the JCAHO standards. Part 1 (in the previous issue of Hospital Topics) provided the theory of competence assessment, the current situation in JCAHO surveys, and an overview of the problems inherent in competency assessment. This part puts competence assessment in the context of quality improvement and provides the details of developing competence assessment systems.

Global mineral resource assessment: porphyry copper assessment of Mexico: Chapter A in Global mineral resource assessment

USGS Publications Warehouse

Hammarstrom, Jane M.; Robinson, Gilpin R.; Ludington, Steve; Gray, Floyd; Drenth, Benjamin J.; Cendejas-Cruz, Francisco; Espinosa, Enrique; Pérez-Segura, Efrén; Valencia-Moreno, Martín; Rodríguez-Castañeda, José Luis; Vásquez-Mendoza, Rigobert; Zürcher, Lukas

2010-01-01

This report includes a brief overview of porphyry copper deposits in Mexico, a description of the assessment process used, a summary of results, and appendixes. Appendixes A through K contain summary information for each tract, as follows: location, the geologic feature assessed, the rationale for tract delineation, tables and descriptions of known deposits and significant prospects, exploration history, model selection, rationale for the estimates, assessment results, and references. The accompanying digital map files (shapefiles) provide permissive tract outlines, assessment results, and data for deposits and prospects in a GIS format (appendix L).

Personality Assessment: A Competency-Capability Perspective.

PubMed

Kaslow, Nadine J; Finklea, J Tyler; Chan, Ginny

2018-01-01

This article begins by reviewing the proficiency of personality assessment in the context of the competencies movement, which has dominated health service psychology in recent years. It examines the value of including a capability framework for advancing this proficiency and enhancing the quality of personality assessments, including Therapeutic Assessment (Finn & Tonsager, 1997 ), that include a personality assessment component. This hybrid competency-capability framework is used to set the stage for the conduct of personality assessments in a variety of contexts and for the optimal training of personality assessment. Future directions are offered in terms of ways psychologists can strengthen their social contract with the public and offer a broader array of personality assessments in more diverse contexts and by individuals who are both competent and capable.

[Ecological environmental quality assessment of Hangzhou urban area based on RS and GIS].

PubMed

Xu, Pengwei; Zhao, Duo

2006-06-01

In allusion to the shortage of traditional ecological environmental quality assessment, this paper studied the spatial distribution of assessing factors at a mid-small scale, and the conversion of integer character to girding assessing cells. The main assessing factors including natural environmental condition, environmental quality, natural landscape and urbanization pressure, which were classified into four types with about eleven assessing factors, were selected from RS images and GIS-spatial analyzing environmental quality vector graph. Based on GIS, a comprehensive assessment model for the ecological environmental quality in Hangzhou urban area was established. In comparison with observed urban heat island effects, the assessment results were in good agreement with the ecological environmental quality in the urban area of Hangzhou.

[Regional atmospheric environment risk source identification and assessment].

PubMed

Zhang, Xiao-Chun; Chen, Wei-Ping; Ma, Chun; Zhan, Shui-Fen; Jiao, Wen-Tao

2012-12-01

Identification and assessment for atmospheric environment risk source plays an important role in regional atmospheric risk assessment and regional atmospheric pollution prevention and control. The likelihood exposure and consequence assessment method (LEC method) and the Delphi method were employed to build a fast and effective method for identification and assessment of regional atmospheric environment risk sources. This method was applied to the case study of a large coal transportation port in North China. The assessment results showed that the risk characteristics and the harm degree of regional atmospheric environment risk source were in line with the actual situation. Fast and effective identification and assessment of risk source has laid an important foundation for the regional atmospheric environmental risk assessment and regional atmospheric pollution prevention and control.

Designing assignment using authentic assessment

NASA Astrophysics Data System (ADS)

Arlianty, Widinda Normalia; Febriana, Beta Wulan; Diniaty, Artina; Fauzi'ah, Lina

2017-12-01

This research is conducted to get an overview of the use of authentic assessment in the department of chemistry education, Islamic University of Indonesia. This research was conducted on the students of semester five, odd semester of academic year 2016/2017. Authentic assessment is an assessment process that is capable of measuring the knowledge, attitudes and skills of learners. Chemistry teacher candidates are required to be equipped with teaching and judging skills. Teachers were required can design and carry out assessment of the process and learning outcomes of students in an objective, accountable, and informative. Teacher creativity is required in the assessment. Therefore, authentic assessment is very appropriate used to improve the competence of students in education department as teachers candidates in the preparation of learning assessments.

The use of psychosocial assessment following the Haiti earthquake in the development of the three-year emotional psycho-medical mental health and psychosocial support (EP-MMHPS) plan.

PubMed

Jordan, Karin

2010-01-01

This article provides information about the 2010 Haiti earthquake. An assessment model used by a crisis counselor responding to the earthquake is presented, focusing on the importance of gathering pre-deployment assessment and in-country assessment. Examples of the information gathered through the in-country assessment model from children, adolescents, and adults are presented. A brief overview of Haiti's three-year Emergency Psycho-Medical Mental Health and Psychosocial Support (EP-MMHPS) is provided. Finally, how the psychosocial manual developed after assessing 200 Haitian survivors through in-country assessment, and information gathered through pre-deployment assessment became part of the EP-MMHPS is offered.

Assessment and accountability: part 2 - managing failing students.

PubMed

Houghton, Trish

2016-06-08

Assessment in clinical practice is a complex role undertaken by mentors and practice teachers. This article is the second of three articles about assessment in practice. Part one examined the importance of assessment and identified various assessment methods used in clinical practice. This article considers two main themes in the assessment of practice. First, it outlines the importance of providing feedback, and explores preparation for regular feedback and the documentation used to help mentors and practice teachers undertake this activity. Second, it discusses management of failing students, and reviews the literature relating to the 'failure to fail' phenomenon. This article relates to the third domain and outcomes of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on assessment and accountability.

Understanding National Models for Climate Assessments

NASA Astrophysics Data System (ADS)

Dave, A.; Weingartner, K.

2017-12-01

National-level climate assessments have been produced or are underway in a number of countries. These efforts showcase a variety of approaches to mapping climate impacts onto human and natural systems, and involve a variety of development processes, organizational structures, and intended purposes. This presentation will provide a comparative overview of national `models' for climate assessments worldwide, drawing from a geographically diverse group of nations with varying capacities to conduct such assessments. Using an illustrative sampling of assessment models, the presentation will highlight the range of assessment mandates and requirements that drive this work, methodologies employed, focal areas, and the degree to which international dimensions are included for each nation's assessment. This not only allows the U.S. National Climate Assessment to be better understood within an international context, but provides the user with an entry point into other national climate assessments around the world, enabling a better understanding of the risks and vulnerabilities societies face.

A Faculty Toolkit for Formative Assessment in Pharmacy Education

PubMed Central

Alston, Greg L.; Bird, Eleanora; Buring, Shauna M.; Kelley, Katherine A.; Murphy, Nanci L.; Schlesselman, Lauren S.; Stowe, Cindy D.; Szilagyi, Julianna E.

2014-01-01

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student’s ability to demonstrate achievement of educational outcomes and a faculty member’s ability to become an effective educator. PMID:26056399

Reliability and Validity of Ambulatory Cognitive Assessments

PubMed Central

Sliwinski, Martin J.; Mogle, Jacqueline A.; Hyun, Jinshil; Munoz, Elizabeth; Smyth, Joshua M.; Lipton, Richard B.

2017-01-01

Mobile technologies are increasingly used to measure cognitive function outside of traditional clinic and laboratory settings. Although ambulatory assessments of cognitive function conducted in people’s natural environments offer potential advantages over traditional assessment approaches, the psychometrics of cognitive assessment procedures have been understudied. We evaluated the reliability and construct validity of ambulatory assessments of working memory and perceptual speed administered via smartphones as part of an ecological momentary assessment (EMA) protocol in a diverse adult sample (N=219). Results indicated excellent between-person reliability (≥.97) for average scores, and evidence of reliable within-person variability across measurement occasions (.41–.53). The ambulatory tasks also exhibited construct validity, as evidence by their loadings on working memory and perceptual speed factors defined by the in-lab assessments. Our findings demonstrate that averaging across brief cognitive assessments made in uncontrolled naturalistic settings provide measurements that are comparable in reliability to assessments made in controlled laboratory environments. PMID:27084835

National Ecosystem Assessments in Europe: A Review

PubMed Central

Schröter, Matthias; Albert, Christian; Marques, Alexandra; Tobon, Wolke; Lavorel, Sandra; Maes, Joachim; Brown, Claire; Klotz, Stefan; Bonn, Aletta

2016-01-01

Abstract National ecosystem assessments form an essential knowledge base for safeguarding biodiversity and ecosystem services. We analyze eight European (sub-)national ecosystem assessments (Portugal, United Kingdom, Spain, Norway, Flanders, Netherlands, Finland, and Germany) and compare their objectives, political context, methods, and operationalization. We observed remarkable differences in breadth of the assessment, methods employed, variety of services considered, policy mandates, and funding mechanisms. Biodiversity and ecosystem services are mainly assessed independently, with biodiversity conceptualized as underpinning services, as a source of conflict with services, or as a service in itself. Recommendations derived from our analysis for future ecosystem assessments include the needs to improve the common evidence base, to advance the mapping of services, to consider international flows of services, and to connect more strongly to policy questions. Although the context specificity of national ecosystem assessments is acknowledged as important, a greater harmonization across assessments could help to better inform common European policies and future pan-regional assessments. PMID:28533561

Considering social work assessment of families

PubMed Central

Devine, Lauren

2015-01-01

Since the 1990s the way in which social workers respond to referrals of children to Children's Social Care departments has evolved. It has moved through a process that ‘screens families out’ of child protection assessment to a system aiming to ‘screen families in’ where necessary, and now uses a holistic assessment aiming to screen for both risk and need. The assessment framework developed to assess children in need and their families is the modern social work response to all referrals. Little research has been carried out to assess its suitability as a widespread social work response. This article considers the debates that have emerged in relation to its use and concludes that insufficient consideration has been given to evaluating assessment as an appropriate measure of need and risk. Wider provision of non-assessed universal services would reduce the need for assessment. PMID:25866453

Reenvisioning Assessment for the Academy and the Accreditation Council for Pharmacy Education's Standards Revision Process

PubMed Central

Kelley, Katherine A.; Kuba, Sarah E.; Mason, Holly L.; Mueller, Bruce A.; Plake, Kimberly S.; Seaba, Hazel H.; Soliman, Suzanne R.; Sweet, Burgunda V.; Yee, Gary C.

