34 CFR 200.8 - Assessment reports.

Code of Federal Regulations, 2014 CFR

2014-07-01

... assessment is given; (ii) In an understandable and uniform format, including an alternative format (e.g... understand. (b) Itemized score analyses for LEAs and schools. (1) A State's academic assessment system must produce and report to LEAs and schools itemized score analyses, consistent with § 200.2(b)(4), so that...

34 CFR 200.8 - Assessment reports.

Code of Federal Regulations, 2012 CFR

2012-07-01

... assessment is given; (ii) In an understandable and uniform format, including an alternative format (e.g... understand. (b) Itemized score analyses for LEAs and schools. (1) A State's academic assessment system must produce and report to LEAs and schools itemized score analyses, consistent with § 200.2(b)(4), so that...

34 CFR 200.8 - Assessment reports.

Code of Federal Regulations, 2010 CFR

2010-07-01

... assessment is given; (ii) In an understandable and uniform format, including an alternative format (e.g... understand. (b) Itemized score analyses for LEAs and schools. (1) A State's academic assessment system must produce and report to LEAs and schools itemized score analyses, consistent with § 200.2(b)(4), so that...

34 CFR 200.8 - Assessment reports.

Code of Federal Regulations, 2011 CFR

2011-07-01

... assessment is given; (ii) In an understandable and uniform format, including an alternative format (e.g... understand. (b) Itemized score analyses for LEAs and schools. (1) A State's academic assessment system must produce and report to LEAs and schools itemized score analyses, consistent with § 200.2(b)(4), so that...

Formative Assessment in Year 12 English: A Conceptual Framework

ERIC Educational Resources Information Center

Dargusch, Jo

2010-01-01

This article reports a research project investigating the formative assessment practices of two teachers of Year 12 English in Queensland. This is a high-stakes year that is focused on summative assessment for certification purposes. In this school-based, externally-moderated, standards-referenced system, however, teachers are also expected to…

The Promise and Reality of Formative Assessment Practice in a Continuous Assessment Scheme: The Case of Trinidad and Tobago

ERIC Educational Resources Information Center

De Lisle, Jerome

2015-01-01

Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven…

"Winsight"™ Assessment System: Preliminary Theory of Action. Research Report. ETS RR-17-26

ERIC Educational Resources Information Center

Wylie, E. Caroline

2017-01-01

The "Winsight"™Assessment System integrates summative, interim (including both benchmark assessments and testlets), and formative assessment components initially focused on mathematics and English language arts (ELA) in Grades 3-8 and high school.This report provides a preliminary theory of action for the Winsight Assessment System. A…

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…

Chapter 5. Assessment of undiscovered conventional oil and gas resources-Lower Cretaceous Travis Peak and Hosston formations, Jurassic Smackover interior salt basins total petroleum system, in the East Texas basin and Louisiana-Mississippi salt basins provinces.

USGS Publications Warehouse

Dyman, T.S.; Condon, S.M.

2006-01-01

The petroleum assessment of the Travis Peak and Hosston Formations was conducted by using a total petroleum system model. A total petroleum system includes all of the important elements of a hydrocarbon fluid system needed to develop oil and gas accumulations, including source and reservoir rocks, hydrocarbon generation, migration, traps and seals, and undiscovered accumulations. A total petroleum system is mappable and may include one or more assessment units. For each assessment unit, reservoir rocks contain similar geology, exploration characteristics, and risk. The Jurassic Smackover Interior Salt Basins Total Petroleum System is defined for this assessment to include (1) Upper Jurassic Smackover carbonates and calcareous shales and organic-rich shales of the Upper Jurassic Bossier Shale of the Cotton Valley Group and (2) Lower Cretaceous Travis Peak and Hosston Formations. The Jurassic Smackover Interior Salt Basins Total Petroleum System includes three conventional Travis Peak-Hosston assessment units: Travis Peak-Hosston Gas and Oil (AU 50490205), Travis Peak-Hosston Updip Oil (AU 50490206), and Travis Peak-Hosston Hypothetical Updip Oil (AU 50490207). A fourth assessment unit, the Hosston Hypothetical Slope-Basin Gas Assessment Unit, was named and numbered (AU 50490208) but not geologically defined or quantitatively assessed owing to a lack of data. Together, assessment units 50490205 to 50490207 are estimated to contain a mean undiscovered conventional resource of 29 million barrels of oil, 1,136 billion cubic feet of gas, and 22 million barrels of natural gas liquids.

Competency-based achievement system: using formative feedback to teach and assess family medicine residents' skills.

PubMed

Ross, Shelley; Poth, Cheryl N; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

2011-09-01

Family medicine residency programs require innovative means to assess residents' competence in "soft" skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. To develop a method to assess residents' competence in various skills and to identify residents who are having difficulty. The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents' knowledge of and competence in important skills. By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence.

K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT)

ERIC Educational Resources Information Center

Talkmitt, Marcia Joy

2013-01-01

The purpose of this study was to explore the evolution of collaborative practices of PLCs as they emerge when using technology based formative assessment via iFAIT or innovative Formative Assessment with Instruction and Technology developed by the researcher using audience response systems and the online data compiler, Eduphoria!. This study used…

Educational Assessment Using Intelligent Systems. Research Report. ETS RR-08-68

ERIC Educational Resources Information Center

Shute, Valerie J.; Zapata-Rivera, Diego

2008-01-01

Recent advances in educational assessment, cognitive science, and artificial intelligence have made it possible to integrate valid assessment and instruction in the form of modern computer-based intelligent systems. These intelligent systems leverage assessment information that is gathered from various sources (e.g., summative and formative). This…

Technology-Enhanced Formative Assessment of Plant Identification

NASA Astrophysics Data System (ADS)

Conejo, Ricardo; Garcia-Viñas, Juan Ignacio; Gastón, Aitor; Barros, Beatriz

2016-04-01

Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to pose appropriate questions according to the location of the student. A student's location can be obtained using the device position or by scanning a QR code attached to a dried plant sheet in a herbarium or to a fresh plant in an arboretum. The assessment questions are complemented with elaborated feedback that, according to the students' responses, provides indications of possible mistakes and correct answers. Three experiments were designed to measure the effectiveness of the formative assessment using dried and fresh plants. Three questionnaires were used to evaluate the system performance from the students' perspective. The results clearly indicate that formative assessment is objectively effective compared to traditional methods and that the students' attitudes towards the system were very positive.

Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

NASA Astrophysics Data System (ADS)

Cisterna Alburquerque, Dante Igor

This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote better understanding of students' ideas and her mindset shifted to place more value on the diversity of students' thinking and help them be more aware of their ideas. This study illustrates the complexities of enacting formative assessment practices in particular classrooms because teachers may interpret and use these tools in different ways. Thus, when teachers enacted these mediating tools, their interaction with the activity system's components produced different instructional outcomes and tensions. Similarly, this study describes how the use of artifacts of practice can be a vehicle between professional development and classrooms, especially in early stages of professional development. This study presents implications for professional development and formative assessment research and practice. Professional development needs to support teachers in reflecting on their practice in terms of activity systems, use a solid and research-based understanding of formative assessment, and promote opportunities to teachers to create, enact, and reflect on formative assessment artifacts and tools.

Using Common Formative Assessments as a Source of Professional Development in an Urban American Elementary School

ERIC Educational Resources Information Center

Frey, Nancy; Fisher, Douglas

2009-01-01

By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement and facilitated their own professional development. By aligning content standards with assessments and purposeful instruction, the teachers at this school developed a depth of knowledge about their content…

Student Perceptions of Using the PebblePad E-Portfolio System to Support Self- and Peer-Based Formative Assessment

ERIC Educational Resources Information Center

Welsh, Mary

2012-01-01

The primary objective of the action research project discussed here was to monitor the implementation of an innovative course redesign in which the PebblePad e-portfolio system was used as the medium to support the introduction of self- and peer-based formative assessment strategies to approximately 170 students in the first year of a Bachelor of…

A sensor data format incorporating battery charge information for smartphone-based mHealth applications

NASA Astrophysics Data System (ADS)

Escobar, Rodrigo; Akopian, David; Boppana, Rajendra

2015-03-01

Remote health monitoring systems involve energy-constrained devices, such as sensors and mobile gateways. Current data formats for communication of health data, such as DICOM and HL7, were not designed for multi-sensor applications or to enable the management of power-constrained devices in health monitoring processes. In this paper, a data format suitable for collection of multiple sensor data, including readings and other operational parameters is presented. By using the data format, the system management can assess energy consumptions and plan realistic monitoring scenarios. The proposed data format not only outperforms other known data formats in terms of readability, flexibility, interoperability and validation of compliant documents, but also enables energy assessment capability for realistic data collection scenarios and maintains or even reduces the overhead introduced due to formatting. Additionally, we provide analytical methods to estimate incremental energy consumption by various sensors and experiments to measure the actual battery drain on smartphones.

Assessment of Undiscovered Technically Recoverable Oil and Gas Resources of the Bakken Formation, Williston Basin, Montana and North Dakota, 2008

USGS Publications Warehouse

Pollastro, R.M.; Roberts, L.N.R.; Cook, T.A.; Lewan, M.D.

2008-01-01

The U.S. Geological Survey (USGS) has completed an assessment of the undiscovered oil and associated gas resources of the Upper Devonian to Lower Mississippian Bakken Formation in the U.S. portion of the Williston Basin of Montana and North Dakota and within the Williston Basin Province. The assessment is based on geologic elements of a total petroleum system (TPS), which include (1) source-rock distribution, thickness, organic richness, maturation, petroleum generation, and migration; (2) reservoir-rock type (conventional or continuous), distribution, and quality; and (3) character of traps and time of formation with respect to petroleum generation and migration. Framework studies in stratigraphy and structural geology and modeling of petroleum geochemistry, combined with historical exploration and production analyses, were used to estimate the undiscovered, technically recoverable oil resource of the Bakken Formation. Using this framework, the USGS defined a Bakken-Lodgepole TPS and seven assessment units (AU) within the system. For the Bakken Formation, the undiscovered oil and associated gas resources were quantitatively estimated for six of these AUs.

77 FR 46749 - Tests Determined To Be Suitable for Use in the National Reporting System for Adult Education

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-06

... Student Assessment Systems (CASAS) Life Skills Math Assessments--Application of Mathematics (Secondary... Proficiency Test (MAPT) for Math. This test is approved for use through a computer-adaptive delivery format...) Employability Competency System (ECS) Math Assessments--Workforce Learning Systems (WLS). Forms 11, 12, 13, 14...