2013-01-01

Assessment has become a major aspect of accreditation processes across all of higher education. As the Accreditation Council for Pharmacy Education (ACPE) plans a major revision to the standards for doctor of pharmacy (PharmD) education, an in-depth, scholarly review of the approaches and strategies for assessment in the PharmD program accreditation process is warranted. This paper provides 3 goals and 7 recommendations to strengthen assessment in accreditation standards. The goals include: (1) simplified standards with a focus on accountability and improvement, (2) institutionalization of assessment efforts; and (3) innovation in assessment. Evolving and shaping assessment practices is not the sole responsibility of the accreditation standards. Assessment requires commitment and dedication from individual faculty members, colleges and schools, and organizations supporting the college and schools, such as the American Association of Colleges of Pharmacy. Therefore, this paper also challenges the academy and its members to optimize assessment practices. PMID:24052644

A review of NASA-sponsored technology assessment projects

NASA Technical Reports Server (NTRS)

Mascy, A. C.; Alexander, A. D., III; Wood, R. D.

1978-01-01

Recent technology assessment studies sponsored by NASA are reviewed, and a summary of the technical results as well as a critique of the methodologies are presented. The reviews include Assessment of Lighter-Than-Air Technology, Technology Assessment of Portable Energy RDT&P, Technology Assessment of Future Intercity Passenger Transportation Systems, and Technology Assessment of Space Disposal of Radioactive Nuclear Waste. The use of workshops has been introduced as a unique element of some of these assessments. Also included in this report is a brief synopsis of a method of quantifying opinions obtained through such group interactions. Representative of the current technology assessments, these studies cover a broad range of socio-political factors and issues in greater depth than previously considered in NASA sponsored studies. In addition to the lessons learned through the conduct of these studies, a few suggestions for improving the effectiveness of future technology assessments are provided.

Objective Data Assessment (ODA) Methods as Nutritional Assessment Tools.

PubMed

Hamada, Yasuhiro

2015-01-01

Nutritional screening and assessment should be a standard of care for all patients because nutritional management plays an important role in clinical practice. However, there is no gold standard for the diagnosis of malnutrition or undernutrition, although a large number of nutritional screening and assessment tools have been developed. Nutritional screening and assessment tools are classified into two categories, namely, subjective global assessment (SGA) and objective data assessment (ODA). SGA assesses nutritional status based on the features of medical history and physical examination. On the other hand, ODA consists of objective data provided from various analyses, such as anthropometry, bioimpedance analysis (BIA), dual-energy X-ray absorptiometry (DEXA), computed tomography (CT), magnetic resonance imaging (MRI), laboratory tests, and functional tests. This review highlights knowledge on the performance of ODA methods for the assessment of nutritional status in clinical practice. J. Med. Invest. 62: 119-122, August, 2015.

Configuration Management Process Assessment Strategy

NASA Technical Reports Server (NTRS)

Henry, Thad

2014-01-01

Purpose: To propose a strategy for assessing the development and effectiveness of configuration management systems within Programs, Projects, and Design Activities performed by technical organizations and their supporting development contractors. Scope: Various entities CM Systems will be assessed dependent on Project Scope (DDT&E), Support Services and Acquisition Agreements. Approach: Model based structured against assessing organizations CM requirements including best practices maturity criteria. The model is tailored to the entity being assessed dependent on their CM system. The assessment approach provides objective feedback to Engineering and Project Management of the observed CM system maturity state versus the ideal state of the configuration management processes and outcomes(system). center dot Identifies strengths and risks versus audit gotcha's (findings/observations). center dot Used "recursively and iteratively" throughout program lifecycle at select points of need. (Typical assessments timing is Post PDR/Post CDR) center dot Ideal state criteria and maturity targets are reviewed with the assessed entity prior to an assessment (Tailoring) and is dependent on the assessed phase of the CM system. center dot Supports exit success criteria for Preliminary and Critical Design Reviews. center dot Gives a comprehensive CM system assessment which ultimately supports configuration verification activities.*

The Mental Disability Military Assessment Tool: A Reliable Tool for Determining Disability in Veterans with Post-traumatic Stress Disorder.

PubMed

Fokkens, Andrea S; Groothoff, Johan W; van der Klink, Jac J L; Popping, Roel; Stewart, Roy E; van de Ven, Lex; Brouwer, Sandra; Tuinstra, Jolanda

2015-09-01

An assessment tool was developed to assess disability in veterans who suffer from post-traumatic stress disorder (PTSD) due to a military mission. The objective of this study was to determine the reliability, intra-rater and inter-rater variation of the Mental Disability Military (MDM) assessment tool. Twenty-four assessment interviews of veterans with an insurance physician were videotaped. Each videotaped interview was assessed by a group of five independent raters on limitations of the veterans using the MDM assessment tool. After 2 months the raters repeated this procedure. Next the intra-rater and inter-rater variation was assessed with an adjusted version of AG09 computing weighted percentage agreement. The results of this study showed that both the intra-rater variation and inter-rater variation on the ten subcategories of the MDM assessment tool were small, with an agreement of 84-100% within raters and 93-100% between raters. The MDM assessment tool proves to be a reliable instrument to measure PTSD limitations in functioning in Dutch military veterans who apply for disability compensation. Further research is needed to assess the validity of this instrument.

Barriers and facilitators of suicide risk assessment in emergency departments: a qualitative study of provider perspectives.

PubMed

Petrik, Megan L; Gutierrez, Peter M; Berlin, Jon S; Saunders, Stephen M

2015-01-01

To understand emergency department (ED) providers' perspectives regarding the barriers and facilitators of suicide risk assessment and to use these perspectives to inform recommendations for best practices in ED suicide risk assessment. Ninety-two ED providers from two hospital systems in a Midwestern state responded to open-ended questions via an online survey that assessed their perspectives on the barriers and facilitators to assess suicide risk as well as their preferred assessment methods. Responses were analyzed using an inductive thematic analysis approach. Qualitative analysis yielded six themes that impact suicide risk assessment. Time, privacy, collaboration and consultation with other professionals and integration of a standard screening protocol in routine care exemplified environmental and systemic themes. Patient engagement/participation in assessment and providers' approach to communicating with patients and other providers also impacted the effectiveness of suicide risk assessment efforts. The findings inform feasible suicide risk assessment practices in EDs. Appropriately utilizing a collaborative, multidisciplinary approach to assess suicide-related concerns appears to be a promising approach to ameliorate the burden placed on ED providers and facilitate optimal patient care. Recommendations for clinical care, education, quality improvement and research are offered. Published by Elsevier Inc.

Robot-assisted home hazard assessment for fall prevention: a feasibility study.

PubMed

Sadasivam, Rajani S; Luger, Tana M; Coley, Heather L; Taylor, Benjamin B; Padir, Taskin; Ritchie, Christine S; Houston, Thomas K

2014-01-01

We examined the feasibility of using a remotely manoeuverable robot to make home hazard assessments for fall prevention. We employed use-case simulations to compare robot assessments with in-person assessments. We screened the homes of nine elderly patients (aged 65 years or more) for fall risks using the HEROS screening assessment. We also assessed the participants' perspectives of the remotely-operated robot in a survey. The nine patients had a median Short Blessed Test score of 8 (interquartile range, IQR 2-20) and a median Life-Space Assessment score of 46 (IQR 27-75). Compared to the in-person assessment (mean = 4.2 hazards identified per participant), significantly more home hazards were perceived in the robot video assessment (mean = 7.0). Only two checklist items (adequate bedroom lighting and a clear path from bed to bathroom) had more than 60% agreement between in-person and robot video assessment. Participants were enthusiastic about the robot and did not think it violated their privacy. The study found little agreement between the in-person and robot video hazard assessments. However, it identified several research questions about how to best use remotely-operated robots.

Development and validation of a Clinical Assessment Tool for Nursing Education (CAT-NE).

PubMed

Skúladóttir, Hafdís; Svavarsdóttir, Margrét Hrönn

2016-09-01

The aim of this study was to develop a valid assessment tool to guide clinical education and evaluate students' performance in clinical nursing education. The development of the Clinical Assessment Tool for Nursing Education (CAT-NE) was based on the theory of nursing as professional caring and the Bologna learning outcomes. Benson and Clark's four steps of instrument development and validation guided the development and assessment of the tool. A mixed-methods approach with individual structured cognitive interviewing and quantitative assessments was used to validate the tool. Supervisory teachers, a pedagogical consultant, clinical expert teachers, clinical teachers, and nursing students at the University of Akureyri in Iceland participated in the process. This assessment tool is valid to assess the clinical performance of nursing students; it consists of rubrics that list the criteria for the students' expected performance. According to the students and their clinical teachers, the assessment tool clarified learning objectives, enhanced the focus of the assessment process, and made evaluation more objective. Training clinical teachers on how to assess students' performances in clinical studies and use the tool enhanced the quality of clinical assessment in nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

The role of the SMART and WHIM in behavioural assessment of disorders of consciousness: clinical utility and scope for a symbiotic relationship.