Overview of the OGAP Formative Assessment Project and CPRE's Large-Scale Experimental Study of Implementation and Impacts

ERIC Educational Resources Information Center

Supovitz, Jonathan

2016-01-01

In this presentation discussed in this brief abstracted report, the author presents about an ongoing partnership with the Philadelphia School District (PSD) to implement and research the Ongoing Assessment Project (OGAP). OGAP is a systematic, intentional and iterative formative assessment system grounded in the research on how students learn…

Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction

ERIC Educational Resources Information Center

Covitt, Beth A.; Gunckel, Kristin L.; Caplan, Bess; Syswerda, Sara

2018-01-01

While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report on a study that assessed teachers' proficiency in using a LP for student ideas about hydrologic systems. Research questions were: (a) what were teachers'…

Teacher Learning of Technology Enhanced Formative Assessment

ERIC Educational Resources Information Center

Feldman, Allan; Capobianco, Brenda M.

2008-01-01

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The…

Formative Assessment and the Design of Instructional Systems.

ERIC Educational Resources Information Center

Sadler, D. Royce

1989-01-01

Discusses the nature and function of formative assessment in the development of students' expertise for evaluating the quality of their own work. Highlights include the transition from teacher-supplied feedback to learner self-monitoring; qualitative judgments; communicating standards to students; multicriterion judgments; and implications for the…

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…

The Effects of Images on Multiple-Choice Questions in Computer-Based Formative Assessment

ERIC Educational Resources Information Center

Martín-SanJosé, Juan Fernando; Juan, M.-Carmen; Vivó, Roberto; Abad, Francisco

2015-01-01

Current learning and assessment are evolving into digital systems that can be used, stored, and processed online. In this paper, three different types of questionnaires for assessment are presented. All the questionnaires were filled out online on a web-based format. A study was carried out to determine whether the use of images related to each…

A Computer Test as a Means to Assess Formation of the Teacher's Metasubject Competences

ERIC Educational Resources Information Center

Ansimova, Nina P.; Zolotariova, Angelina V.; Lekomtseva, Elena N.; Razumova, Anzhelika B.

2017-01-01

In the article here is up-to-dated the problem of creation and implementation of the complex system on measurement and assessment of the teachers' competences. Here are presented approaches and approbations of the computer test as a means to assess formation of the teacher's metasubject competences on the example of researching of the group of…

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice

NASA Astrophysics Data System (ADS)

Shirley, Melissa L.; Irving, Karen E.

2015-02-01

Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools that support the implementation of formative assessment strategies are therefore likely to enhance student achievement. Connected classroom technologies (CCTs) include a family of devices that show promise in facilitating formative assessment. By promoting the use of interactive student tasks and providing both teachers and students with rapid and accurate data on student learning, CCT can provide teachers with necessary evidence for making instructional decisions about subsequent lessons. In this study, the experiences of four middle and high school science teachers in their first year of implementing the TI-Navigator™ system, a specific type of CCT, are used to characterize the ways in which CCT supports the goals of effective formative assessment. We present excerpts of participant interviews to demonstrate the alignment of CCT with several main phases of the formative assessment process. CCT was found to support implementation of a variety of instructional tasks that generate evidence of student learning for the teacher. The rapid aggregation and display of student learning evidence provided teachers with robust data on which to base subsequent instructional decisions.

Design Principles for New Systems of Assessment

ERIC Educational Resources Information Center

Shepard, Lorrie A.; Penuel, William R.; Davidson, Kristen L.

2017-01-01

The Every Student Succeeds Act grants states new flexibility to create more balanced assessment systems with a greater role for formative assessment. Drawing on lessons learned over three decades of research and reform, we argue that state and local leaders should take the lead in designing new assessments guided by two core principles: First,…

Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

ERIC Educational Resources Information Center

Beatty, Ian D.; Gerace, William J.

2009-01-01

"Classroom response systems" (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. "Technology-enhanced formative assessment" (TEFA) is our pedagogy for CRS-based science…

Formative Assessment, Communication Skills and ICT in Initial Teacher Training

ERIC Educational Resources Information Center

Romero-Martín, M. Rosario; Castejón-Oliva, Francisco-Javier; López-Pastor, Víctor-Manuel; Fraile-Aranda, Antonio

2017-01-01

The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary…

Cytochrome P450 system expression and DNA adduct formation in the liver of Zacco platypus following waterborne benzo(a)pyrene exposure: implications for biomarker determination.

PubMed

Lee, Jin Wuk; Kim, Yong Hwa; Yoon, Seokjoo; Lee, Sung Kyu

2014-09-01

Benzo(a)pyrene (BaP) is a polycyclic aromatic hydrocarbon that causes mutations and tumor formation. Zacco platypus is a sentinel species that is suitable for monitoring aquatic environments. We studied cytochrome P450 system (CYP system) expression and DNA adduct formation in the liver of Z. platypus following waterborne exposure to BaP. The results showed both dose and time dependency. The significant induction levels of CYP system mRNA and protein reached maximums at 2 days and 14 days, respectively, and hepatosomatic index was maximally induced at 4 days during 14 days BaP exposure. DNA adduct formation was significantly induced compared to corresponding controls (t-test, p < 0.01) after 4 days of exposure in 100 μg/L BaP. These results indicate that the only use of mRNA expression level of CYP system as a biomarker make us underestimate prolonged toxicity (4-14 days) of BaP and the only use of protein expression level of CYP system make us underestimate acute toxicity (1-2 days) of BaP. Therefore, we suggests that a combinational use of the mRNA expression level and protein expression level of CYP system, hepatosomatic index is a useful biomarker in risk assessment of waterborne BaP exposure. In addition, DNA adduct formation was a useful biomarker in risk assessment of waterborne BaP exposure at 4 days. CYP1A was a more sensitive biomarker than CYP reductase for BaP exposure when considering both the mRNA and protein level. Furthermore, our results show that Z. platypus is a useful species for assessing the risk of waterborne BaP exposure. Copyright © 2012 Wiley Periodicals, Inc., a Wiley company.

Preparing Preschool Teachers to Use and Benefit from Formative Assessment: The Birthday Party Assessment Professional Development System

ERIC Educational Resources Information Center

Ertle, Barbrina; Rosenfeld, Deborah; Presser, Ashley Lewis; Goldstein, Marion

2016-01-01

This paper presents a rationale for and description of the professional development system designed to help teachers understand and use the Birthday Party (BP) Mathematics Assessment, a standardized assessment with child-friendly birthday party themed tasks, and ultimately to leverage their learning from the BP to conduct their own meaningful…

The Effect of High-Stakes Examination Systems on Teacher Beliefs: Egyptian Teachers' Conceptions of Assessment

ERIC Educational Resources Information Center

Gebril, Atta; Brown, Gavin T. L.

2014-01-01

Egypt is currently attempting to introduce a greater formative use of assessment while maintaining a public examination system. This study investigates teacher beliefs about the purposes of assessment in Egypt, using the Teachers' Conceptions of Assessment (TCoA) inventory. The TCoA inventory elicits responses about four main factors: Improvement,…

Formative and Summative Assessment in Veterinary Pathology and Other Courses at a Mexican Veterinary College.

PubMed

Valero, Germán; Cárdenas, Paula

The Faculty of Veterinary Medicine and Animal Science of the National Autonomous University of Mexico (UNAM) uses the Moodle learning management system for formative and summative computer assessment. The authors of this article-the teacher primarily responsible for Moodle implementation and a researcher who is a recent Moodle adopter-describe and discuss the students' and teachers' attitudes to summative and formative computer assessment in Moodle. Item analysis of quiz results helped us to identify and fix poorly performing questions, which greatly reduced student complaints and improved objective assessment. The use of certainty-based marking (CBM) in formative assessment in veterinary pathology was well received by the students and should be extended to more courses. The importance of having proficient computer support personnel should not be underestimated. A properly translated language pack is essential for the use of Moodle in a language other than English.

Formative Assessment Pre-Test to Identify College Students' Prior Knowledge, Misconceptions and Learning Difficulties in Biology

ERIC Educational Resources Information Center

Lazarowitz, Reuven; Lieb, Carl

2006-01-01

A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in…

The Impact of Formative Assessment on Students in a High Achieving Middle School

ERIC Educational Resources Information Center

Toungette, William Thomas

2012-01-01

With the passage of the No Child Left Behind mandate, school systems clamored to ensure that all students showed academic growth. For schools with a high-achieving population, this could be a daunting task. This analysis examined the impact formative assessment had on student achievement in a high-achieving, middle school by measuring three…

The Role of Educational Systems in the Link between Formative Assessment and Motivation

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt

2011-01-01

Formative assessment has been widely promoted as a means to support student learning and motivation. This practice has potential for communicating to students the value of what they are learning, both in the classroom and beyond (Brophy, 2008). To make good on those promises, however, requires an understanding of the connections between formative…

Effect of online formative assessment on summative performance in integrated musculoskeletal system module.

PubMed

Mitra, Nilesh Kumar; Barua, Ankur

2015-03-03

The impact of web-based formative assessment practices on performance of undergraduate medical students in summative assessments is not widely studied. This study was conducted among third-year undergraduate medical students of a designated university in Malaysia to compare the effect, on performance in summative assessment, of repeated computer-based formative assessment with automated feedback with that of single paper-based formative assessment with face-to face feedback. This quasi-randomized trial was conducted among two groups of undergraduate medical students who were selected by stratified random technique from a cohort undertaking the Musculoskeletal module. The control group C (n = 102) was subjected to a paper-based formative MCQ test. The experimental group E (n = 65) was provided three online formative MCQ tests with automated feedback. The summative MCQ test scores for both these groups were collected after the completion of the module. In this study, no significant difference was observed between the mean summative scores of the two groups. However, Band 1 students from group E with higher entry qualification showed higher mean score in the summative assessment. A trivial, but significant and positive correlation (r(2) = +0.328) was observed between the online formative test scores and summative assessment scores of group E. The proportionate increase of performance in group E was found to be almost double than group C. The use of computer based formative test with automated feedback improved the performance of the students with better academic background in the summative assessment. Computer-based formative test can be explored as an optional addition to the curriculum of pre-clinical integrated medical program to improve the performance of the students with higher academic ability.