PubMed

Morrissey, Ann-Marie; Gill-Thwaites, Helen; Wilson, Barbara; Leonard, Rachel; McLellan, Lindsay; Pundole, Amy; Shiel, Agnes

2017-08-01

As the prevalence and incidence of disorders of consciousness (DoC) increase, researchers and clinicians are tasked with developing best practice assessment techniques. Neurobehavioural assessment remains the most clinically available method of measuring consciousness. Neuroimaging and other physiological measurements are demonstrating promise in supporting this assessment but many of these techniques require further research and are not widely available in sub-acute and long-term care settings. No study to date has explored in-depth complementary use of multiple neurobehavioural assessments in aiding beside assessment of consciousness. This paper describes and proposes complementary use of two commonly used standardised neurobehavioural assessments. The Sensory Modality Assessment and Rehabilitation Technique (SMART) and the Wessex Head Injury Matrix (WHIM) both have specific aims and play an important role in behavioural assessment across the care continuum. This paper proposes that when used together appropriately these two assessments promote best practice and strengthen behavioural assessment of consciousness by providing increased opportunities to capture awareness. Further research into use of more than one neurobehavioural tool is highlighted as an important area of inquiry for this heterogeneous population not only in clinical practice but also in research.

Frailty Assessment in Heart Failure: an Overview of the Multi-domain Approach.

PubMed

McDonagh, Julee; Ferguson, Caleb; Newton, Phillip J

2018-02-01

The study aims (1) to provide a contemporary description of frailty assessment in heart failure and (2) to provide an overview of multi-domain frailty assessment in heart failure. Frailty assessment is an important predictive measure for mortality and hospitalisation in individuals with heart failure. To date, there are no frailty assessment instruments validated for use in heart failure. This has resulted in significant heterogeneity between studies regarding the assessment of frailty. The most common frailty assessment instrument used in heart failure is the Frailty Phenotype which focuses on five physical domains of frailty; the appropriateness a purely physical measure of frailty in individuals with heart failure who frequently experience decreased exercise tolerance and shortness of breath is yet to be determined. A limited number of studies have approached frailty assessment using a multi-domain view which may be more clinically relevant in heart failure. There remains a lack of consensus regarding frailty assessment and an absence of a validated instrument in heart failure. Despite this, frailty continues to be assessed frequently, primarily for research purposes, using predominantly physical frailty measures. A more multidimensional view of frailty assessment using a multi-domain approach will likely be more sensitive to identifying at risk patients.

Reference H Cycle 3 Stability, Control, and Flying Qualities Batch Assessments

NASA Technical Reports Server (NTRS)

Henderson, Dennis K.

1999-01-01

This work is an update of the assessment completed in February of 1996, when a preliminary assessment report was issued for the Cycle 2B simulation model. The primary purpose of the final assessment was to re-evaluate each assessment against the flight control system (FCS) requirements document using the updated model. Only a limited number of final assessments were completed due to the close proximity of the release of the Langley model and the assessment deliverable date. The assessment used the nonlinear Cycle 3 simulation model because it combines nonlinear aeroelastic (quasi-static) aerodynamic with hinge moment and rate limited control surface deflections. Both Configuration Aerodynamics (Task 32) and Flight Controls (Task 36) were funded in 1996 to conduct the final stability and control assessments of the unaugmented Reference H configuration in FY96. Because the two tasks had similar output requirements, the work was divided such that Flight Controls would be responsible for the implementation and checkout of the simulation model and Configuration Aerodynamics for writing Madab "script' files, conducting the batch assessments and writing the assessment report. Additionally, Flight Controls was to investigate control surface allocations schemes different from the baseline Reference H in an effort to fulfill flying qualities criteria.

Advancing Resident Assessment in Graduate Medical Education

PubMed Central

Swing, Susan R.; Clyman, Stephen G.; Holmboe, Eric S.; Williams, Reed G.

2009-01-01

Background The Outcome Project requires high-quality assessment approaches to provide reliable and valid judgments of the attainment of competencies deemed important for physician practice. Intervention The Accreditation Council for Graduate Medical Education (ACGME) convened the Advisory Committee on Educational Outcome Assessment in 2007–2008 to identify high-quality assessment methods. The assessments selected by this body would form a core set that could be used by all programs in a specialty to assess resident performance and enable initial steps toward establishing national specialty databases of program performance. The committee identified a small set of methods for provisional use and further evaluation. It also developed frameworks and processes to support the ongoing evaluation of methods and the longer-term enhancement of assessment in graduate medical education. Outcome The committee constructed a set of standards, a methodology for applying the standards, and grading rules for their review of assessment method quality. It developed a simple report card for displaying grades on each standard and an overall grade for each method reviewed. It also described an assessment system of factors that influence assessment quality. The committee proposed a coordinated, national-level infrastructure to support enhancements to assessment, including method development and assessor training. It recommended the establishment of a new assessment review group to continue its work of evaluating assessment methods. The committee delivered a report summarizing its activities and 5 related recommendations for implementation to the ACGME Board in September 2008. PMID:21975993

Utility of Social Modeling for Proliferation Assessment - Preliminary Assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Coles, Garill A.; Gastelum, Zoe N.; Brothers, Alan J.

2009-06-01

This Preliminary Assessment draft report will present the results of a literature search and preliminary assessment of the body of research, analysis methods, models and data deemed to be relevant to the Utility of Social Modeling for Proliferation Assessment research. This report will provide: 1) a description of the problem space and the kinds of information pertinent to the problem space, 2) a discussion of key relevant or representative literature, 3) a discussion of models and modeling approaches judged to be potentially useful to the research, and 4) the next steps of this research that will be pursued based onmore » this preliminary assessment. This draft report represents a technical deliverable for the NA-22 Simulations, Algorithms, and Modeling (SAM) program. Specifically this draft report is the Task 1 deliverable for project PL09-UtilSocial-PD06, Utility of Social Modeling for Proliferation Assessment. This project investigates non-traditional use of social and cultural information to improve nuclear proliferation assessment, including nonproliferation assessment, proliferation resistance assessments, safeguards assessments and other related studies. These assessments often use and create technical information about the State’s posture towards proliferation, the vulnerability of a nuclear energy system to an undesired event, and the effectiveness of safeguards. This project will find and fuse social and technical information by explicitly considering the role of cultural, social and behavioral factors relevant to proliferation. The aim of this research is to describe and demonstrate if and how social science modeling has utility in proliferation assessment.« less

Biology Reflective Assessment Curriculum

NASA Astrophysics Data System (ADS)

Bayley, Cheryl Ann

Often students and educators view assessments as an obligation and finality for a unit. In the current climate of high-stakes testing and accountability, the balance of time, resources and emphasis on students' scores related to assessment have been slanted considerably toward the summative side. This tension between assessment for accountability and assessment to inform teaching strains instruction and educators' ability to use that information to design learning opportunities that help students develop deeper conceptual understanding. A substantive body of research indicates that formative and reflective assessment can significantly improve student learning. Biology Reflective Assessment Curriculum (BRAC) examines support provided for high school science students through assessment practices. This investigation incorporates the usage of reflective assessments as a guiding practice for differentiated instruction and student choice. Reflective assessment is a metacognitive strategy that promotes self-monitoring and evaluation. The goals of the curriculum are to promote self-efficacy and conceptual understanding in students learning biology through developing their metacognitive awareness. BRAC was implemented in a high school biology classroom. Data from assessments, metacognitive surveys, self-efficacy surveys, reflective journals, student work, a culminating task and field notes were used to evaluate the effectiveness of the curriculum. The results suggest that students who develop their metacognitive skills developed a deeper conceptual understanding and improved feelings of self-efficacy when they were engaged in a reflective assessment unit embedded with student choice. BRAC is a tool for teachers to use assessments to assist students in becoming metacognitive and to guide student choice in learning opportunities.

Assessment Tools for Evaluation of Oral Feeding in Infants Younger Than 6 Months.

PubMed

Pados, Britt F; Park, Jinhee; Estrem, Hayley; Awotwi, Araba

2016-04-01

Feeding difficulty is common in infants younger than 6 months. Identification of infants in need of specialized treatment is critical to ensure appropriate nutrition and feeding skill development. Valid and reliable assessment tools help clinicians objectively evaluate feeding. To identify and evaluate assessment tools available for clinical assessment of bottle- and breastfeeding in infants younger than 6 months. CINAHL, HaPI, PubMed, and Web of Science were searched for "infant feeding" and "assessment tool." The literature (n = 237) was reviewed for relevant assessment tools. A secondary search was conducted in CINAHL and PubMed for additional literature on identified tools. Eighteen assessment tools met inclusion criteria. Of these, 7 were excluded because of limited available literature or because they were intended for use with a specific diagnosis or in research only. There are 11 assessment tools available for clinical practice. Only 2 of these were intended for bottle-feeding. All 11 indicated that they were appropriate for use with breastfeeding. None of the available tools have adequate psychometric development and testing. All of the tools should be used with caution. The Early Feeding Skills Assessment and Bristol Breastfeeding Assessment Tool had the most supportive psychometric development and testing. Feeding assessment tools need to be developed and tested to guide optimal clinical care of infants from birth through 6 months. A tool that assesses both bottle- and breastfeeding would allow for consistent assessment across feeding methods.

Video self-assessment of basic suturing and knot tying skills by novice trainees.

PubMed

Hu, Yinin; Tiemann, Debbie; Michael Brunt, L

2013-01-01

Self-assessment is important to learning but few studies have utilized video self-assessment of basic surgical skills. We compared a video self-assessment of suturing and knot tying skills by novice trainees to the assessment by a senior attending surgeon. Sixteen senior medical students and 7 beginner surgical interns were video-recorded while performing five suturing and knot tying tasks. All videos were analyzed using an objective structured assessment of technical skills (OSATS) metrics (1-5 scale; 1 = novice, 5 = expert). Video self-assessment was carried out within 4 weeks of an instructional session and subsequently by one senior surgery instructor (blinded to the individual). Both a Global score and total combined OSATS scores were analyzed. Total possible OSATS scores were: interrupted suture-30, subcuticular closure-30, one and two-handed knot tying-25 each, tying in a restricted space 20; maximum combined score-130 points). Confidence levels in performing the tasks pre-test and the value of video self-assessment were rated on a 1-5 Likert scale (1 = low and 5 = high). Data are mean±SD and statistical significance was evaluated using Friedman's test. Self-assessment scoring was significantly higher than the assessment by a senior instructor for three tasks by global score and all five tasks by combined OSATS score (self-assessment 71.8±16.7 vs attending assessment 56.7±11.0, p = 0.007). Mean self-assessment Global scores ranged from 2.5 to 2.8 for all tasks performed compared to 1.8-2.3 for attending surgeon assessment (p<0.05). Confidence levels demonstrated no correlation to performance speed or proficiency. The video self-assessment was rated as a highly valuable (mean 4.3±0.8) component to skills training. Novice trainees over-estimate their basic technical skills performance compared to the assessment by a senior surgeon. Video self-assessment may be a valuable addition to a pre-residency and surgical internship preparatory curriculum in basic suturing and knot tying. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Fact Sheet: Assessing Risks from Flame Retardants

EPA Pesticide Factsheets

EPA's assessing and managing risk programs address pollution prevention, risk assessment, hazard and exposure assessment and/or characterization, and risk management for chemicals substances in commercial use.

Changing the culture of assessment: the dominance of the summative assessment paradigm.

PubMed

Harrison, Christopher J; Könings, Karen D; Schuwirth, Lambert W T; Wass, Valerie; van der Vleuten, Cees P M

2017-04-28

Despite growing evidence of the benefits of including assessment for learning strategies within programmes of assessment, practical implementation of these approaches is often problematical. Organisational culture change is often hindered by personal and collective beliefs which encourage adherence to the existing organisational paradigm. We aimed to explore how these beliefs influenced proposals to redesign a summative assessment culture in order to improve students' use of assessment-related feedback. Using the principles of participatory design, a mixed group comprising medical students, clinical teachers and senior faculty members was challenged to develop radical solutions to improve the use of post-assessment feedback. Follow-up interviews were conducted with individual members of the group to explore their personal beliefs about the proposed redesign. Data were analysed using a socio-cultural lens. Proposed changes were dominated by a shared belief in the primacy of the summative assessment paradigm, which prevented radical redesign solutions from being accepted by group members. Participants' prior assessment experiences strongly influenced proposals for change. As participants had largely only experienced a summative assessment culture, they found it difficult to conceptualise radical change in the assessment culture. Although all group members participated, students were less successful at persuading the group to adopt their ideas. Faculty members and clinical teachers often used indirect techniques to close down discussions. The strength of individual beliefs became more apparent in the follow-up interviews. Naïve epistemologies and prior personal experiences were influential in the assessment redesign but were usually not expressed explicitly in a group setting, perhaps because of cultural conventions of politeness. In order to successfully implement a change in assessment culture, firmly-held intuitive beliefs about summative assessment will need to be clearly understood as a first step.

Validity and applicability of a video-based animated tool to assess mobility in elderly Latin American populations

PubMed Central

Guerra, Ricardo Oliveira; Oliveira, Bruna Silva; Alvarado, Beatriz Eugenia; Curcio, Carmen Lucia; Rejeski, W Jack; Marsh, Anthony P; Ip, Edward H; Barnard, Ryan T; Guralnik, Jack M; Zunzunegui, Maria Victoria

2016-01-01

Aim To assess the reliability and the validity of Portuguese- and Spanish-translated versions of the video-based short-form Mobility Assessment Tool in assessing self-reported mobility, and to provide evidence for the applicability of these videos in elderly Latin American populations as a complement to physical performance measures. Methods The sample consisted of 300 elderly participants (150 from Brazil, 150 from Colombia) recruited at neighborhood social centers. Mobility was assessed with the Mobility Assessment Tool, and compared with the Short Physical Performance Battery score and self-reported functional limitations. Reliability was calculated using intraclass correlation coefficients. Multiple linear regression analyses were used to assess associations among mobility assessment tools and health, and sociodemographic variables. Results A significant gradient of increasing Mobility Assessment Tool score with better physical function was observed for both self-reported and objective measures, and in each city. Associations between self-reported mobility and health were strong, and significant. Mobility Assessment Tool scores were lower in women at both sites. Intraclass correlation coefficients of the Mobility Assessment Tool were 0.94 (95% confidence interval 0.90–0.97) in Brazil and 0.81 (95% confidence interval 0.66–0.91) in Colombia. Mobility Assessment Tool scores were lower in Manizales than in Natal after adjustment by Short Physical Performance Battery, self-rated health and sex. Conclusions These results provide evidence for high reliability and good validity of the Mobility Assessment Tool in its Spanish and Portuguese versions used in Latin American populations. In addition, the Mobility Assessment Tool can detect mobility differences related to environmental features that cannot be captured by objective perfor mance measures. PMID:24666718

Validity and applicability of a video-based animated tool to assess mobility in elderly Latin American populations.

PubMed

Guerra, Ricardo Oliveira; Oliveira, Bruna Silva; Alvarado, Beatriz Eugenia; Curcio, Carmen Lucia; Rejeski, W Jack; Marsh, Anthony P; Ip, Edward H; Barnard, Ryan T; Guralnik, Jack M; Zunzunegui, Maria Victoria

2014-10-01

To assess the reliability and the validity of Portuguese- and Spanish-translated versions of the video-based short-form Mobility Assessment Tool in assessing self-reported mobility, and to provide evidence for the applicability of these videos in elderly Latin American populations as a complement to physical performance measures. The sample consisted of 300 elderly participants (150 from Brazil, 150 from Colombia) recruited at neighborhood social centers. Mobility was assessed with the Mobility Assessment Tool, and compared with the Short Physical Performance Battery score and self-reported functional limitations. Reliability was calculated using intraclass correlation coefficients. Multiple linear regression analyses were used to assess associations among mobility assessment tools and health, and sociodemographic variables. A significant gradient of increasing Mobility Assessment Tool score with better physical function was observed for both self-reported and objective measures, and in each city. Associations between self-reported mobility and health were strong, and significant. Mobility Assessment Tool scores were lower in women at both sites. Intraclass correlation coefficients of the Mobility Assessment Tool were 0.94 (95% confidence interval 0.90-0.97) in Brazil and 0.81 (95% confidence interval 0.66-0.91) in Colombia. Mobility Assessment Tool scores were lower in Manizales than in Natal after adjustment by Short Physical Performance Battery, self-rated health and sex. These results provide evidence for high reliability and good validity of the Mobility Assessment Tool in its Spanish and Portuguese versions used in Latin American populations. In addition, the Mobility Assessment Tool can detect mobility differences related to environmental features that cannot be captured by objective performance measures. © 2013 Japan Geriatrics Society.

Key Elements for Judging the Quality of a Risk Assessment

PubMed Central

Fenner-Crisp, Penelope A.; Dellarco, Vicki L.

2016-01-01

Background: Many reports have been published that contain recommendations for improving the quality, transparency, and usefulness of decision making for risk assessments prepared by agencies of the U.S. federal government. A substantial measure of consensus has emerged regarding the characteristics that high-quality assessments should possess. Objective: The goal was to summarize the key characteristics of a high-quality assessment as identified in the consensus-building process and to integrate them into a guide for use by decision makers, risk assessors, peer reviewers and other interested stakeholders to determine if an assessment meets the criteria for high quality. Discussion: Most of the features cited in the guide are applicable to any type of assessment, whether it encompasses one, two, or all four phases of the risk-assessment paradigm; whether it is qualitative or quantitative; and whether it is screening level or highly sophisticated and complex. Other features are tailored to specific elements of an assessment. Just as agencies at all levels of government are responsible for determining the effectiveness of their programs, so too should they determine the effectiveness of their assessments used in support of their regulatory decisions. Furthermore, if a nongovernmental entity wishes to have its assessments considered in the governmental regulatory decision-making process, then these assessments should be judged in the same rigorous manner and be held to similar standards. Conclusions: The key characteristics of a high-quality assessment can be summarized and integrated into a guide for judging whether an assessment possesses the desired features of high quality, transparency, and usefulness. Citation: Fenner-Crisp PA, Dellarco VL. 2016. Key elements for judging the quality of a risk assessment. Environ Health Perspect 124:1127–1135; http://dx.doi.org/10.1289/ehp.1510483 PMID:26862984

The interaction of assessment format and sex in assessing the knowledge structure coherence of middle school students' understanding of the concept of force

NASA Astrophysics Data System (ADS)

Schleigh, Sharon

This study focuses on the impact of assessment format on the identification of students' ideas surrounding the concept of force and the consistency with which students apply those ideas across contexts. It is in response to the debate in conceptual change literature regarding students' knowledge structure coherence. Empirical studies in this field typically rely on an interview assessment format. The current study examined the potential of a constructed response assessment format as another possible instrument for data collection involving larger sample populations. The current study specifically compared how the two assessment formats (constructed response and interview assessment) assessed 45 students in the ninth grade in a single school in Arizona. The analysis explored possible biases and interactions by sex, order of assessment, and preference for assessment format because the literature suggests that these factors may potentially affect the performance and coding of assessments. Although small differences between the two assessments were found, the differences were not statistically significant overall or for any subgroup. More specifically, there were no apparent significant biases in the two formats with regard to one another and student sex. However it was found that girls are more likely to express multiple-best match meanings than boys in both assessments. This may be an influence in the diversity found in previous studies concerning students' knowledge structures. These findings suggest that the constructed response format could be administered on a larger scale to assist in the identification of factors contributing to the differences in findings across prior studies in this field. Additionally, these results suggest the potential of this constructed response format for helping teachers conduct formative assessments to guide instructional decisions.

Developing a Process for Sustained Climate Assessment in the US Southwest Region

NASA Astrophysics Data System (ADS)

Duncan, B.; Rick, U. K.; McNie, E. C.