Using Student-Generated Instructional Materials in an e-Homework Platform

ERIC Educational Resources Information Center

Zurcher, Danielle M.; Phadke, Sameer; Coppola, Brian P.; McNeil, Anne J.

2016-01-01

Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that…

78 FR 75550 - Tests Determined To Be Suitable for Use in the National Reporting System for Adult Education

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-12

... Student Assessment Systems (CASAS) Life Skills Math Assessments--Application of Mathematics (Secondary... Proficiency Test (MAPT) for Math. This test is approved for use through a computer-adaptive delivery format...: www.wonderlic.com . (2) General Assessment of Instructional Needs (GAIN)--Test of Math Skills. Forms A...

75 FR 19416 - Notice of Proposed Information Collection for Public Comment; Public Housing Assessment System...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-14

... Information Collection for Public Comment; Public Housing Assessment System--Management Operations... proposed use: HUD assesses all of the management operations data required under section 6(j) of the Act in... operations data be submitted electronically to HUD, in a HUD prescribed format. HUD uses the management data...

Evaluating the Diagnostic Validity of the Facet-Based Formative Assessment System

ERIC Educational Resources Information Center

DeBarger, Angela H.; DiBello, Louis; Minstrell, Jim; Stout, William; Pellegrino, James; Haertel, Geneva; Feng, Mingyu

2011-01-01

The research design and team constitute a multidisciplinary attack on problems of educational and assessment design in physics instruction. Components of the research include: (a) an Evidence-Centered Design analysis of Diagnoser instructional materials and assessments that provides a view of the evidentiary coherence of the existing system; (b)…

Metrological traceability in education: A practical online system for measuring and managing middle school mathematics instruction

NASA Astrophysics Data System (ADS)

Torres Irribarra, D.; Freund, R.; Fisher, W.; Wilson, M.

2015-02-01

Computer-based, online assessments modelled, designed, and evaluated for adaptively administered invariant measurement are uniquely suited to defining and maintaining traceability to standardized units in education. An assessment of this kind is embedded in the Assessing Data Modeling and Statistical Reasoning (ADM) middle school mathematics curriculum. Diagnostic information about middle school students' learning of statistics and modeling is provided via computer-based formative assessments for seven constructs that comprise a learning progression for statistics and modeling from late elementary through the middle school grades. The seven constructs are: Data Display, Meta-Representational Competence, Conceptions of Statistics, Chance, Modeling Variability, Theory of Measurement, and Informal Inference. The end product is a web-delivered system built with Ruby on Rails for use by curriculum development teams working with classroom teachers in designing, developing, and delivering formative assessments. The online accessible system allows teachers to accurately diagnose students' unique comprehension and learning needs in a common language of real-time assessment, logging, analysis, feedback, and reporting.

Star formation and extinct radioactivities

NASA Technical Reports Server (NTRS)

Cameron, A. G. W.

1984-01-01

An assessment is made of the evidence for the existence of now-extinct radioactivities in primitive solar system material, giving attention to implications for the early stages of sun and solar system formation. The characteristics of possible disturbances in dense molecular clouds which can initiate the formation of cloud cores is discussed, with emphasis on these disturbances able to generate fresh radioactivities. A one-solar mass red giant star on the asymptotic giant branch appears to have been the best candidate to account for the short-lived extinct radioactivities in the early solar system.

Validation of a National Teacher Assessment and Improvement System

ERIC Educational Resources Information Center

Taut, Sandy; Santelices, Maria Veronica; Stecher, Brian

2012-01-01

The task of validating a teacher assessment and improvement system is similar whether the system operates in the United States or in another country. Chile has a national teacher evaluation system (NTES) that is standards based, uses multiple instruments, and is intended to serve both formative and summative purposes. For the past 6 years the…

Formative Assessment with Technology 2011-12: Second Year of Implementation. Eye on Evaluation. D&A Report No. 13.05

ERIC Educational Resources Information Center

Troy, Talbot; Bulgakov-Cooke, Dina

2013-01-01

In 2010-11, Wake County Public School System (WCPSS), North Carolina Department of Public Instruction (NCDPI), and SMART Technologies began a two-year collaboration to promote the use of formative assessment in mathematics classrooms at three Wake County public schools: Millbrook Elementary, East Millbrook Middle, and Millbrook High school. The…

Technology-Enhanced Formative Assessment in Mathematics for English Language Learners

ERIC Educational Resources Information Center

Lekwa, Adam Jens

2012-01-01

This paper reports the results of a descriptive study on the use of a technology-enhanced formative assessment system called Accelerated Math (AM) for ELLs and their native-English-speaking (NES) peers. It was comprised of analyses of an extant database of 18,549 students, including 2,057 ELLs, from grades 1 through 8 across 30 U.S. states. These…

Reporting requirements for skeletal digital radiography: comparison of soft-copy and hard-copy presentation.

PubMed

O'Connor, P J; Davies, A G; Fowler, R C; Lintott, D J; Bury, R F; Parkin, G J; Martinez, D; Saifuddin, A; Cowen, A R

1998-04-01

To assess diagnostic performance and reader preference when reporting results from digital hard-copy and two soft-copy formats of skeletal digital radiography. The data comprised hand radiographs of patients undergoing renal dialysis. Normal hand radiographs obtained in trauma patients were assessed as control images. One hundred fifteen images acquired with a photostimulable-phosphor computed radiography system were analyzed. Image selection and initial assessment were by consensus of two experienced radiologists, who graded the radiographic changes of hyperparathyroidism with the Ritz scoring system. The images were then presented to four readers in three formats: hard-copy output and soft-copy presentations at 2K2 and 1K2 resolutions. These readers scored pathologic change and image preference. The results were analyzed with the receiver operating characteristic technique. There was a significant improvement in diagnostic performance for both soft-copy formats relative to the hard-copy format (P < .001). No significant difference in diagnostic performance was found between the two soft-copy formats. There was a significant preference for both soft-copy formats relative to the hard-copy format (P < .01), with the 2K2 soft-copy images preferred to the 1K2 images (P < .01). Soft-copy reporting can provide superior diagnostic performance even for images viewed at a modest (1K2) resolution. The lack of difference between the two soft-copy formats has important economic implications with respect to departmental hardware requirements.

Total petroleum systems of the Pelagian Province, Tunisia, Libya, Italy, and Malta; the Bou Dabbous, Tertiary and Jurassic-Cretaceous composite

USGS Publications Warehouse

Klett, T.R.

2001-01-01

Undiscovered conventional oil and gas resources were assessed within total petroleum systems of the Pelagian Province (2048) as part of the U.S. Geological Survey World Petroleum Assessment 2000. The Pelagian Province is located mainly in eastern Tunisia and northwestern Libya. Small portions of the province extend into Malta and offshore Italy. Although several petroleum systems may exist, only two ?composite? total petroleum systems were identified. Each total petroleum system comprises a single assessment unit. These total petroleum systems are called the Bou Dabbous?Tertiary and Jurassic-Cretaceous Composite, named after the source-rock intervals and reservoir-rock ages. The main source rocks include mudstone of the Eocene Bou Dabbous Formation; Cretaceous Bahloul, Lower Fahdene, and M?Cherga Formations; and Jurassic Nara Formation. Known reservoirs are in carbonate rocks and sandstone intervals throughout the Upper Jurassic, Cretaceous, and Tertiary sections. Traps for known accumulations include fault blocks, low-amplitude anticlines, high-amplitude anticlines associated with reverse faults, wrench fault structures, and stratigraphic traps. The estimated means of the undiscovered conventional petroleum volumes in total petroleum systems of the Pelagian Province are as follows: [MMBO, million barrels of oil; BCFG, billion cubic feet of gas; MMBNGL, million barrels of natural gas liquids] Total Petroleum System MMBO BCFG MMBNGL Bou Dabbous?Tertiary 667 2,746 64 Jurassic-Cretaceous Composite 403 2,280 27

Geologic assessment of undiscovered oil and gas resources: Oligocene Frio and Anahuac Formations, United States Gulf of Mexico coastal plain and State waters

USGS Publications Warehouse

Swanson, Sharon M.; Karlsen, Alexander W.; Valentine, Brett J.

2013-01-01

The Oligocene Frio and Anahuac Formations were assessed as part of the 2007 U.S. Geological Survey (USGS) assessment of Tertiary strata of the U.S. Gulf of Mexico Basin onshore and State waters. The Frio Formation, which consists of sand-rich fluvio-deltaic systems, has been one of the largest hydrocarbon producers from the Paleogene in the Gulf of Mexico. The Anahuac Formation, an extensive transgressive marine shale overlying the Frio Formation, contains deltaic and slope sandstones in Louisiana and Texas and carbonate rocks in the eastern Gulf of Mexico. In downdip areas of the Frio and Anahuac Formations, traps associated with faulted, rollover anticlines are common. Structural traps commonly occur in combination with stratigraphic traps. Faulted salt domes in the Frio and Anahuac Formations are present in the Houston embayment of Texas and in south Louisiana. In the Frio Formation, stratigraphic traps are found in fluvial, deltaic, barrier-bar, shelf, and strandplain systems. The USGS Tertiary Assessment Team defined a single, Upper Jurassic-Cretaceous-Tertiary Composite Total Petroleum System (TPS) for the Gulf Coast basin, based on previous studies and geochemical analysis of oils in the Gulf Coast basin. The primary source rocks for oil and gas within Cenozoic petroleum systems, including Frio Formation reservoirs, in the northern, onshore Gulf Coastal region consist of coal and shale rich in organic matter within the Wilcox Group (Paleocene–Eocene), with some contributions from the Sparta Sand of the Claiborne Group (Eocene). The Jurassic Smackover Formation and Cretaceous Eagle Ford Formation also may have contributed substantial petroleum to Cenozoic reservoirs. Modeling studies of thermal maturity by the USGS Tertiary Assessment Team indicate that downdip portions of the basal Wilcox Group reached sufficient thermal maturity to generate hydrocarbons by early Eocene; this early maturation is the result of rapid sediment accumulation in the early Tertiary, combined with the reaction kinetic parameters used in the models. A number of studies indicate that the migration of oil and gas in the Cenozoic Gulf of Mexico basin is primarily vertical, occurring along abundant growth faults associated with sediment deposition or along faults associated with salt domes. The USGS Tertiary assessment team developed a geologic model based on recurring regional-scale structural and depositional features in Paleogene strata to define assessment units (AUs). Three general areas, as described in the model, are found in each of the Paleogene stratigraphic intervals assessed: “Stable Shelf,” “Expanded Fault,” and “Slope and Basin Floor” zones. On the basis of this model, three AUs for the Frio Formation were defined: (1) the Frio Stable Shelf Oil and Gas AU, containing reservoirs with a mean depth of about 4,800 feet in normally pressured intervals; (2) the Frio Expanded Fault Zone Oil and Gas AU, containing reservoirs with a mean depth of about 9,000 feet in primarily overpressured intervals; and (3) the Frio Slope and Basin Floor Gas AU, which currently has no production but has potential for deep gas resources (>15,000 feet). AUs also were defined for the Hackberry trend, which consists of a slope facies stratigraphically in the middle part of the Frio Formation, and the Anahuac Formation. The Frio Basin Margin AU, an assessment unit extending to the outcrop of the Frio (or basal Miocene), was not quantitatively assessed because of its low potential for production. Two proprietary, commercially available databases containing field and well production information were used in the assessment. Estimates of undiscovered resources for the five AUs were based on a total of 1,734 reservoirs and 586,500 wells producing from the Frio and Anahuac Formations. Estimated total mean values of technically recoverable, undiscovered resources are 172 million barrels of oil (MMBO), 9.4 trillion cubic feet of natural gas (TCFG), and 542 million barrels of natural gas liquids for all of the Frio and Anahuac AUs. Of the five units assessed, the Frio Slope and Basin Floor Gas AU has the greatest potential for undiscovered gas resources, having an estimated mean of 5.6 TCFG. The Hackberry Oil and Gas AU shows the second highest potential for gas of the five units assessed, having an estimated mean of 1.8 TCFG. The largest undiscovered, conventional crude oil resource was estimated for the Frio Slope and Basin Floor Gas AU; the estimated mean for oil in this AU is 110 MMBO.