2017-12-01

Climate information needs often vary across states, regions, and sectors. While a national assessment provides foundational guidance about the science and impacts of climate change, there is also value in an ongoing climate assessment process with a more targeted regional geographic scale and sectoral focus. Such a process could provide timely and relevant climate information that is sometimes more detailed than what can be included in a national assessment, while also providing a foundation of knowledge and relationships that can be drawn on in larger-scale assessment processes. In the Sustained Climate Assessment in the Southwest project, researchers are investigating opportunities for sustained assessment in the US Southwest National Climate Assessment (NCA) region - an area that consists of Arizona, California, Colorado, Nevada, New Mexico, and Utah. This work is focused on identifying key elements of an ongoing climate assessment process for the region in collaboration with climate service providers and users, with the goal of connecting providers and users to increase access to information and understanding of climate impacts in decision-making contexts. It is focused on four key sectors that represent a range of existing capacity in the region: water, oceans and coasts, agriculture, and transportation. Recommendations for an ongoing assessment process may vary by sector - a reflection of the capacity and opportunity associated with each. In this presentation, we will share case studies of particularly useful or successful existing assessment activities and identify common characteristics across the case studies. We will also share preliminary recommendations for a regional sustained climate assessment process that draws on the broad existing capacity for climate assessment in the region and complements national-scale assessment processes.

Health literacy assessment and patient satisfaction in surgical practice.

PubMed

Komenaka, Ian K; Nodora, Jesse N; Machado, Lorenzo; Hsu, Chiu-Hsieh; Klemens, Anne E; Martinez, Maria Elena; Bouton, Marcia E; Wilhelmson, Krista L; Weiss, Barry D

2014-03-01

Individuals with limited health literacy have barriers to patient-physician communication. Problems in communication are known to contribute to malpractice litigation. Concern exists, however, about the feasibility and patient acceptance of a health literacy assessment. This study was performed to determine the feasibility of health literacy assessment in surgical practice and its effect on patient satisfaction. Every patient seen in a Breast Surgery Clinic during a 2-year period was asked to undergo a health literacy assessment with the Newest Vital Sign (NVS) as part of the routine history and physical examination. During the year before routine NVS assessments and during the 2-year study period, all patients were asked to rate their "overall satisfaction with clinic visit" on a 5-point scale. A total of 2,026 of 2,097 patients (96.6%) seen during the study were eligible for the health literacy assessment. Of those, no patients refused assessment, and only one patient was missed. Therefore, 2,025 of 2,026 eligible patients (99.9%) underwent the assessment. The average time for NVS assessment was 2:02 minutes. Only 19% of patients had adequate health literacy. Patient satisfaction ratings were slightly greater during the first year of the health literacy assessment (3.8 vs 3.7, P = .049) compared with the year prior to health literacy assessment and greater during the second year of health literacy assessment (4.1 vs 3.7, P < .0001). Routine health literacy assessment is feasible in surgical practice and results in no decrease in patient satisfaction. In fact, satisfaction was greater during the years when health literacy assessments were performed. Copyright © 2014 Mosby, Inc. All rights reserved.

Rule-based exposure assessment versus case-by-case expert assessment using the same information in a community-based study.

PubMed

Peters, Susan; Glass, Deborah C; Milne, Elizabeth; Fritschi, Lin

2014-03-01

Retrospective exposure assessment in community-based studies is largely reliant on questionnaire information. Expert assessment is often used to assess lifetime occupational exposures, but these assessments generally lack transparency and are very time-consuming. We explored the agreement between a rule-based assessment approach and case-by-case expert assessment of occupational exposures in a community-based study. We used data from a case-control study of childhood acute lymphoblastic leukaemia in which parental occupational exposures were originally assigned by expert assessment. Key questions were identified from the completed parent questionnaires and, on the basis of these, rules were written to assign exposure levels to diesel exhaust, pesticides and solvents. We estimated exposure prevalence separately for fathers and mothers, and used κ statistics to assess the agreement between the two exposure assessment methods. Exposures were assigned to 5829 jobs among 1079 men and 6189 jobs among 1234 women. For both sexes, agreement was good for the two assessment methods of exposure to diesel exhaust at a job level (κ=0.70 for men and κ=0.71 for women) and at a person level (κ=0.74 and κ=0.75). The agreement was good to excellent for pesticide exposure among men (κ=0.74 for jobs and κ=0.84 at a person level) and women (κ=0.68 and κ=0.71 at a job and person level, respectively). Moderate to good agreement was observed for assessment of solvent exposure, which was better for women than men. The rule-based assessment approach appeared to be an efficient alternative for assigning occupational exposures in a community-based study for a selection of occupational exposures.

Introducing a design exigency to promote student learning through assessment: A case study.

PubMed

Grealish, Laurie A; Shaw, Julie M

2018-02-01

Assessment technologies are often used to classify student and newly qualified nurse performance as 'pass' or 'fail', with little attention to how these decisions are achieved. Examining the design exigencies of classification technologies, such as performance assessment technologies, provides opportunities to explore flexibility and change in the process of using those technologies. Evaluate an established assessment technology for nursing performance as a classification system. A case study analysis that is focused on the assessment approach and a priori design exigencies of performance assessment technology, in this case the Australian Nursing Standards Assessment Tool 2016. Nurse assessors are required to draw upon their expertise to judge performance, but that judgement is described as a source of bias, creating confusion. The definition of satisfactory performance is 'ready to enter practice'. To pass, the performance on each criterion must be at least satisfactory, indicating to the student that no further improvement is required. The Australian Nursing Standards Assessment Tool 2016 does not have a third 'other' category, which is usually found in classification systems. Introducing a 'not yet competent' category and creating a two-part, mixed methods assessment process can improve the Australian Nursing Standards Assessment Tool 2016 assessment technology. Using a standards approach in the first part, judgement is valued and can generate learning opportunities across a program. Using a measurement approach in the second part, student performance can be 'not yet competent' but still meet criteria for year level performance and a graded pass. Subjecting the Australian Nursing Standards Assessment Tool 2016 assessment technology to analysis as a classification system provides opportunities for innovation in design. This design innovation has the potential to support students who move between programs and clinicians who assess students from different universities. Copyright © 2017 Elsevier Ltd. All rights reserved.

e-Assessment in a Limited-Resources Dental School Using an Open-Source Learning Management System.

PubMed

El Tantawi, Maha M A; Abdelsalam, Maha M; Mourady, Ahmed M; Elrifae, Ismail M B

2015-05-01

e-Assessment provides solutions to some problems encountered in dental students' evaluation. The aim of this study was to evaluate the experience of a limited-resources dental school with e-assessment provided through an open-source learning management system (LMS). Data about users' access and types of e-assessment activities at the Faculty of Dentistry, Alexandria University, Egypt, were obtained from the web-based LMS Moodle. A questionnaire developed to assess students' perceptions of the e-assessment was also sent to students registered in two courses (undergraduate and postgraduate) with the same instructor. The results showed that most e-courses at the school had one form of e-assessment (82%) and, of these, 16.7% had summative assessment activities. There were significant differences among departments in the number of e-courses with e-assessment. One-quarter of e-courses with e-assessment used Moodle quizzes. Of 285 students registered in the two courses that included the questionnaire, 170 responded (response rate=59.6%). The responding students positively perceived the impact of e-assessment on learning and its reliability and security, whereas technical issues and related stresses were negatively perceived. This study suggests that e-assessment can be used at minimal cost in dental schools with limited resources and large class sizes with the least demands on faculty members and teaching staff time. For these schools, an open-source LMS such as Moodle provides formative e-assessment not available otherwise and accommodates various question formats and varying levels of instructors' technical skills. These students seemed to have a positive impression of the e-assessment although technical problems and related stresses are issues that need to be addressed.

Applicability of Performance Assessment Tools to Marine Corps Air Ground Task Force C4 System of Systems Performance Assessment

DTIC Science & Technology

2010-09-01

application of existing assessment tools that may be applicable to Marine Air Ground Task Force (MAGTF) Command, Control, Communications and...of existing assessment tools that may be applicable to Marine Air Ground Task Force (MAGTF) Command, Control, Communications and Computers (C4...assessment tools and analysis concepts that may be extended to the Marine Corps’ C4 System of Systems assessment methodology as a means to obtain a

Twenty years of assessment in WORK: a narrative review.

PubMed

Shaw, Lynn; Campbell, Heather; Jacobs, Karen; Prodinger, Birgit

2010-01-01

The aim of this review was to gain an understanding of the first 20 years of contributions to WORK within the assessment domain and to reflect on the perspectives underscoring this knowledge base. A narrative review of assessment articles using the WORK ARTicle database was conducted. Assessment articles were searched using issues from 1990 to 2009. Descriptive data was analyzed to examine historical trends of the specific types and dimensions of articles, the regional location of the contributions, and the methodological accordance. A reflective process was used by an editorial board member of WORK to inductively interpret perspectives and contextual issues that underpinned the evolution of the assessment domain in WORK. Over half of $N=$ 108 of the articles on assessment in WORK focused on establishing or reporting reliability and validity of assessments used in clinical practice or evaluation research. The majority of the assessment articles were predominantly focused on the person. Contributions of articles were from 5 regions: North America, Europe, Australia, Asia and Africa. Assessment articles in WORK have contributed to the development of evidence to support assessment of the worker. These articles represent a knowledge base that emphasizes evidence-based assessments to evaluate what a person can and cannot do to participate in work. Efforts are needed to expand knowledge generation in assessment to include more evaluations on the workplace and occupation dimensions, and that also considers the worker in context.

[Assessment of invalidity as a result of infectious diseases].

PubMed

Čeledová, L; Čevela, R; Bosák, M

2016-01-01

The article features the new medical assessment paradigm for invalidity as a result of infectious disease which is applied as of 1 January 2010. The invalidity assessment criteria are regulated specifically by Regulation No. 359/2009. Chapter I of the Annexe to the invalidity assessment regulation addresses the area of infectious diseases with respect to functional impairment and its impact on the quality of life. Since 2010, the invalidity has also been newly categorized into three groups. The new assessment approach makes it possible to evaluate a persons functional capacity, type of disability, and eligibility for compensation for reduced capacity for work. In 2010, a total of 170 375 invalidity cases were assessed, and in 2014, 147 121 invalidity assessments were made. Invalidity as a result of infectious disease was assessed in 177 persons in 2010, and 128 invalidity assessments were made in 2014. The most common causes of invalidity as a result of infectious disease are chronic viral hepatitis, other spirochetal infections, tuberculosis of the respiratory tract, tick-borne viral encephalitis, and HIV/AIDS. The number of assessments of invalidity as a result of infectious disease showed a declining trend between 2010 and 2014, similarly to the total of invalidity assessments. In spite of this fact, the cases of invalidity as a result of infectious disease account for approximately half percent of all invalidity assessments made in the above-mentioned period of time.

Going DEEP: guidelines for building simulation-based team assessments.

PubMed

Grand, James A; Pearce, Marina; Rench, Tara A; Chao, Georgia T; Fernandez, Rosemarie; Kozlowski, Steve W J

2013-05-01

Whether for team training, research or evaluation, making effective use of simulation-based technologies requires robust, reliable and accurate assessment tools. Extant literature on simulation-based assessment practices has primarily focused on scenario and instructional design; however, relatively little direct guidance has been provided regarding the challenging decisions and fundamental principles related to assessment development and implementation. The objective of this manuscript is to introduce a generalisable assessment framework supplemented by specific guidance on how to construct and ensure valid and reliable simulation-based team assessment tools. The recommendations reflect best practices in assessment and are designed to empower healthcare educators, professionals and researchers with the knowledge to design and employ valid and reliable simulation-based team assessments. Information and actionable recommendations associated with creating assessments of team processes (non-technical 'teamwork' activities) and performance (demonstration of technical proficiency) are presented which provide direct guidance on how to Distinguish the underlying competencies one aims to assess, Elaborate the measures used to capture team member behaviours during simulation activities, Establish the content validity of these measures and Proceduralise the measurement tools in a way that is systematically aligned with the goals of the simulation activity while maintaining methodological rigour (DEEP). The DEEP framework targets fundamental principles and critical activities that are important for effective assessment, and should benefit healthcare educators, professionals and researchers seeking to design or enhance any simulation-based assessment effort.

Policy formulation and technology assessment.

PubMed

Banta, H D; Behney, C J

1981-01-01

Describes technology assessment and its application to the health field; examines evaluation of efficacy, safety, and cost effectiveness; discusses the use of technology assessment in policy formulation, especially by federal programs; suggests a system for assessment of medical technologies; and offers some observations about the future of technology assessment in policy making. Technology assessment began formally in 1965 in the Committee on Science and Astronautics of the House of Representatives as a process of examining technology and its impacts. Only a few attempts have been made since then to apply the concepts of technology assessment to health care. The amount of money currently devoted to assessing the efficacy and safety of medical technologies is small, and many important technologies have not been assessed. Priorities for clinical trials should therefore be set. Cost effectiveness analysis is a useful tool in decision making but because of its inherent limitations, it should not be the sole or even primary determinant of a decision. Technology assessment is apparently infrequently used as a decision-assisting tool by 3rd party payers, federal government agencies funding biomedical research, or the federal program which is designed to control physician utilization of certain technologies. Only the FDA regularly utilizes technology assessment. A systematic program of technology assessment would require identification of technologies needing testing, setting of priorities for such tests, synthesizing of information gained and its dessemination to decision makers.

Assessing family medicine trainees--what can we learn from the European neighbours?

PubMed

Flum, Elisabeth; Maagaard, Roar; Godycki-Cwirko, Maciek; Scarborough, Nigel; Scherpbier, Nynke; Ledig, Thomas; Roos, Marco; Steinhäuser, Jost

2015-01-01

Although demands on family physicians (FP) are to a large extent similar in the European Union, uniform assessment standards for family medicine (FM) specialty training and assessment do not exist. Aim of this pilot study was to elicit and compare the different modalities and assessment methods of FM specialty training in five European countries. A semi structured survey was undertaken based on a convenient sample in five European countries (Denmark, Germany, Poland, the Netherlands and the United Kingdom). The respondents were asked to respond to ten items about aspects of FM specialty training and assessment methods in their respective countries. If available, this data was completed with information from official websites of the countries involved. FM specialty training is performed heterogeneously in the surveyed countries. Training time periods range from three to five years, in some countries requiring a foundation program of up to two years. Most countries perform longitudinal assessment during FM specialty training using a combination of competence-based approach with additional formative and summative assessment. There is some evidence on the assessments methods used, however the assessment method used and costs of assessment differs remarkably between the participating countries. Longitudinal and competence-based assessment is the presently preferred approach for FM specialty training. Countries which use less multifaceted methods for assessment could learn from best practice. Potential changes have significant cost implications.

Effectively teaching self-assessment: preparing the dental hygiene student to provide quality care.

PubMed

Jackson, Sarah C; Murff, Elizabeth J Tipton

2011-02-01

Literature on self-assessment presents substantial evidence regarding the impact of self-assessment on dental practitioners and quality of care. Related dental hygiene research documents a need to enhance self-assessment curricula; however, no published curriculum module exists to effectively teach self-assessment. The purpose of this study was to explore the impact of a self-assessment educational module for dental hygiene curricula designed using adult learning principles. This module was implemented with thirty-three dental hygiene students in their junior year using a one-group, pretest-posttest design. Results analyzed using matched pairs Wilcoxon signed-rank test indicated the self-assessment module was effective (p<0.01 corresponding to a Bonferroni FWER of 0.20) in improving some aspects of the students' perceptions and voluntary clinical application of self-assessment. No statistically significant relationship was found between the students' perceptions and their application of self-assessment using Pearson's correlation. The quality of self-assessment comments on the students' daily clinical evaluation forms was also enhanced after module implementation (p<0.05). This change in quality after module implementation was demonstrated by a quantitative analysis using a self-designed rubric and a qualitative thematic analysis of student comments to identify predominant themes. Students also were surveyed to determine which module components were most effective. Findings indicate a self-assessment educational module enhanced these dental hygiene students' self-assessment perceptions and skills.

Psychological Assessment Training in Clinical Psychology Doctoral Programs.

PubMed

Mihura, Joni L; Roy, Manali; Graceffo, Robert A

2017-01-01

We surveyed American Psychological Association-accredited clinical psychology doctoral programs' (n = 83) training in psychological assessment-specifically, their coverage of various assessment topics and tests in courses and practica, and whether the training was optional or required. We report results overall and separately per training model (clinical science, scientist-practitioner, and practitioner-focused). Overall, our results suggest that psychological assessment training is as active, or even more active, than in previous years. Areas of increased emphasis include clinical interviewing and psychometrics; multimethod, outcomes, health, and collaborative or therapeutic assessment; and different types of cognitive and self-report personality tests. All or almost all practice-focused programs offered training with the Thematic Apperception Test and Rorschach compared to about half of the scientist-practitioner programs and a third of the clinical science programs. Although almost all programs reported teaching multimethod assessment, what constitutes different methods of assessing psychopathology should be clarified in future studies because many programs appear to rely on one method-self-report (especially clinical science programs). Although doctoral programs covered many assessment topics and tests in didactic courses, there appears to be a shortage of program-run opportunities for students to obtain applied assessment training. Finally, we encourage doctoral programs to be familiar with (a) internships' assessment expectations and opportunities, (b) the professional guidelines for assessment training, and (c) the American Psychological Association's requirements for preinternship assessment competencies.

Self-Assessment of Employability Skill Outcomes among Undergraduates and Alignment with Academic Ratings

ERIC Educational Resources Information Center

Jackson, Denise

2014-01-01

Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in…

Academic Program Assessment: A New Expertise for Faculty to Develop

ERIC Educational Resources Information Center

Blumberg, Phyllis

2017-01-01

Faculty are assuming greater responsibility for assessment of educational programs, which may be a new and daunting role. Therefore, faculty need to develop expertise and skills to do these assessments meaningfully. The overall purpose of this article is to provide faculty a program assessment resource. Assessments are conducted for accountability…

Assessment in Early Intervention and Early Childhood Special Education: Building on the Past to Project into Our Future.

ERIC Educational Resources Information Center

McConnell, Scott R.

2000-01-01

This article discusses three future directions of early childhood assessment: attention to assessment of progress and growth, adaptation of methods typically associated with ecobehavioral research to assess environmental conditions that affect performance, and continued integration and linkage of assessment and intervention, which will yield more…

Uncertainty Analysis for Peer Assessment: Oral Presentation Skills for Final Year Project

ERIC Educational Resources Information Center

Kim, Ho Sung

2014-01-01

Peer assessment plays an important role in engineering education for an active involvement in the assessment process, developing autonomy, enhancing reflection, and understanding of how to achieve the learning outcomes. Peer assessment uncertainty for oral presentation skills as part of the FYP assessment is studied. Validity and reliability for…

Dynamic Assessment and Its Implications for RTI Models

ERIC Educational Resources Information Center

Wagner, Richard K.; Compton, Donald L.