Identifying Stages in a Learning Hierarchy for Use in Formative Assessment--The Example of Line Graphs

ERIC Educational Resources Information Center

Stacey, Kaye; Price, Beth; Steinle, Vicki

2012-01-01

This paper discusses issues arising in the design of questions to use in an on-line computer-based formative assessment system, focussing on how best to identify the stages of a learning hierarchy for reporting to teachers. Data from several hundred students is used to illustrate how design decisions have been made for a test on interpreting line…

Formation of outflow channels on Mars: Testing the origin of Reull Vallis in Hesperia Planum by large-scale lava-ice interactions and top-down melting

NASA Astrophysics Data System (ADS)

Cassanelli, James P.; Head, James W.

2018-05-01

The Reull Vallis outflow channel is a segmented system of fluvial valleys which originates from the volcanic plains of the Hesperia Planum region of Mars. Explanation of the formation of the Reull Vallis outflow channel by canonical catastrophic groundwater release models faces difficulties with generating sufficient hydraulic head, requiring unreasonably high aquifer permeability, and from limited recharge sources. Recent work has proposed that large-scale lava-ice interactions could serve as an alternative mechanism for outflow channel formation on the basis of predictions of regional ice sheet formation in areas that also underwent extensive contemporaneous volcanic resurfacing. Here we assess in detail the potential formation of outflow channels by large-scale lava-ice interactions through an applied case study of the Reull Vallis outflow channel system, selected for its close association with the effusive volcanic plains of the Hesperia Planum region. We first review the geomorphology of the Reull Vallis system to outline criteria that must be met by the proposed formation mechanism. We then assess local and regional lava heating and loading conditions and generate model predictions for the formation of Reull Vallis to test against the outlined geomorphic criteria. We find that successive events of large-scale lava-ice interactions that melt ice deposits, which then undergo re-deposition due to climatic mechanisms, best explains the observed geomorphic criteria, offering improvements over previously proposed formation models, particularly in the ability to supply adequate volumes of water.

Formative Assessment for College Readiness: Measuring Skill and Growth in Five Key Cognitive Strategies Associated with Postsecondary Success

ERIC Educational Resources Information Center

Conley, David; Lombardi, Allison; Seburn, Mary; McGaughy, Charis

2009-01-01

This study reports the preliminary results from a field test of the College-readiness Performance Assessment System (C-PAS), a large-scale, 6th-12th grade criterion-referenced assessment system that utilizes classroom-embedded performance tasks to measure student progress toward the development of key cognitive skills associated with success in…

Competency-Based Achievement System

PubMed Central

Ross, Shelley; Poth, Cheryl N.; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

2011-01-01

Abstract Problem addressed Family medicine residency programs require innovative means to assess residents’ competence in “soft” skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. Objective of program To develop a method to assess residents’ competence in various skills and to identify residents who are having difficulty. Program description The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents’ knowledge of and competence in important skills. Conclusion By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence. PMID:21918129

Work Keys: Developing the Assessments.

ERIC Educational Resources Information Center

McLarty, Joyce R.

The American College Testing Program is developing a new program, Work Keys, a system to develop and assess employability skills. It consists of four components: (1) a systematic process for profiling job skill requirements; (2) assessments that measure learners' job skill levels; (3) procedures and formats for conveying assessment results so they…

Portfolio Assessment: Production and Reduction of Complexity

ERIC Educational Resources Information Center

Qvortrup, Ane; Keiding, Tina Bering

2015-01-01

Over the last two decades, the education system has witnessed a shift from summative, product-oriented assessment towards formative, process-oriented assessment. Among the different learning and assessment initiatives introduced in the slipstream of this paradigmatic turn, the portfolio seems to have become one of the most popular. By redescribing…

The Development of Technology for Higher Education Institution's Administrative Personnel Assessment

ERIC Educational Resources Information Center

Bakhtina, Olga Yurevna; Kirillov, Andrey Vladimirovich; Matyash, Sergey Askoldovich; Urzha, Olga Aleksandrovna

2015-01-01

The main approaches for development of assessment technology of higher education institution's administrative personnel are considered in this article. Alongside with it the following is defined: purposes, formation principles, indicators and criteria of the assessment system, rating scale, the procedure and order of assessment process of higher…

The Nature of Feedback in English: Teacher Practices

ERIC Educational Resources Information Center

Dargusch, Joanne

2014-01-01

This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in the standards-based Queensland assessment system. This paper focuses in particular on the teachers' provision of feedback on rough draft summative assessment items. It identifies the links between assessment criteria and…

Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

NASA Astrophysics Data System (ADS)

Kay, Robin; Knaack, Liesel

2009-10-01

An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment.

Data Mining: A Systems Approach to Formative Assessment

ERIC Educational Resources Information Center

Schmid, Dale

2012-01-01

This article describes how using raw data and information from reliable assessments can inform teachers' decisions leading to improved instruction. The primary aim is to use a systems approach to provide evidence of what students know and how they demonstrate mastery. Such evidence can empower teachers to reach all students. The pedagogic…

Advanced Cutting Effect System versus Cold Steel Scalpel: Comparative Wound Healing and Scar Formation in Targeted Surgical Applications.

PubMed

Lee, Brian J; Marks, Malcolm; Smith, Dell P; Hodges-Savola, Cheryl A; Mischke, Jennifer M; Lewis, Ryan D

2014-10-01

Use of electrosurgery for skin incisions has been controversial due to concerns of delayed healing, excessive scarring, and increased infection. Recent studies using modern electrosurgical generators that produce pure sinusoidal "CUT" waveforms have shown reductions in thermal damage along incisions made with these devices compared with their predecessors. This study compares scar formation in incisions made using a cold steel scalpel (CSS) or the ACE Blade and Mega Power Generator (ACE system, Megadyne Medical Products, Draper, Utah) from patient and blinded observer perspectives. Subjects seeking plastic surgery were enrolled in the study. Incisions on one side of each subject's body were made with a CSS while equivalent incisions on the contralateral side were made with the ACE system. Differences between incision methods were evaluated by assessment of scar formation by observers and assessment of patient satisfaction relating to scar formation at 120 days postsurgery. Observers rated incision vascularization, pigmentation, thickness, and relief. The mean observer score (± SD) of incisions made with the ACE system was 11.1 ± 4.4 while that of incisions made with the CSS was 10.8 ± 3.7 (P < 0.0001). Patients rated incision pain, itching, discoloration, stiffness, thickness, and irregularity. The mean patient score of incisions made with the ACE system was 9.4 ± 9.2 while that of incisions made with the CSS was 9.3 ± 8.5 (P < 0.0001). Results showed noninferior wound healing/scar formation in skin incisions made with the ACE system compared with incisions made with a CSS.

Results of NASA's First Autonomous Formation Flying Experiment: Earth Observing-1 (EO-1)

NASA Technical Reports Server (NTRS)

Folta, David C.; Hawkins, Albin; Bauer, Frank H. (Technical Monitor)

2001-01-01

NASA's first autonomous formation flying mission completed its primary goal of demonstrating an advanced technology called enhanced formation flying. To enable this technology, the Guidance, Navigation, and Control center at the Goddard Space Flight Center (GSFC) implemented a universal 3-axis formation flying algorithm in an autonomous executive flight code onboard the New Millennium Program's (NMP) Earth Observing-1 (EO-1) spacecraft. This paper describes the mathematical background of the autonomous formation flying algorithm and the onboard flight design and presents the validation results of this unique system. Results from functionality assessment through fully autonomous maneuver control are presented as comparisons between the onboard EO-1 operational autonomous control system called AutoCon(tm), its ground-based predecessor, and a standalone algorithm.

Open Book Examinations in a Distance (Teacher) Education Programme: South African Teacher-Learners' Experiences

ERIC Educational Resources Information Center

Msila, Vuyisile

2011-01-01

The current post-apartheid system of education in South Africa requires students to be critical thinkers. Education institutions utilise a variety of assessment strategies; peer assessment, self-assessment, and group assessment are some of the formative assessments that are crucial in the promotion of students. This article reports on the findings…

Assessment Literacy for Educators: Q&A with Edward Roeber, Ph.D. 2016 Educator Effectiveness Webinar Series

ERIC Educational Resources Information Center

Roeber, Edward

2016-01-01

In this webinar, Dr. Edward Roeber, Assessment Director for the Michigan Assessment Consortium, addressed what educators need to know about formative, summative, and interim assessments and how each functions in a coherent assessment system. This Q&A addressed the questions participants had for Dr. Roeber following the webinar. The webinar…

An Adaptive Testing System for Supporting Versatile Educational Assessment

ERIC Educational Resources Information Center

Huang, Yueh-Min; Lin, Yen-Ting; Cheng, Shu-Chen

2009-01-01

With the rapid growth of computer and mobile technology, it is a challenge to integrate computer based test (CBT) with mobile learning (m-learning) especially for formative assessment and self-assessment. In terms of self-assessment, computer adaptive test (CAT) is a proper way to enable students to evaluate themselves. In CAT, students are…

Evaluating a technology supported interactive response system during the laboratory section of a histology course.

PubMed

Rinaldi, Vera D; Lorr, Nancy A; Williams, Kimberly

2017-07-01

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper-level histology course, the interactive application Learning Catalytics TM , a cloud-based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions "on-the-go," engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five-point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328-338. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Formative Evaluation of the ACSC Distance Learning Program: A Status Study.

ERIC Educational Resources Information Center

MacCuish, Donald A.

2001-01-01

Describes a formative evaluation of the Air Command and Staff College (ACSC) distance learning program, which offers professional military education (PME). Highlights include use of the status study methodology; curriculum development; course design; learning theories; instructional systems design; best practices; and student assessment. (LRW)

How to Assess Data Availability, Accessibility and Format for Risk Analysis?

PubMed

Humblet, M-F; Vandeputte, S; Mignot, C; Bellet, C; De Koeijer, A; Swanenburg, M; Afonso, A; Sanaa, M; Saegerman, C

2016-12-01

Risk assessments are mostly carried out based on available data, which do not reflect all data theoretically required by experts to answer them. This study aimed at developing a methodology to assess data availability, accessibility and format, based on a scoring system and focusing on two diseases: Venezuelan equine encephalomyelitis (VEE), still exotic to Europe, and alveolar echinococcosis, caused by Echinococcus multilocularis (EM), endemic in several Member States (MSs). After reviewing 36 opinions of the EFSA-AHAW Panel on risk assessment of animal health questions, a generic list of needed data was elaborated. The methodology consisted, first, in implementing a direct and an indirect survey to collect the data needed for both case studies: the direct survey consisted in a questionnaire sent to contact points of three European MSs (Belgium, France and the Netherlands), and the organization of a workshop gathering experts on both diseases. The indirect survey, focusing on the three MSs involved in the direct survey plus Spain, relied on web searches. Secondly, a scoring system with reference to data availability, accessibility and format was elaborated, to, finally, compare both diseases and data between MSs. The accessibility of data was generally related to their availability. Web searches resulted in more data available for VEE compared to EM, despite its current exotic status in the European Union. Hypertext markup language and portable document files were the main formats of available data. Data availability, accessibility and format should be improved for research scientists/assessors. The format of data plays a key role in the feasibility and rapidness of data management and analysis, through a prompt compilation, combination and aggregation in working databases. Harmonization of data collection process is encouraged, according to standardized procedures, to provide useful and reliable data, both at the national and the international levels for both animal and human health; it would allow assessing data gaps through comparative studies. The present methodology is a good way of assessing the relevance of data for risk assessment, as it allows integrating the uncertainty linked to the quality of data used. Such an approach could be described as transparent and traceable and should be performed systematically. © 2015 Blackwell Verlag GmbH.

A comprehensive assessment of repaglinide metabolic pathways: impact of choice of in vitro system and relative enzyme contribution to in vitro clearance.

PubMed

Säll, Carolina; Houston, J Brian; Galetin, Aleksandra

2012-07-01

Repaglinide is presently recommended by the U.S. Food and Drug Administration as a clinical CYP2C8 probe, yet current in vitro and clinical data are inconsistent concerning the role of this enzyme in repaglinide elimination. The aim of the current study was to perform a comprehensive investigation of repaglinide metabolic pathways and assess their contribution to the overall clearance. Formation of four repaglinide metabolites was characterized using in vitro systems with differential complexity. Full kinetic profiles for the formation of M1, M2, M4, and repaglinide glucuronide were obtained in pooled cryopreserved human hepatocytes, human liver microsomes, human S9 fractions, and recombinant cytochrome P450 enzymes. Distinct differences in clearance ratios were observed between CYP3A4 and CYP2C8 for M1 and M4 formation, resulting in a 60-fold M1/M4 ratio in recombinant (r) CYP3A4, in contrast to 0.05 in rCYP2C8. Unbound K(m) values were within 2-fold for each metabolite across all in vitro systems investigated. A major system difference was seen in clearances for the formation of M2, which is suggested to be a main metabolite of repaglinide in vivo. An approximately 7-fold higher unbound intrinsic clearance was observed in hepatocytes and S9 fractions in comparison to microsomes; the involvement of aldehyde dehydrogenase in M2 formation was shown for the first time. This systematic analysis revealed a comparable in vitro contribution from CYP2C8 and CYP3A4 to the metabolism of repaglinide (<50%), whereas the contribution of glucuronidation ranged from 2 to 20%, depending on the in vitro system used. The repaglinide M4 metabolic pathway is proposed as a specific CYP2C8 probe for the assessment of drug-drug interactions.

Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

ERIC Educational Resources Information Center

Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

2017-01-01

Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

Netmeld v. 1.0

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

BERG, MICHAEL; RILEY, MARSHALL

System assessments typically yield large quantities of data from disparate sources for an analyst to scrutinize for issues. Netmeld is used to parse input from different file formats, store the data in a common format, allow users to easily query it, and enable analysts to tie different analysis tools together using a common back-end.

Semiquinone formation and DNA base damage by toxic quinones and inhibition by N-acetylcysteine (NAC)

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

Lewis, D.C.; Shibamoto, T.

1986-03-05

Toxic, mutagenic, carcinogenic, and teratogenic effects have been reported for some quinones as well as compounds metabolized to quinones. Semiquinone radical formation, thymidine degradation, and protection by NAC were studied in a hypoxanthine/xanthine oxidase (HX/XO) system. Quinone, benzo(a)pyrene-3,6-quinone, danthron, doxorubicin, emodin, juglone, menadione, and moniliformin were tested. Diethylstilbestrolquinone, N-acetylquinoneimine, and benzoquinonediimine, hypothesized toxic metabolites of diethylstilbestrol, acetaminophen and p-phenylenediamine, respectively, were synthesized and studied. Semiquinone radical formation was assessed in a HX/XO system monitoring cytochrome C reduction. Large differences in rates of semiquinone radical formation were noted for different quinones, with V/Vo values ranging from 1.2 to 10.6. DNA basemore » degradation, thymine or thymidine glycol formation, and thiobarbituric acid reactive substance (TBARS) production were measured in a similar system containing thymine, thymidine, calf thymus DNA, or deoxyribose. TBARS formation was observed with deoxyribose, but thymidine degradation without TBARS formation was noted with thymidine. NAC (0.5 to 10 mM) caused dose-dependent inhibition of quinone-induced cytochrome C reduction.« less

Preliminary Results of NASA's First Autonomous Formation Flying Experiment: Earth Observing-1 (EO-1)

NASA Technical Reports Server (NTRS)

Folta, David; Hawkins, Albin

2001-01-01

NASA's first autonomous formation flying mission is completing a primary goal of demonstrating an advanced technology called enhanced formation flying. To enable this technology, the Guidance, Navigation, and Control center at the Goddard Space Flight Center has implemented an autonomous universal three-axis formation flying algorithm in executive flight code onboard the New Millennium Program's (NMP) Earth Observing-1 (EO-1) spacecraft. This paper describes the mathematical background of the autonomous formation flying algorithm and the onboard design and presents the preliminary validation results of this unique system. Results from functionality assessment and autonomous maneuver control are presented as comparisons between the onboard EO-1 operational autonomous control system called AutoCon(tm), its ground-based predecessor, and a stand-alone algorithm.

Concurrent Validity of the Classroom Strategies Scale-Teacher Form: A Preliminary Investigation

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.; Rualo, Angelique J.; Fabiano, Gregory A.

2016-01-01

The present study investigated the concurrent validity of the Classroom Strategies Scale-Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom…

Some Limits in Peer Assessment

ERIC Educational Resources Information Center

Domingo, Joan; Martinez, Herminio; Gomariz, Spartacus; Gámiz, Juan

2014-01-01

Nowadays, the educational methodology known as "peer assessment" constitutes one of the pillars of formative assessment at the different levels of the educational system, particularly at the University level. In fact, in recent years, it has been increasingly used to enhance students' meaningful learning, as it is considered to be an…

Doctors on the move: a European case study on the key characteristics of national recertification systems

PubMed Central

Govaerts, Marjan J; Mitchell, Sharon; Rohde, Gernot G U; Smeenk, Frank W J M; Driessen, Erik W

2018-01-01

Objectives With increased cross-border movement, ensuring safe and high-quality healthcare has gained primacy. The purpose of recertification is to ensure quality of care through periodically attesting doctors’ professional proficiency in their field. Professional migration and facilitated cross-border recognition of qualifications, however, make us question the fitness of national policies for safeguarding patient care and the international accountability of doctors. Design and setting We performed document analyses and conducted 19 semistructured interviews to identify and describe key characteristics and effective components of 10 different European recertification systems, each representing one case (collective case study). We subsequently compared these systems to explore similarities and differences in terms of assessment criteria used to determine process quality. Results Great variety existed between countries in terms and assessment formats used, targeting cognition, competence and performance (Miller’s assessment pyramid). Recertification procedures and requirements also varied significantly, ranging from voluntary participation in professional development modules to the mandatory collection of multiple performance data in a competency-based portfolio. Knowledge assessment was fundamental to recertification in most countries. Another difference concerned the stakeholders involved in the recertification process: while some systems exclusively relied on doctors’ self-assessment, others involved multiple stakeholders but rarely included patients in assessment of doctors’ professional competence. Differences between systems partly reflected different goals and primary purposes of recertification. Conclusion Recertification systems differ substantially internationally with regard to the criteria they apply to assess doctors’ competence, their aims, requirements, assessment formats and patient involvement. In the light of professional mobility and associated demands for accountability, we recommend that competence assessment includes patients’ perspectives, and recertification practices be shared internationally to enhance transparency. This can help facilitate cross-border movement, while guaranteeing high-quality patient care. PMID:29666131

Web-Based Dynamic Assessment: Taking Assessment as Teaching and Learning Strategy for Improving Students e-Learning Effectiveness

ERIC Educational Resources Information Center

Wang, Tzu-Hua

2010-01-01

This research combines the idea of cake format dynamic assessment defined by Sternberg and Grigorenko (2001) and the "graduated prompt approach" proposed by (Campione and Brown, 1985) and (Campione and Brown, 1987) to develop a multiple-choice Web-based dynamic assessment system. This research adopts a quasi-experimental design to…

AADL Fault Modeling and Analysis Within an ARP4761 Safety Assessment

DTIC Science & Technology

2014-10-01

Analysis Generator 27 3.2.3 Mapping to OpenFTA Format File 27 3.2.4 Mapping to Generic XML Format 28 3.2.5 AADL and FTA Mapping Rules 28 3.2.6 Issues...PSSA), System Safety Assessment (SSA), Common Cause Analysis (CCA), Fault Tree Analysis ( FTA ), Failure Modes and Effects Analysis (FMEA), Failure...Modes and Effects Summary, Mar - kov Analysis (MA), and Dependence Diagrams (DDs), also referred to as Reliability Block Dia- grams (RBDs). The

Preliminary vitrinite and bitumen reflectance, total organic carbon, and pyrolysis data for samples from Upper and Lower Cretaceous strata, Maverick Basin, south Texas

USGS Publications Warehouse

Hackley, Paul C.; Dennen, Kristin O.; Gesserman, Rachel M.; Ridgley, Jennie L.