2011-01-01

Dynamic assessment refers to assessment that combines elements of instruction for the purpose of learning something about an individual that cannot be learned as easily or at all from conventional assessment. The origins of dynamic assessment can be traced to Thorndike (1924), Rey (1934), and Vygotsky (1962), who shared three basic assumptions.…

Exploring the Relationship between K-12 Public School Teachers' Conceptions of Assessment and Their Classroom Assessment Confidence Levels

ERIC Educational Resources Information Center

Ludwig, Naomi Wayne

2014-01-01

Studies have shown that teachers' beliefs influence their assessment practices. However, the overarching framework of those beliefs in relation to teachers' classroom assessment confidence has been largely unexamined. This research explored teachers' conceptions of assessment and their confidence regarding the implementation of sound classroom…

"I'm Less Intolerant": Reflexive Self-Assessment in Religious Education

ERIC Educational Resources Information Center

Fancourt, Nigel

2010-01-01

This article describes practitioner research which shows how self-assessment as a form of assessment for learning can be aligned with all the educational goals of religious education in England, notably the self-assessment of attitudes and values, such as tolerance and respect. The background literature on assessment for learning is described, as…

Assessed by a Teacher Like Me: Race and Teacher Assessments

ERIC Educational Resources Information Center

Ouazad, Amine

2014-01-01

Do teachers assess same-race students more favorably? This paper uses nationally representative data on teacher assessments of student ability that can be compared with test scores to determine whether teachers give better assessments to same-race students. The data set follows students from kindergarten to grade 5, a period during which racial…

A Technology-Based Statistical Reasoning Assessment Tool in Descriptive Statistics for Secondary School Students

ERIC Educational Resources Information Center

Chan, Shiau Wei; Ismail, Zaleha

2014-01-01

The focus of assessment in statistics has gradually shifted from traditional assessment towards alternative assessment where more attention has been paid to the core statistical concepts such as center, variability, and distribution. In spite of this, there are comparatively few assessments that combine the significant three types of statistical…

Assessment for Student Improvement: Understanding Hong Kong Teachers' Conceptions and Practices of Assessment

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Kennedy, Kerry J.; Fok, Ping Kwan; Chan, Jacqueline Kin Sang; Yu, Wai Ming

2009-01-01

Hong Kong is seeking to increase the use of "assessment for learning" rather than rely on "assessment of learning" through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment…

Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice

ERIC Educational Resources Information Center

Hill, Heather C.; Umland, Kristin; Litke, Erica; Kapitula, Laura R.

2012-01-01

Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor…

The State of Assessment in Maryland: Responses from Postsecondary Institutions.

ERIC Educational Resources Information Center

Gilbert, Melissa Kesler; And Others

This study describes the state of postsecondary assessment in Maryland, identifies cognitive or noncognitive areas assessed, investigates perceptions about the role of the institutional researcher in assessment activities, and analyzes information to guide the formation of an assessment consortium. The paper serves as a case study of the types of…

Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning

ERIC Educational Resources Information Center

Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael

2015-01-01

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers' content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge,…

A Model of the Pre-Assessment Learning Effects of Summative Assessment in Medical Education

ERIC Educational Resources Information Center

Cilliers, Francois J.; Schuwirth, Lambert W. T.; Herman, Nicoline; Adendorff, Hanelie J.; van der Vleuten, Cees P. M.

2012-01-01

It has become axiomatic that assessment impacts powerfully on student learning. However, surprisingly little research has been published emanating from authentic higher education settings about the nature and mechanism of the pre-assessment learning effects of summative assessment. Less still emanates from health sciences education settings. This…

RISK ASSESSMENT AND LIFE CYCLE IMPACT ASSESSMENT (LCIA) FOR HUMAN HEALTH CANCEROUS AND NONCANCEROUS EMISSIONS: INTEGRATED AND COMPLEMENTARY WITH CONSISTENCY WITHIN THE USEPA

EPA Science Inventory

The historical parallels, complementary roles, and potential for integration of human health risk assessment (RA) and Life-Cycle Impact Assessment (LCIA) are explored. Previous authors have considered the comparison of LCA and risk assessment recognizing the inherent differences ...

Problem Solving Learning Environments and Assessment: A Knowledge Space Theory Approach

ERIC Educational Resources Information Center

Reimann, Peter; Kickmeier-Rust, Michael; Albert, Dietrich

2013-01-01

This paper explores the relation between problem solving learning environments (PSLEs) and assessment concepts. The general framework of evidence-centered assessment design is used to describe PSLEs in terms of assessment concepts, and to identify similarities between the process of assessment design and of PSLE design. We use a recently developed…

Science Assessments for All: Integrating Science Simulations into Balanced State Science Assessment Systems

ERIC Educational Resources Information Center

Quellmalz, Edys S.; Timms, Michael J.; Silberglitt, Matt D.; Buckley, Barbara C.

2012-01-01

This article reports on the collaboration of six states to study how simulation-based science assessments can become transformative components of multi-level, balanced state science assessment systems. The project studied the psychometric quality, feasibility, and utility of simulation-based science assessments designed to serve formative purposes…

Multiple Attempts for Online Assessments in an Operations Management Course: An Exploration

ERIC Educational Resources Information Center

Orchard, Ryan K.

2016-01-01

In learning management systems, tools for online homework assessments include a number of alternatives for the assessment settings, including the ability to permit students to attempt an assessment multiple times, with options for how the multiple attempts are administered. A specific implementation of online assessments in an introductory…

The Judgement Processes Involved in the Moderation of Teacher-Assessed Projects

ERIC Educational Resources Information Center

Crisp, Victoria

2017-01-01

Classroom-based assessments have the potential to enhance validity by facilitating the assessment of important skills that are difficult to assess in written examinations. Such assessments tend to be marked by teachers. To ensure consistent marking standards, quality assurance procedures are needed. In the context of continued debate over the…

How Do States Integrate Performance Assessment in Their Systems of Assessment?

ERIC Educational Resources Information Center

Stosich, Elizabeth Leisy; Snyder, Jon; Wilczak, Katie

2018-01-01

This paper reviews state strategies for incorporating performance assessment in policy and practice. Specifically, the paper reviews the use of performance assessment in 12 states in the Innovation Lab Network, a group committed to developing systems of assessment that provide meaningful measures of college and career readiness. This review…

The Effects of Autonomy Support on Student Engagement in Peer Assessment

ERIC Educational Resources Information Center

Yuan, Jiangmei; Kim, ChanMin

2018-01-01

Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students' need for autonomy when they conducted peer assessment. Students' sense of…

Exploring the Role of Assessment Criteria during Teachers' Collaborative Judgement Processes of Students' Portfolios

ERIC Educational Resources Information Center

Van der Schaaf, Marieke; Baartman, Liesbeth; Prins, Frans

2012-01-01

Student portfolios are increasingly used for assessing student competences in higher education, but results about the construct validity of portfolio assessment are mixed. A prerequisite for construct validity is that the portfolio assessment is based on relevant portfolio content. Assessment criteria, are often used to enhance this condition.…

Understanding Classroom Assessment in Dilemmatic Spaces: Case Studies of Singaporean Music Teachers' Conceptions of Classroom Assessment

ERIC Educational Resources Information Center

Leong, Wei Shin

2014-01-01

With the articulation of new "Holistic and Balanced Assessment" initiatives in Singaporean schools, a new standard of conceptualising and enacting classroom assessment is expected of Singaporean teachers. This paper draws on findings from a study of the diversity of classroom assessment "concourse", representing the variations…

Assessing Student Achievement in Physical Education for Teacher Evaluation

ERIC Educational Resources Information Center

Mercier, Kevin; Doolittle, Sarah

2013-01-01

While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus, reviewing the factors that limit or support teachers' practices of…

Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy

ERIC Educational Resources Information Center

DeLuca, Christopher; LaPointe-McEwan, Danielle; Luhanga, Ulemu

2016-01-01

Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current…

Assessment User Guide for Colleges and Universities

ERIC Educational Resources Information Center

American Association of Collegiate Registrars and Admissions Officers (AACRAO), 2015

2015-01-01

The Smarter Balanced Assessment Consortium is one of two multi-state consortia that have built new assessment systems aligned to the Common Core State Standards. The Smarter Balanced Assessment Consortium is composed of 18 states and the U.S. Virgin Islands that have worked together to develop a comprehensive assessment system aligned to the…

Economic Assessment: A Model for Assessing Ability to Pay.

ERIC Educational Resources Information Center

Andre, Patricia; And Others

1978-01-01

Accurate assessment of the client's ability to pay is the cornerstone to fee collections in any service organization. York County Counseling Services implemented a new method of fee assessment and collection based on the principles of providing a service worth paying for, accurate assessment of ability to pay, and a budget-payment system. (Author)

76 FR 20623 - Florigene Pty., Ltd.; Availability of Petition and Environmental Assessment for Determination of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-13

... Documents: The petition, draft environmental assessment, and plant pest risk assessment are on available on..., draft environmental assessment, or plant pest risk assessment, contact Ms. Cindy Eck at (301) 734-0667...]1- 9 are unlikely to pose a plant pest risk. APHIS has also prepared a draft environmental...

Bibliography of Assessment Alternatives: Mathematics. January 1998 Edition. Innovative Assessment.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

Mathematics alternative assessment continues to be a hot topic with much activity on development, standards setting, and relation to reform. This document defines alternative assessment as any assessment in which students construct a response to a question rather than choosing a response from a list. This annotated bibliography contains the…

Assessment in Open and Distance Learning System (ODL): A Challenge

ERIC Educational Resources Information Center

Chaudhary, S. V. S.; Dey, Niradhar

2013-01-01

Assessment is an integral part of the learning process. The traditional practice of assessment has changed to meet the need of the contemporary society. In this paper assessment strategies used in Open and Distance Education are discussed and constructive suggestions are given to meet the challenges of assessment. Recently we experience a paradigm…

Toward a Framework for Conducting Ecoregional Threats Assessments

Treesearch

Jamison Ervin; Jeffrey Parrish

2006-01-01

Assessing threats to biodiversity is widely recognized as a critical step in conservation planning. While there have been recent advances in understanding how to assess threats at a site level, there has been relatively little consensus on how threats can be meaningfully assessed at an ecoregional scale. Drawing from numerous threat assessment studies, this paper...

Understanding Students' Perceptions and Challenges of Computer-Based Assessments: A Case of UKZN

ERIC Educational Resources Information Center

Faniran, Victor Temitayo; Ajayi, Nurudeen A.