2009-01-01

The Lower Cretaceous Pearsall Formation, a regionally occurring limestone and shale interval of 500-600-ft maximum thickness (Rose, 1986), is being evaluated as part of an ongoing U.S. Geological Survey (USGS) assessment of undiscovered hydrocarbon resources in onshore Lower Cretaceous strata of the northern Gulf of Mexico. The purpose of this report is to release preliminary vitrinite and bitumen reflectance, total organic carbon, and pyrolysis data for Pearsall Formation, Glen Rose Formation, Hosston Formation, Austin Group, and Eagle Ford Group samples from the Maverick Basin in south Texas in order to aid in the characterization of these strata in this area. The preliminary nature of this report and the data contained herein reflect that the assessment and characterization of these samples is a work currently in progress. Pearsall Formation subdivisions are, in ascending stratigraphic order, the Pine Island Shale, James Limestone, and Bexar Shale Members (Loucks, 2002). The Lower Cretaceous Glen Rose Formation is also part of the USGS Lower Cretaceous assessment and produces oil in the Maverick Basin (Loucks and Kerans, 2003). The Hosston Formation was assessed by the USGS for undiscovered oil and gas resources in 2006 (Dyman and Condon, 2006), but not in south Texas. The Upper Cretaceous Austin Group is being assessed as part of the USGS assessment of undiscovered hydrocarbon resources in the Upper Cretaceous strata of the northern Gulf of Mexico and, along with the Upper Cretaceous Eagle Ford Group, is considered to be an important source rock in the Smackover-Austin-Eagleford Total Petroleum System (Condon and Dyman, 2006). Both the Austin Group and the Eagle Ford Group are present in the Maverick Basin in south Texas (Rose, 1986).

Natural Tracers and Multi-Scale Assessment of Caprock Sealing Behavior: A Case Study of the Kirtland Formation, San Juan Basin

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

Jason Heath; Brian McPherson; Thomas Dewers

The assessment of caprocks for geologic CO{sub 2} storage is a multi-scale endeavor. Investigation of a regional caprock - the Kirtland Formation, San Juan Basin, USA - at the pore-network scale indicates high capillary sealing capacity and low permeabilities. Core and wellscale data, however, indicate a potential seal bypass system as evidenced by multiple mineralized fractures and methane gas saturations within the caprock. Our interpretation of {sup 4}He concentrations, measured at the top and bottom of the caprock, suggests low fluid fluxes through the caprock: (1) Of the total {sup 4}He produced in situ (i.e., at the locations of sampling)more » by uranium and thorium decay since deposition of the Kirtland Formation, a large portion still resides in the pore fluids. (2) Simple advection-only and advection-diffusion models, using the measured {sup 4}He concentrations, indicate low permeability ({approx}10-20 m{sup 2} or lower) for the thickness of the Kirtland Formation. These findings, however, do not guarantee the lack of a large-scale bypass system. The measured data, located near the boundary conditions of the models (i.e., the overlying and underlying aquifers), limit our testing of conceptual models and the sensitivity of model parameterization. Thus, we suggest approaches for future studies to better assess the presence or lack of a seal bypass system at this particular site and for other sites in general.« less

Technical analysis of US Army Weapons Systems and related advanced technologies of military interest. Final report

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

NONE

1991-06-14

This report summarizes the activities and accomplishments of an US Army technology security project designed to identify and develop effective policy guidelines for militarily critical technologies in specific Army systems and in broad generic technology areas of military interest, Individual systems analyses are documented in separate Weapons Systems Technical Assessments (WSTAs) and the general generic technology areas are evaluated in the Advanced Technology Assessment Reports (ATARs), However, specific details of these assessments are not addressed here, only recommendations regarding aspects of the defined approach, methodology, and format are provided and discussed.

Developing, Implementing, and Assessing an Early Alert System

ERIC Educational Resources Information Center

Tampke, Dale R.

2013-01-01

Early alert systems offer institutions systematic approaches to identifying and intervening with students exhibiting at-risk behaviors. Many of these systems rely on a common format for student referral to central receiving point. Systems at larger institutions often use web-based technology to allow for a scalable (available campus wide) approach…

Increase in peripheral oxidative stress during hypercholesterolemia is not reflected in the central nervous system: evidence from two mouse models.

PubMed

Ding, Tao; Yao, Yeumang; Praticò, Domenico

2005-05-01

In recent years oxidative stress has been widely implicated as a pathogenetic mechanism of several diseases, and a variety of indices and assays have been developed to assess this phenomenon in complex biological systems. Most of these biomarkers can be measured virtually in every biological fluid and tissue, providing us with the opportunity to assess their formation at local site of oxidative injury. However, despite their widespread use, it is still not completely clear how their peripheral formation correlates with the levels measured in the central nervous system. For this reason, we utilized two well-characterized animal models of chronic peripheral oxidative stress, low-density lipoprotein receptor (LDLR)-deficient and C57BL/6 mice on a high fat diet. After 8 weeks on the diet, we assessed isoprostane, marker of lipid peroxidation, and carbonyls, marker of protein oxidation, in several organs of these animals. Compared with animals on chow, mice on the high fat diet showed a significant increase in both biomarkers in plasma, heart, aorta and liver but not in brain tissues. This observation was confirmed by the selective accumulation of radioactivity in the peripheral organs but not in the brains of mice injected with tritiated isoprostane. Our findings indicate that in hypercholesterolemia the peripheral formation of oxidative products does not contribute to their levels found in the central nervous system.

Spatial awareness comparisons between large-screen, integrated pictorial displays and conventional EFIS displays during simulated landing approaches

NASA Technical Reports Server (NTRS)

Parrish, Russell V.; Busquets, Anthony M.; Williams, Steven P.; Nold, Dean E.

1994-01-01

An extensive simulation study was performed to determine and compare the spatial awareness of commercial airline pilots on simulated landing approaches using conventional flight displays with their awareness using advanced pictorial 'pathway in the sky' displays. Sixteen commercial airline pilots repeatedly made simulated complex microwave landing system approaches to closely spaced parallel runways with an extremely short final segment. Scenarios involving conflicting traffic situation assessments and recoveries from flight path offset conditions were used to assess spatial awareness (own ship position relative the the desired flight route, the runway, and other traffic) with the various display formats. The situation assessment tools are presented, as well as the experimental designs and the results. The results demonstrate that the integrated pictorial displays substantially increase spatial awareness over conventional electronic flight information systems display formats.

Spatial databases of the Humboldt Basin mineral resource assessment, northern Nevada

USGS Publications Warehouse

Mihalasky, Mark J.; Moyer, Lorre A.

2004-01-01

This report describes the origin, generation, and format of tract map databases for deposit types that accompany the metallic mineral resource assessment for the Humboldt River Basin, northern Nevada, (Wallace and others, 2004, Chapter 2). The deposit types include pluton-related polymetallic, sedimentary rock-hosted Au-Ag, and epithermal Au-Ag. The tract maps constitute only part of the assessment, which also includes new research and data for northern Nevada, discussions on land classification, and interpretation of the assessment maps. The purpose of the assessment was to identify areas that may have a greater favorability for undiscovered metallic mineral deposits, provide analysis of the mineral-resource favorability, and present the assessment of the Humboldt River basin and adjacent areas in a digital format using a Geographic Information System (GIS).

Formative assessment in physiology teaching using a wireless classroom communication system.

PubMed

Paschal, Cynthia B

2002-12-01

Systems physiology, studied by biomedical engineers, is an analytical way to approach the homeostatic foundations of basic physiology. In many systems physiology courses, students attend lectures and are given homework and reading assignments to complete outside of class. The effectiveness of this traditional approach was compared with an approach in which a wireless classroom communication system was used to provide instant feedback on in-class learning activities and reading assignment quizzes. Homework was eliminated in this approach. The feedback system used stimulated 100% participation in class and facilitated rapid formative assessment. The results of this study indicate that learning of systems physiology concepts including physiology is at least, as if not more, effective when in-class quizzes and activities with instant feedback are used in place of traditional learning activities including homework. When results of this study are interpreted in light of possible effects of the September 11, 2001 terrorist attacks on student learning in the test group, it appears that the modified instruction may be more effective than the traditional instruction.

Assessment of Undiscovered Oil and Gas Resources of the Uinta-Piceance Province of Colorado and Utah, 2002

USGS Publications Warehouse

,

2002-01-01

The U.S. Geological Survey (USGS) recently completed an assessment of the undiscovered oil and gas potential of the UintaPiceance Province of northwestern Colorado and northeastern Utah (fig. 1). The assessment of the Uinta-Piceance Province is geology based and uses the Total Petroleum System concept. The geologic elements of Total Petroleum Systems include hydrocarbon source rocks (source rock maturation, hydrocarbon generation and migration), reservoir rocks (sequence stratigraphy, petrophysical properties), and hydrocarbon traps (trap formation and timing). Using this geologic framework, the USGS defined five Total Petroleum Systems and 20 Assessment Units within these Total Petroleum Systems, and quantitatively estimated the undiscovered oil and gas resources within each Assessment Unit (table 1).

Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System

ERIC Educational Resources Information Center

Hatziapostolou, Thanos; Paraskakis, Iraklis

2010-01-01

Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily…

The Development and Impact of POWERSOURCE[c]: Year 5. CRESST Report 792

ERIC Educational Resources Information Center

Phelan, Julia; Vendlinski, Terry; Choi, Kilchan; Dai, Yunyun; Herman, Joan; Baker, Eva L.

2011-01-01

The POWERSOURCE[c] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any mathematics curriculum. POWERSOURCE[c] includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessments to improve student learning. The core undertaking…

A Quasi-Experimental Evaluation of an On-Line Formative Assessment and Tutoring System

ERIC Educational Resources Information Center

Koedinger, Kenneth R.; McLaughlin, Elizabeth A.; Heffernan, Neil T.

2010-01-01

ASSISTments is a web-based math tutor designed to address the need for timely student assessment while simultaneously providing instruction, thereby avoiding lost instruction time that typically occurs during assessment. This article presents a quasi-experiment that evaluates whether ASSISTments use has an effect on improving middle school…

Mobile Formative Assessment Tool Based on Data Mining Techniques for Supporting Web-Based Learning

ERIC Educational Resources Information Center

Chen, Chih-Ming; Chen, Ming-Chuan

2009-01-01

Current trends clearly indicate that online learning has become an important learning mode. However, no effective assessment mechanism for learning performance yet exists for e-learning systems. Learning performance assessment aims to evaluate what learners learned during the learning process. Traditional summative evaluation only considers final…

Inline roasting hyphenated with gas chromatography-mass spectrometry as an innovative approach for assessment of cocoa fermentation quality and aroma formation potential.

PubMed

Van Durme, Jim; Ingels, Isabel; De Winne, Ann

2016-08-15

Today, the cocoa industry is in great need of faster and robust analytical techniques to objectively assess incoming cocoa quality. In this work, inline roasting hyphenated with a cooled injection system coupled to a gas chromatograph-mass spectrometer (ILR-CIS-GC-MS) has been explored for the first time to assess fermentation quality and/or overall aroma formation potential of cocoa. This innovative approach resulted in the in-situ formation of relevant cocoa aroma compounds. After comparison with data obtained by headspace solid phase micro extraction (HS-SPME-GC-MS) on conventional roasted cocoa beans, ILR-CIS-GC-MS data on unroasted cocoa beans showed similar formation trends of important cocoa aroma markers as a function of fermentation quality. The latter approach only requires small aliquots of unroasted cocoa beans, can be automatated, requires no sample preparation, needs relatively short analytical times (<1h) and is highly reproducible. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using tablets for real-time formative assessment in large-enrollment introductory courses

NASA Astrophysics Data System (ADS)

Ruskell, Todd

2013-04-01

Many large-enrollment introductory physics courses now use personal response devices (clickers) to engage students during class and collect data for real-time formative assessment. However, most systems only allow for multiple-choice or in some cases numeric or simple text answers. A program called inkSurvey allows faculty to ask more open-ended questions and students can submit both text and graphical responses from tablet computers. This provides faculty much greater insight into a student's problem-solving process. In our pilot project standard clickers were used in the first half of a calculus-based physics I course, and in the second half of the semester, tablets and inkSurvey were used to collect formative assessment data. We will report on initial impressions of both the faculty and students regarding the relative utility and effectiveness of each tool.

Virtual humans and formative assessment to train diagnostic skills in bulimia nervosa.

PubMed

Gutiérrez-Maldonado, José; Ferrer-Garcia, Marta; Pla, Joana; Andrés-Pueyo, Antonio

2014-01-01

Carrying out a diagnostic interview requires skills that need to be taught in a controlled environment. Virtual Reality (VR) environments are increasingly used in the training of professionals, as they offer the most realistic alternative while not requiring students to face situations for which they are yet unprepared. The results of the training of diagnostic skills can also be generalized to any other situation in which effective communication skills play a major role. Our aim with this study has been to develop a procedure of formative assessment in order to increment the effectiveness of virtual learning simulation systems and then to assess their efficacy.

A Solution-Based Intelligent Tutoring System Integrated with an Online Game-Based Formative Assessment: Development and Evaluation

ERIC Educational Resources Information Center

Hooshyar, Danial; Ahmad, Rodina Binti; Yousefi, Moslem; Fathi, Moein; Abdollahi, Abbas; Horng, Shi-Jinn; Lim, Heuiseok

2016-01-01

Nowadays, intelligent tutoring systems are considered an effective research tool for learning systems and problem-solving skill improvement. Nonetheless, such individualized systems may cause students to lose learning motivation when interaction and timely guidance are lacking. In order to address this problem, a solution-based intelligent…

Strontium enhances osseointegration of calcium phosphate cement: a histomorphometric pilot study in ovariectomized rats.

PubMed

Baier, Martin; Staudt, Patric; Klein, Roman; Sommer, Ulrike; Wenz, Robert; Grafe, Ingo; Meeder, Peter Jürgen; Nawroth, Peter P; Kasperk, Christian

2013-06-07

Calcium phosphate cements are used frequently in orthopedic and dental surgeries. Strontium-containing drugs serve as systemic osteoblast-activating medication in various clinical settings promoting mechanical stability of the osteoporotic bone. Strontium-containing calcium phosphate cement (SPC) and calcium phosphate cement (CPC) were compared regarding their local and systemic effects on bone tissue in a standard animal model for osteoporotic bone. A bone defect was created in the distal femoral metaphysis of 60 ovariectomized Sprague-Dawley rats. CPC and SPC were used to fill the defects in 30 rats in each group. Local effects were assessed by histomorphometry at the implant site. Systemic effects were assessed by bone mineral density (BMD) measurements at the contralateral femur and the spine. Faster osseointegration and more new bone formation were found for SPC as compared to CPC implant sites. SPC implants exhibited more cracks than CPC implants, allowing more bone formation within the implant. Contralateral femur BMD and spine BMD did not differ significantly between the groups. The addition of strontium to calcium phosphate stimulates bone formation in and around the implant. Systemic release of strontium from the SPC implants did not lead to sufficiently high serum strontium levels to induce significant systemic effects on bone mass in this rat model.

PHYSIO-CHEMICAL CHARACTERIZATION OF IRON TUBERCULATION FROM A SINGLE DRINKING WATER DISTRIBUTION SYSTEM

EPA Science Inventory

Corrosion of iron pipes in Drinking Water Distribution Systems (DWDS) contributes to the formation of tubercles whose physio-chemical properties are influenced by the composition of the waters in the distribution system. Thus the objective of this study was to assess the extent o...

The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade K. Technical Report #1314

ERIC Educational Resources Information Center

Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald

2012-01-01

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 2. Technical Report #1316

ERIC Educational Resources Information Center

Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald

2012-01-01

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

Geologic assessment of undiscovered oil and gas resources in Aptian carbonates, onshore northern Gulf of Mexico Basin, United States

USGS Publications Warehouse

Hackley, Paul C.; Karlsen, Alexander W.

2014-01-01

Carbonate lithofacies of the Lower Cretaceous Sligo Formation and James Limestone were regionally evaluated using established U.S. Geological Survey (USGS) assessment methodology for undiscovered conventional hydrocarbon resources. The assessed area is within the Upper Jurassic–Cretaceous–Tertiary Composite total petroleum system, which was defined for the assessment. Hydrocarbons reservoired in carbonate platform Sligo-James oil and gas accumulations are interpreted to originate primarily from the Jurassic Smackover Formation. Emplacement of hydrocarbons occurred via vertical migration along fault systems; long-range lateral migration also may have occurred in some locations. Primary reservoir facies include porous patch reefs developed over paleostructural salt highs, carbonate shoals, and stacked linear reefs at the carbonate shelf margin. Hydrocarbon traps dominantly are combination structural-stratigraphic. Sealing lithologies include micrite, calcareous shale, and argillaceous lime mudstone. A geologic model, supported by discovery history analysis of petroleum geology data, was used to define a single regional assessment unit (AU) for conventional reservoirs in carbonate facies of the Sligo Formation and James Limestone. The AU is formally entitled Sligo-James Carbonate Platform Oil and Gas (50490121). A fully risked mean undiscovered technically recoverable resource in the AU of 50 million barrels of oil (MMBO), 791 billion cubic feet of natural gas (BCFG), and 26 million barrels of natural gas liquids was estimated. Substantial new development through horizontal drilling has occurred since the time of this assessment (2010), resulting in cumulative production of >200 BCFG and >1 MMBO.

Group Peer Assessment for Summative Evaluation in a Graduate-Level Statistics Course for Ecologists

ERIC Educational Resources Information Center

ArchMiller, Althea; Fieberg, John; Walker, J.D.; Holm, Noah

2017-01-01

Peer assessment is often used for formative learning, but few studies have examined the validity of group-based peer assessment for the summative evaluation of course assignments. The present study contributes to the literature by using online technology (the course management system Moodle™) to implement structured, summative peer review based on…

Relative Navigation of Formation Flying Satellites

NASA Technical Reports Server (NTRS)

Long, Anne; Kelbel, David; Lee, Taesul; Leung, Dominic; Carpenter, Russell; Gramling, Cheryl; Bauer, Frank (Technical Monitor)

2002-01-01

The Guidance, Navigation, and Control Center (GNCC) at Goddard Space Flight Center (GSFC) has successfully developed high-accuracy autonomous satellite navigation systems using the National Aeronautics and Space Administration's (NASA's) space and ground communications systems and the Global Positioning System (GPS). In addition, an autonomous navigation system that uses celestial object sensor measurements is currently under development and has been successfully tested using real Sun and Earth horizon measurements.The GNCC has developed advanced spacecraft systems that provide autonomous navigation and control of formation flyers in near-Earth, high-Earth, and libration point orbits. To support this effort, the GNCC is assessing the relative navigation accuracy achievable for proposed formations using GPS, intersatellite crosslink, ground-to-satellite Doppler, and celestial object sensor measurements. This paper evaluates the performance of these relative navigation approaches for three proposed missions with two or more vehicles maintaining relatively tight formations. High-fidelity simulations were performed to quantify the absolute and relative navigation accuracy as a function of navigation algorithm and measurement type. Realistically-simulated measurements were processed using the extended Kalman filter implemented in the GPS Enhanced Inboard Navigation System (GEONS) flight software developed by GSFC GNCC. Solutions obtained by simultaneously estimating all satellites in the formation were compared with the results obtained using a simpler approach based on differencing independently estimated state vectors.