2018-01-01

Assessments are important to academic institutions because they help in evaluating students' knowledge. The conduct of assessments nowadays has been influenced by the continuous evolution of information technology. Hence, academic institutions now use computers for assessments, often known as Computer-Based Assessments (CBAs), in tandem with…

76 FR 48119 - Oral Rabies Vaccine Trial; Availability of a Risk Assessment and an Environmental Assessment

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-08

...] Oral Rabies Vaccine Trial; Availability of a Risk Assessment and an Environmental Assessment AGENCY... environmental assessment relative to an oral rabies vaccination field trial in West Virginia. The environmental... rabies vaccine, analyzes the use of that vaccine in field safety and efficacy trials in West Virginia...

7 CFR 929.236 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 929.236 Section 929.236 Agriculture... LONG ISLAND IN THE STATE OF NEW YORK Assessment Rate § 929.236 Assessment rate. On and after September 1, 2006, an assessment rate of $.28 per barrel is established for cranberries. [72 FR 14654, Mar. 29...

7 CFR 924.236 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 924.236 Section 924.236 Agriculture... COUNTIES IN WASHINGTON AND IN UMATILLA COUNTY, OREGON Assessment Rate § 924.236 Assessment rate. On or after April 1, 2009, an assessment rate of $2.00 per ton is established for the Washington-Oregon Fresh...

7 CFR 929.236 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 929.236 Section 929.236 Agriculture... LONG ISLAND IN THE STATE OF NEW YORK Assessment Rate § 929.236 Assessment rate. On and after September 1, 2006, an assessment rate of $.28 per barrel is established for cranberries. [72 FR 14654, Mar. 29...

7 CFR 983.253 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 983.253 Section 983.253 Agriculture..., ARIZONA, AND NEW MEXICO Assessment Rate § 983.253 Assessment rate. (a) On and after September 1, 2011, an assessment rate of $0.0005 per pound is established for California, Arizona, and New Mexico pistachios. (b...

7 CFR 905.235 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 905.235 Section 905.235 Agriculture... TANGELOS GROWN IN FLORIDA Assessment Rates § 905.235 Assessment rate. On and after August 1, 2007, an assessment rate of $0.0072 per 4/5 bushel carton or equivalent is established for Florida citrus covered...

7 CFR 905.235 - Assessment rate.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Assessment rate. 905.235 Section 905.235 Agriculture... TANGELOS GROWN IN FLORIDA Assessment Rates § 905.235 Assessment rate. On and after August 1, 2007, an assessment rate of $0.0072 per 4/5 bushel carton or equivalent is established for Florida citrus covered...

7 CFR 905.235 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 905.235 Section 905.235 Agriculture... TANGELOS GROWN IN FLORIDA Assessment Rates § 905.235 Assessment rate. On and after August 1, 2007, an assessment rate of $0.0072 per 4/5 bushel carton or equivalent is established for Florida citrus covered...

7 CFR 929.236 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 929.236 Section 929.236 Agriculture... LONG ISLAND IN THE STATE OF NEW YORK Assessment Rate § 929.236 Assessment rate. On and after September 1, 2006, an assessment rate of $.28 per barrel is established for cranberries. [72 FR 14654, Mar. 29...

7 CFR 929.236 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 929.236 Section 929.236 Agriculture... LONG ISLAND IN THE STATE OF NEW YORK Assessment Rate § 929.236 Assessment rate. On and after September 1, 2006, an assessment rate of $.28 per barrel is established for cranberries. [72 FR 14654, Mar. 29...

7 CFR 924.236 - Assessment rate.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Assessment rate. 924.236 Section 924.236 Agriculture... COUNTIES IN WASHINGTON AND IN UMATILLA COUNTY, OREGON Assessment Rate § 924.236 Assessment rate. On or after April 1, 2009, an assessment rate of $2.00 per ton is established for the Washington-Oregon Fresh...

7 CFR 905.235 - Assessment rate.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 8 2013-01-01 2013-01-01 false Assessment rate. 905.235 Section 905.235 Agriculture... TANGELOS GROWN IN FLORIDA Assessment Rates § 905.235 Assessment rate. On and after August 1, 2007, an assessment rate of $0.0072 per 4/5 bushel carton or equivalent is established for Florida citrus covered...

7 CFR 905.235 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 905.235 Section 905.235 Agriculture... TANGELOS GROWN IN FLORIDA Assessment Rates § 905.235 Assessment rate. On and after August 1, 2012, an assessment rate of $0.008 per 4/5 bushel carton or equivalent is established for Florida citrus covered under...

7 CFR 983.253 - Assessment rate.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 8 2012-01-01 2012-01-01 false Assessment rate. 983.253 Section 983.253 Agriculture..., ARIZONA, AND NEW MEXICO Assessment Rate § 983.253 Assessment rate. (a) On and after September 1, 2011, an assessment rate of $0.0005 per pound is established for California, Arizona, and New Mexico pistachios. (b...

7 CFR 983.253 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 983.253 Section 983.253 Agriculture..., ARIZONA, AND NEW MEXICO Assessment Rate § 983.253 Assessment rate. (a) On and after September 1, 2011, an assessment rate of $0.0005 per pound is established for California, Arizona, and New Mexico pistachios. (b...

7 CFR 929.236 - Assessment rate.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 8 2014-01-01 2014-01-01 false Assessment rate. 929.236 Section 929.236 Agriculture... LONG ISLAND IN THE STATE OF NEW YORK Assessment Rate § 929.236 Assessment rate. On and after September 1, 2006, an assessment rate of $.28 per barrel is established for cranberries. [72 FR 14654, Mar. 29...

An Introduction to NAEP: National Assessment of Educational Progress. NCES 2010-468

ERIC Educational Resources Information Center

National Center for Education Statistics, 2010

2010-01-01

The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative assessment of what this nation's students know and can do. NAEP has often been called the "gold standard" of assessments because it is developed using the best thinking of assessment and content specialists, education experts, and…

Towards an Integrated Model for Developing Sustainable Assessment Skills

ERIC Educational Resources Information Center

Fastre, Greet M. J.; van der Klink, Marcel R.; Sluijsmans, Dominique; van Merrienboer, Jeroen J. G.

2013-01-01

One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning…

Marketing Education Assessment Guide. Performance-Based Activities with Authentic Assessments Instruments.

ERIC Educational Resources Information Center

Everett, Donna R.

This guide presents performance-based authentic assessment ideas, samples, and suggestions to help marketing teachers and students respond to changes and pressures from outside the classroom. It contains 21 activities, each accompanied by a method of authentic assessment. In most cases, the authentic assessment method is a scoring device. The…

Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 26, Issue 1, January-February 2014

ERIC Educational Resources Information Center

Banta, Trudy W., Ed.

2014-01-01

This issue of "Assessment Update" presents the following articles: (1) Expanding Assessment Perspectives: The Importance of Student Leadership in Student Learning Outcomes Assessment (Abraham J. Lauer and Jamie R. Korin); (2) Empowering Faculty and Students with Assessment Data (Jane M. Souza); (3) Including Faculty in Accreditation…

42 CFR 1003.102 - Basis for civil money penalties and assessments.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 5 2012-10-01 2012-10-01 false Basis for civil money penalties and assessments... AND HUMAN SERVICES OIG AUTHORITIES CIVIL MONEY PENALTIES, ASSESSMENTS AND EXCLUSIONS § 1003.102 Basis for civil money penalties and assessments. (a) The OIG may impose a penalty and assessment against any...

42 CFR 1003.102 - Basis for civil money penalties and assessments.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 5 2014-10-01 2014-10-01 false Basis for civil money penalties and assessments... AND HUMAN SERVICES OIG AUTHORITIES CIVIL MONEY PENALTIES, ASSESSMENTS AND EXCLUSIONS § 1003.102 Basis for civil money penalties and assessments. (a) The OIG may impose a penalty and assessment against any...

42 CFR 1003.102 - Basis for civil money penalties and assessments.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 5 2011-10-01 2011-10-01 false Basis for civil money penalties and assessments... AND HUMAN SERVICES OIG AUTHORITIES CIVIL MONEY PENALTIES, ASSESSMENTS AND EXCLUSIONS § 1003.102 Basis for civil money penalties and assessments. (a) The OIG may impose a penalty and assessment against any...

42 CFR 1003.102 - Basis for civil money penalties and assessments.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 5 2013-10-01 2013-10-01 false Basis for civil money penalties and assessments... AND HUMAN SERVICES OIG AUTHORITIES CIVIL MONEY PENALTIES, ASSESSMENTS AND EXCLUSIONS § 1003.102 Basis for civil money penalties and assessments. (a) The OIG may impose a penalty and assessment against any...

New Mexico Articulated Assessment System. Student Achievement Profile: 1988-1989.

ERIC Educational Resources Information Center

New Mexico State Dept. of Education, Santa Fe.

New Mexico has established a system of student achievement assessment that consists of four coordinated testing programs. District and state results are given for these assessments. The Reading Assessment, consisting of a norm-referenced test and a criterion-referenced test, is used in grades 1 and 2 to assess student mastery of essential…

Brief Report: Improving the Validity of Assessments of Adolescents' Feelings of Privacy Invasion

ERIC Educational Resources Information Center

Laird, Robert D.; Marrero, Matthew D.; Melching, Jessica; Kuhn, Emily S.

2013-01-01

Studies of privacy invasion have relied on measures that combine items assessing adolescents' feelings of privacy invasion with items assessing parents' monitoring behaviors. Removing items assessing parents' monitoring behaviors may improve the validity of assessments of privacy invasion. Data were collected from 163 adolescents (M age 13 years,…

Research and Teaching: Delivery of Summative Assessment Matters for Improving At-Risk Student Learning

ERIC Educational Resources Information Center

Agboola, Oluwaseun Omowunmi; Hiatt, Anna C.

2017-01-01

Summative assessments are customarily used to evaluate ultimate student outcomes and typically occur less frequently during instruction than formative assessments. Few studies have examined how the use of summative assessments may influence student learning among at-risk groups of students. Summative assessments are typically used to evaluate how…