Effect of satellite formations and imaging modes on global albedo estimation

NASA Astrophysics Data System (ADS)

Nag, Sreeja; Gatebe, Charles K.; Miller, David W.; de Weck, Olivier L.

2016-05-01

We confirm the applicability of using small satellite formation flight for multi-angular earth observation to retrieve global, narrow band, narrow field-of-view albedo. The value of formation flight is assessed using a coupled systems engineering and science evaluation model, driven by Model Based Systems Engineering and Observing System Simulation Experiments. Albedo errors are calculated against bi-directional reflectance data obtained from NASA airborne campaigns made by the Cloud Absorption Radiometer for the seven major surface types, binned using MODIS' land cover map - water, forest, cropland, grassland, snow, desert and cities. A full tradespace of architectures with three to eight satellites, maintainable orbits and imaging modes (collective payload pointing strategies) are assessed. For an arbitrary 4-sat formation, changing the reference, nadir-pointing satellite dynamically reduces the average albedo error to 0.003, from 0.006 found in the static referencecase. Tracking pre-selected waypoints with all the satellites reduces the average error further to 0.001, allows better polar imaging and continued operations even with a broken formation. An albedo error of 0.001 translates to 1.36 W/m2 or 0.4% in Earth's outgoing radiation error. Estimation errors are found to be independent of the satellites' altitude and inclination, if the nadir-looking is changed dynamically. The formation satellites are restricted to differ in only right ascension of planes and mean anomalies within slotted bounds. Three satellites in some specific formations show average albedo errors of less than 2% with respect to airborne, ground data and seven satellites in any slotted formation outperform the monolithic error of 3.6%. In fact, the maximum possible albedo error, purely based on angular sampling, of 12% for monoliths is outperformed by a five-satellite formation in any slotted arrangement and an eight satellite formation can bring that error down four fold to 3%. More than 70% ground spot overlap between the satellites is possible with 0.5° of pointing accuracy, 2 Km of GPS accuracy and commands uplinked once a day. The formations can be maintained at less than 1 m/s of monthly ΔV per satellite.

Total Petroleum Systems and Geologic Assessment of Oil and Gas Resources in the Powder River Basin Province, Wyoming and Montana

USGS Publications Warehouse

Anna, L.O.

2009-01-01

The U.S. Geological Survey completed an assessment of the undiscovered oil and gas potential of the Powder River Basin in 2006. The assessment of undiscovered oil and gas used the total petroleum system concept, which includes mapping the distribution of potential source rocks and known petroleum accumulations and determining the timing of petroleum generation and migration. Geologically based, it focuses on source and reservoir rock stratigraphy, timing of tectonic events and the configuration of resulting structures, formation of traps and seals, and burial history modeling. The total petroleum system is subdivided into assessment units based on similar geologic characteristics and accumulation and petroleum type. In chapter 1 of this report, five total petroleum systems, eight conventional assessment units, and three continuous assessment units were defined and the undiscovered oil and gas resources within each assessment unit quantitatively estimated. Chapter 2 describes data used in support of the process being applied by the U.S. Geological Survey (USGS) National Oil and Gas Assessment (NOGA) project. Digital tabular data used in this report and archival data that permit the user to perform further analyses are available elsewhere on this CD-ROM. Computers and software may import the data without transcription from the Portable Document Format files (.pdf files) of the text by the reader. Because of the number and variety of platforms and software available, graphical images are provided as .pdf files and tabular data are provided in a raw form as tab-delimited text files (.tab files).

Geology of the Molina Member of the Wasatch Formation, Piceance Basin, Colorado

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

Lorenz, J.; Nadon, G.; LaFreniere, L.

1996-06-01

The Molina Member of the Wasatch Formation has been cored in order to assess the presence/absence and character of microbial communities in the deep subsurface. Geological study of the Molina Member was undertaken in support of the microbiological tasks of this project, for the purposes of characterizing the host strata and of assessing the potential for post-depositional introduction of microbes into the strata. The Molina Member comprises a sandy fluvial unit within a formation dominated by mudstones. Sandy to conglomeratic deposits of braided and meandering fluvial systems are present on the western and eastern margins of the basin respectively, althoughmore » the physical and temporal equivalence of these systems cannot be proven. Distal braided facies of planar-horizontal bedded sandstones are recognized on the western margin of the basin. Natural fractures are present in all Molina sandstones, commonly as apparent shear pairs. Core from the 1-M-18 well contains natural fractures similar to those found in outcrops, and has sedimentological affinities to the meandering systems of the eastern margin of the basin. The hydrologic framework of the Molina, and thus any potential post-depositional introduction of microbes into the formation, should have been controlled by approximately east-west flow through the natural fracture system, the geometries and extent of the sandstones in which the fractures occur, and hydraulic gradient. Migration to the well site, from outcropping recharge areas at the edge of the basin, could have started as early as 40 million years ago if the cored strata are connected to the eastern sedimentary system.« less

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.

Doctors on the move: a European case study on the key characteristics of national recertification systems.

PubMed

Sehlbach, Carolin; Govaerts, Marjan J; Mitchell, Sharon; Rohde, Gernot G U; Smeenk, Frank W J M; Driessen, Erik W

2018-04-17

With increased cross-border movement, ensuring safe and high-quality healthcare has gained primacy. The purpose of recertification is to ensure quality of care through periodically attesting doctors' professional proficiency in their field. Professional migration and facilitated cross-border recognition of qualifications, however, make us question the fitness of national policies for safeguarding patient care and the international accountability of doctors. We performed document analyses and conducted 19 semistructured interviews to identify and describe key characteristics and effective components of 10 different European recertification systems, each representing one case (collective case study). We subsequently compared these systems to explore similarities and differences in terms of assessment criteria used to determine process quality. Great variety existed between countries in terms and assessment formats used, targeting cognition, competence and performance (Miller's assessment pyramid). Recertification procedures and requirements also varied significantly, ranging from voluntary participation in professional development modules to the mandatory collection of multiple performance data in a competency-based portfolio. Knowledge assessment was fundamental to recertification in most countries. Another difference concerned the stakeholders involved in the recertification process: while some systems exclusively relied on doctors' self-assessment, others involved multiple stakeholders but rarely included patients in assessment of doctors' professional competence. Differences between systems partly reflected different goals and primary purposes of recertification. Recertification systems differ substantially internationally with regard to the criteria they apply to assess doctors' competence, their aims, requirements, assessment formats and patient involvement. In the light of professional mobility and associated demands for accountability, we recommend that competence assessment includes patients' perspectives, and recertification practices be shared internationally to enhance transparency. This can help facilitate cross-border movement, while guaranteeing high-quality patient care. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Social Filters in Assessing Higher Education Services Market

ERIC Educational Resources Information Center

Shkurkin, Anatoly; Lutsenko, Ekaterina; Bazhenova, Natalia; Bazhenov, Ruslan; Bogachenko, Natalia

2016-01-01

The main goal of this work is to reveal social filters in the system of assessing the higher education services market. On the basis of the institutional interpretation of market relations, mechanisms and features of asymmetries formation in the educational services market are investigated. The role of the institutional environment ensuring…

Development of Performance Assessments in Science: Conceptual, Practical, and Logistical Issues.

ERIC Educational Resources Information Center

Solano-Flores, Guillermo; Shavelson, Richard J.

1997-01-01

Conceptual, practical, and logistical issues in the development of science performance assessments (SPAs) are discussed. The conceptual framework identifies task, response format, and scoring system as components, and conceives of SPAs as tasks that attempt to recreate conditions in which scientists work. Developing SPAs is a sophisticated effort…

A New Approach to Personalization: Integrating E-Learning and M-Learning

ERIC Educational Resources Information Center

Nedungadi, Prema; Raman, Raghu

2012-01-01

Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly,…

The Management of NASA Employee Health Problem; Status 1971

NASA Technical Reports Server (NTRS)

Arnoldi, L. B.

1971-01-01

A system for assessing employee health problems is introduced. The automated billing system is based on an input format including cost of medical services by user and measures in dollars, that portion of resources spent on preventive techniques versus therapeutic techniques. The system is capable of printing long term medical histories of any employee.

QCloud: A cloud-based quality control system for mass spectrometry-based proteomics laboratories

PubMed Central

Chiva, Cristina; Olivella, Roger; Borràs, Eva; Espadas, Guadalupe; Pastor, Olga; Solé, Amanda

2018-01-01

The increasing number of biomedical and translational applications in mass spectrometry-based proteomics poses new analytical challenges and raises the need for automated quality control systems. Despite previous efforts to set standard file formats, data processing workflows and key evaluation parameters for quality control, automated quality control systems are not yet widespread among proteomics laboratories, which limits the acquisition of high-quality results, inter-laboratory comparisons and the assessment of variability of instrumental platforms. Here we present QCloud, a cloud-based system to support proteomics laboratories in daily quality assessment using a user-friendly interface, easy setup, automated data processing and archiving, and unbiased instrument evaluation. QCloud supports the most common targeted and untargeted proteomics workflows, it accepts data formats from different vendors and it enables the annotation of acquired data and reporting incidences. A complete version of the QCloud system has successfully been developed and it is now open to the proteomics community (http://qcloud.crg.eu). QCloud system is an open source project, publicly available under a Creative Commons License Attribution-ShareAlike 4.0. PMID:29324744

Power and On-Board Propulsion System Benefit Studies at NASA GRC

NASA Technical Reports Server (NTRS)

Hoffman, David J.

2000-01-01

This paper discusses the value of systems studies that provide unbiased 'honest broker' assessments of the quantified benefits afforded by advanced technologies for specific missions. The organization, format, and approach used by the NASA Glenn Research Center (GRC) Systems Assessment Team (SAT) to perform system studies for the GRC advanced power and on-board propulsion technology development program is described. Three levels of assessments and a sensitivity analysis are explained and example results are presented. The impact of system studies results and some of the main challenges associated with systems studies are identified. A call for collaboration is made where system studies of all types from all organizations can be reviewed, providing a forum for the widest peer review to ensure accurate and unbiased technical content, and to avoid needless duplication.

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

NASA Astrophysics Data System (ADS)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately.