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Verhaaren, Catharine C. „Improving Course Assessments Through a Product Assessment Template“. Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2338.pdf.
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Lochner, Paul. „NM2002 impact assessment : impact assessment report“. Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/17325.
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Bibliography: p. 94-95.The purpose of this report is to: * assess the biophysical and socio-economic impacts of closure of De Beers Namaqualand Mines (DBNM) * provide preliminary suggestions for mitigation measures. DBNM anticipate that they will close in approximately 10 years' time. By the year 2002, all diamond deposits which are currently economically viable to mine on a large-scale would have been exploited. Closure is anticipated to have a significant impact on DBNM employees, their households, and towns where the households of employees live. Furthermore, closure is anticipated to have a significant impact on the Namaqualand economy. Therefore, DBNM commissioned the EEU to undertake an assessment of the impacts resulting from mine closure, to ascertain the effects on their employers and their affected households and communities. Through discussions with DBNM the scope for this assessment was established: * Briefly to describe the current biophysical, social and economic environments in Namaqualand and identify different trends in the region. * To assess in detail the socio-economic impacts resulting from the closure of DBNM. In addition, this report considers the impacts on the biophysical environment resulting from the closure of DBNM, because the socio-economic well-being of employees from rural areas of Namaqualand and Transkei is intrinsically linked to changes in the biophysical environment. Lastly, this report also contains preliminary suggestions for mitigating the impacts of closure.
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Rodgers, Paul A. „Product performance assessment“. Thesis, University of Westminster, 1995. https://westminsterresearch.westminster.ac.uk/item/94998/product-performance-assessment.
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This thesis describes a formal methodology for defining and assessing product performance and its implementation in a prototype computer system. The methodology is based on abstract descriptions of the operations that are conducted within the design process. It is, consequently, extremely generic and creates a bridge between physical product performance and actual user requirements. The methodology is based on defining product attributes in terms of observable parameters of the product in use. Defining an attribute in this way inherently reflects its required interaction with the user and consequently can truly be said to be in "user terms" A product will have a range of attributes and a performance indicator is proposed, such that the attributes are combined in a way that reflects their relative importance to the user. At the conceptual stage of the design process, when the actual product does not exist, and only some abstract representation is available, it is vitally important to be able to model or simulate and hence evaluate the product attributes. This area of design has often been associated with non algorithmic design procedures, because of its intangible nature. In this thesis the attribute methodology has been used to implement a prototype Computer Aided Design Evaluation Tool (CADET), which has been used and tested with an existing product range. The methodology being abstractly defined supports a wide range of product attributes. It also gives an indication of how the correspondingly wide range of existing analysis software could be integrated into a powerful single Computer Aided Design system. This work has resulted in the publication of two papers in refereed Journals and the presentation of eight other papers at refereed International Conferences. A list of the publications is included in the Appendices.
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Edelstam, Johannes. „Language Assessment of anN Interoperability Assessment Language“. Thesis, KTH, Industriella informations- och styrsystem, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-81478.
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In order to assure the usability, validity and reliability of an enterprise architecture analysis framework, it needs to be tested and evaluated. This report shows how such a test and evaluation can be performed using a real world scenario. The study will investigate a language for interoperability assessment proposed by Johan Ullberg et. al. in a construction project in Stockholm called the Royal Seaport project. The language is first used to evaluate the interoperability in the future IT-architecture in this project. Then the use of the language is evaluated according to best practices in a case study. Finally improvements and changes are proposed to the language, which would enhance its use in the earlier mentioned project.
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Avis, Jeremy Estrup. „LHDA 1000 impact assessment : impact assessment report“. Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/18877.
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Summary in English.The purpose of this report is to present an impact assessment of two possible access routes to the Mohale Dam in Lesotho, namely the Western Access Road and the Least Cost Alternative Route. It is an academic work to demonstrate an adequate grasp of principles, methods and techniques appropriate to the assessment, termed LHDA 1000. The water resources of Lesotho are being exploited to augment the current supply to the PWV industrial area of the Republic of South Africa, in terms of the Lesotho Highlands Water Project. This project is being implemented in phases. Phase lA, currently being constructed, involves the damming of the Malibamatso River at Katse in the Maluti Mountains (Figure1), a transfer tunnel through the mountains, a hydroelectric power station at 'Muela in Lesotho, and a delivery tunnel under the Caledon River to the Ash River (a tributary of the Vaal River which feeds the primary PW impoundment, the Vaal Dam) in the South Africa.
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Chester, Simon David. „Electronic assessment systems & generic models of student assessment“. Thesis, University of Portsmouth, 2009. https://researchportal.port.ac.uk/portal/en/theses/electronic-assessment-systems--generic-models-of-student-assessment(0855c511-8be7-46f5-85ae-2d1580c5b22f).html.
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This dissertation describes the creation of new and novel electronic assessment systems and the creation of a new generic model of assessment. The electronic assessment systems can be used by more than one teacher or student at any one time. Audio, visual and data recordings (including teachers comments) are immediately stored with student records so they are instantly available anywhere as a resource for monitoring progress and assisting student learning. Research work began by selecting a leading assessment system called ESAAMS Version 2. Although it was possible for that software to be installed on many computers, each instance of the software required its own separate database. New assessment practises in schools required this information to be shared between teachers and students and so it was necessary to investigate the underlying assessment models being used. ESAAMS Version 2 was tested by the author and by teachers, and questionnaires and interviews with teachers were also conducted and used to identify areas that could be improved or expanded. From that, a first new model of assessment was created. A new prototype electronic system called Kumquat was created to implement the first model. Kumquat allowed students to assess their own work and students could also build a portfolio of work. Kumquat was tested by several schools and results were collected and analysed to identify areas of the electronic assessment system that could be further improved or expanded. A second prototype electronic assessment system called Guava was then created from an analysis of feedback from Kumquat users. Further questionnaires were used and other assessment systems were reviewed to create a prototype generic assessment model. Guided by the results from testing the two new electronic assessment systems (Kumquat and Guava), a more focussed literature review was conducted and, from that, a new and final generic model of assessment was created. A third new electronic assessment system called Kiwi was described using the results from the literature searches, the new ideas and results from the two new electronic systems (Kumquat and Guava) and the final generic model of assessment created during the research. Kiwi would allow peer-assessment and more fluid sharing of student assessment information between teachers. Future research work was suggested.
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Peldžius, Stasys. „Software process assessment using multiple process assessment models“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141230_153238-51806.
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Many software companies face such problems as projects being behind schedule, exceeding the budget, customer dissatisfaction with product quality. Most of the problems arise due to immature software process of the company. The most popular process assessment models worldwide are ISO/IEC 15504 and CMMI. Companies seeking wider official recognition choose between these two models. Companies face the problem that different customers require process assessment according to different models. Therefore, it is important for companies to have an instrument that would transform company’s assessment results according to one process assessment model to another model without actual reassessment each time. The transitional process assessment model proposed in the dissertation allows the companies in the automotive, defence, space, medical, and other industries to have assessment results according to different process assessment models by performing only single process assessment. The presented method for TPAM development could be used developing transitional process assessment models in other domains. For example, service companies could implement a transitional model covering CMMI-SVC and ISO/IEC 15504-8 assessment models, and companies working in other areas could implement a transitional model covering Enterprise SPICE and FAA-iCMM assessment models.Dauguma programinę įrangą kuriančių įmonių susiduria su problemomis: projektai vėluoja, viršijamas biudžetas, klientai nepatenkinti produktų kokybe. Daugelis problemų kyla dėl nebrandaus programų kūrimo proceso, pagal kurį įmonė įgyvendina projektus. Populiariausi pasaulyje programų kūrimo procesų vertinimo modeliai yra ISO/IEC 15504 ir CMMI. Įmonės, norėdamos būti oficialiai pripažintos platesnėje aplinkoje, renkasi vieną iš šių dviejų modelių. Įmonės susiduria su problema, kad skirtingi užsakovai reikalauja skirtingų procesų vertinimo modelių. Todėl įmonėms yra aktualu turėti instrumentą, kuris atvaizduotų jos vertinimo rezultatus iš vieno procesų vertinimo modelio į kitą, neatliekant kaskart realaus įmonės procesų vertinimo. Disertacijoje pateiktas tarpinis programų kūrimo procesų vertinimo modelis yra instrumentas įmonėms, siekiančioms kurti programų sistemas automobilių, krašto apsaugos, kosmoso, medicinos ir kitose pramonės šakose, gauti vertinimo rezultatus pagal įvairius procesų vertinimo modelius, atliekant vieną procesų vertinimą. Pagal pasiūlytą tarpinio programų kūrimo procesų vertinimo modelio kūrimo metodą galima kurti tarpinius modelius ir kitų sričių procesams vertinti. Pavyzdžiui, galima konstruoti tarpinį modelį paslaugas teikiančioms organizacijoms, apimantį CMMI-SVC ir ISO/IEC 15504-8 vertinimo modelius, arba tarpinį modelį bet kokia veikla užsiimančioms organizacijoms, apimantį Enterprise SPICE ir FAA-iCMM vertinimo modelius.
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LOMBAARD, DUPRÉ. „A critical assessment of the social and economic aspects of environmental impact of assessment in South Africa“. University of the Western Cape, 2002. http://hdl.handle.net/11394/7507.
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>Magister Scientiae - MScMAGISTER SCIENTlAE IN THE FACULTY OF NATURAL SCIENCES OF THE UNIVERSITY OF THE WESTERN CAPE. This thesis focuses on Environmental Impact Assessments (EIA's) as prepared in the Western Cape Province. The thesis attempts to summarise the legal requirements for EIA's and then to analyse two recent assessmentsin the light of the concern raised by Alex Weaver, at the South African chapter of the International Association for Impact Assessment National Conference in 1999, that EIA's~l§_cLI>listoricaily _gisadvantag~and do not give sufficient attention to social impacts. The thesis also attempts to analyse the EIA's and to critically assess whether they comply with the intention of the legal requirements. The applicable legislation and regulations are analysed to determine whether there are sufficient guidelines for practitioners to assessthe socio-economic impacts of development in an equitable manner to the assessmentof the biophysical impacts. It was found that the legislation and the regulations do not provide clear guidance for the consideration of the socia-economic aspects of the environment or impacts in the preparation of EIA's. The EIA's regarding the Relocation Of The Informal Settlement At Stanford and for the Koringberg-Platvlei-MiddelburgWater Supply Pipeline required to provide potable water to rural communities are analysed, as both have socio-economicgoals. In the Stanford case, an informal settlement located on the town's water source has to be relocated to the town, where there is a shortage of land available for development and site-specific impacts on a major employer, with the threat of a potential loss in employment opportunities. In the Koringberg-Platvlei-Middelburg case, the rural community has insufficient potable water and a supply scheme is proposed in a potentially sensitive environment. In order to analyse the two assessments,the ideal EIA and recent trends are first established from literature. Criteria for the assessment of the EIA's are determined and then used to ascertain whether the concern raised by Weaver is correct. In the analysis of the subject EIA's it was found that both address the social issues of concern, albeit without clear guidance from the applicable legislation and regulations. Following on the critical assessmentof the recent EIA's, the thesis provides proposals and stepby-step guidelines for the drafting of EIA's for use by students and inexperienced practitioners in the field of environmental management. Weaver's concern is found to be correct and recommendations are made to adjust the relevant regulations, to give clear guidance for the consideration of seclo-economic concerns in the preparation of EIA's.
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Hrdová, Edita. „Risk Assessment“. Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-194193.
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This diploma thesis is focused on companies risk evaluation before endorsement of Loan deriving from business relationships. The aim of this thesis is not only to describe individual steps of risk assessment, but also perfom analysis of particular companies based on available data, i.e. Balance sheet, Profit and Loss statement and external rating and after that propose solution for each company. My analysis will be based on theoretical knowledge, further on experience related to my job role as credit analyst. The aim will be to perform objective analysis of real companies and determine financial health of each of them together with their risk evaluation.
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Lundborg, Lisa. „Organizational assessment“. Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lundborgl.pdf.
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Akin, Faith W. „Otolith Assessment“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2434.
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Maart, Ronel. „Aligning the clinical assessment practices with the assessment practices“. Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17888.
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Thesis (MPhil)--Stellenbosch University, 2011.ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark.
AFRIKAANSE OPSOMMING: "Removable Prosthetic Dentistry (PRO400)" is 'n vierdejaar-module in die voorgraadse tandheelkundeprogram wat 'n groot kliniese komponent bevat. Na 'n oorsig gedoen is van die relevante literatuur, en nadat die module-evaluering afgehandel is, is kliniese toetse in 2008 ingevoer en geimplementeer as 'n bykomende metode van kliniese assessering. Die kliniese toetse is ingestel in 'n poging om te verseker dat studente se teoretiese kennis en hul vermoe om dit klinies toe te pas op . regverdige wyse geassesseer word en om terugvoer te kan gee oor die studente se kliniese prestasie. Die doel van hierdie studie, waarin gelyktydige gemengde metodes gebruik is, was om die verband tussen die studente se prestasie in die kliniese toetse, asook hul daaglikse kliniese punte en hul teoretiese prestasie in die PRO400-module vas te stel. Die tweede deel van die studie het ondersoek ingestel na die akademiese personeel se persepsies van die kliniese toets as 'n instrument vir kliniese assessering in die PRO400-module. 'n Dwarssnit-gevallestudie-ontwerp is gebruik en 'n gemengdemetode-benadering was nuttig om sowel kwalitatiewe as kwantitatiewe data in te samel. Vir die kwantitatiewe data-insamelingverslae is die uitslae van 109 vierdejaar-tandeheelkundestudente in die PRO400-module aan die einde van 2007 gebruik. Vir die kwalitatiewe data-insameling is onderhoude gevoer met drie voltydse dosente in die Prostetiese Tandheelkunde-departement. Die kliniese toetspunte en die kliniese sessiepunte van al die studente (n=109) in die PRO400-module is met hul teoriepunte van daardie jaar vergelyk. Die toetspunte is op 'n sigblad in Microsoft Excel ingevoer en die data-analise is met die hulp van 'n statistikus gedoen. Die analitiese abstraksiemetode is vir die analise van die kwalitatiewe data gebruik. Die basiese vlak van data-analise in die narratiewe vorm is eerste gedoen. Dit is gevolg deur 'n tweede, hoervlak-data-analise. Die basiese en hoer vlakke van analise is onder die volgende temas bespreek: kliniese toetse, studenteprestasie, ooreenstemming van teorie en kliniese assessering, en persoonlike invloed op studieleiers se assesseringspraktyke en houding. Rol-aanneming en die studieleiers se persepsies, asook kwessies rakende die studente is as ontluikende temas ondersoek. Die resultate van hierdie studie het aangetoon dat die kliniese punte van 45 studente 10% hoër was as hul teoriepunte, en dat slegs agt studente se teoriepunte 10% hoër as hul kliniese toetspunte was. Dit het geblyk dat daar feitlik geen verband was tussen die studente se kliniese daaglikse assesseringspunte en hul teoriepunte nie. Die gemiddelde teoriepunt was 47%, die gemiddelde kliniese toetspunt was 55% en die gemiddelde daaglikse kliniese punt was 63%. Al die studieleiers het die kliniese toets as assesseringsinstrument goed aanvaar en hulle het saamgestem dat dit meer betroubaar en akkuraat is as die daaglikse kliniese assesseringsmetode. Die kwantitatiewe bevindings hou goed verband met dié van soortgelyke studies waarin daar bevind is dat die daaglikse prestasie swak gekorreleer het met die bevoegdheidseksamen (ʼn soortgelyke beginsel as die kliniese toets van die Pro400). Dit het ook uit die bevindings van hierdie navorsing geblyk dat daar ʼn beter korrelasie is tussen die kliniese toetspunt en die teoriepunt as tussen die daaglikse kliniese punt en die teoriepunt. Hierdie bevinding het ʼn duidelike verband getoon met die dosente se siening dat die kliniese toetse as ʼn kliniese assesseringsinstrument meer betroubaar is as die daaglikse kliniese punt in die PRO400-module in die Tandheelkunde-program.
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Farrer, Erin M. „Comparing Therapeutic Assessment and Traditional Assessment in SMI Adults“. University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1248826759.
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Farrer, Erin M. „Comparing therapeutic assessment with traditional assessment in SMI adults /“. Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1248826759.
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Rojewski, Alana M. „A descriptive assessment of smoking using ecological momentary assessment“. [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041321.
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Schafer, Adam G. L. „Investigating High School Chemistry Teacher Assessment Beliefs and Practices During Assessment Design and Interpretation of Assessment Results“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1585931518315268.
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Chen, Limei. „Nonparametric assessment of safety levels in ecological risk assessment (ERA)“. FIU Digital Commons, 2003. http://digitalcommons.fiu.edu/etd/2135.
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In ecological risk assessment (ERA), it is important to know whether the exposure that animal species receive from a chemical concentration exceeds the desired safety level. This study examined several statistical methods currently being used in ecological risk assessment and reviewed several statistical procedures related to this subject in the literature. Two large sample nonparametric tests were developed for this study. Monte Carlo study showed that these tests performed well even when the sample size was moderately large. A real data set was used to show that the new methodologies provide a good method for assessing the potential risks of pesticides residues at an investigated site.
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Cook, Jonathan A. „Statistical assessment of learning curve effects in health technology assessment“. Thesis, University of Aberdeen, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401493.
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New treatments are being constantly developed and introduced into practice. The randomised controlled trial is widely seen as the ‘gold standard’ method of evaluating treatments. However, its use in evaluating surgical techniques has been contentious. Since surgeons may not be as experienced in the new technique, the comparison may be biased, failing to represent the true worth of the new technique. This ‘learning curve effect’ is one of the major reasons for the low usage of clinical trails in surgery. A literature review of fibreoptic intubation, which was acknowledged to have a learning curve effect, was performed with a view to measuring the learning curve. However, it was not possible to ascertain the approximate magnitude of the learning curve features. A number of statistical methods had been suggested as suitable for modelling of learning curves in health technologies. A comparison of Bayesian and maximum likelihood estimation hierarchical models and generalised estimating equations was made using data from trainees performing fibreoptic intubation. It was concluded that statistical methods that account for the hierarchical structure of learning data should be used. The use of non-linear hierarchical models for modelling learning curve effects was evaluated and it was recommended that Bayesian non-linear hierarchical modelling should be the preferred statistical method to model learning data, where feasible. Finally, a randomised controlled trial was assessed for the existence of learning effect. A pragmatic three step approach was used to identify the existence of a learning curve effect in each outcome. Twenty-one outcomes were evaluated with four outcomes concluded to have a learning curve effect. The trial analysis was repeated using Bayesian hierarchical models, to account for the existence of learning. In the last chapter the results were discussed and areas for further research were highlighted.
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JESUS, MILENA VASCONCELOS MARTINS DE. „NEUROPSYCHOLOGY ASSESSMENT: A STUDY OF THE QUALITATIVE ASSESSMENT IN PRACTICE“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15876@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOOs constructos responsáveis pela fundamentação teórica da neuropsicologia foram, em grande parte, constituídos a partir da convergência de várias ciências. Sendo assim, para que se possa compreender a neuropsicologia, é necessário ter em mente um percurso histórico desde os estudos iniciais da história da mente e do cérebro. A avaliação neuropsicológica ocupa um lugar central na neuropsicologia, uma vez que auxilia no exame de determinadas manifestações do indivíduo para a investigação do funcionamento cognitivo e mental. A avaliação neuropsicológica deve abranger a análise quantitativa e a análise qualitativa. Os resultados quantitativos dos testes neuropsicológicos refletem a maturidade conceitual e o nível cognitivo dos pacientes, porém é importante ressaltar que muitas variáveis externas aos testes podem interferir nesse desempenho. Assim, os escores dos testes, isoladamente, fornecem pouca informação acerca do funcionamento do paciente, sendo muitas vezes importante verificar como ele soluciona um problema e o porquê de não conseguir executar determinadas tarefas. Com o objetivo de averiguar a importância da avaliação qualitativa na prática dos psicólogos que realizam a avaliação neuropsicológica, foi realizada uma entrevistada semiestruturada com 11 profissionais. A entrevista semiestruturada, neste caso, visou o entendimento amplo do processo de avaliação neuropsicológica na prática de cada profissional. Os resultados foram organizados em princípios de classificação, dando origem, por sua vez, a conjuntos de categorias que, ao serem analisados, permitiram concluir que a importância dada pelos neuropsicólogos à avaliação qualitativa ainda está muito aquém da avaliação quantitativa.
Constructs responsible for the theoretical basis of neuropsychology were largely formed from the convergence of various sciences. Thereafter, so that we can understand the neuropsychology, it is necessary to bear in mind a historical journey since the initial studies of the mind and brain history. Neuropsychological assessment plays a central role in neuropsychology, as it assists in the examination of certain manifestations of individual for investigation of cognitive and mental functioning. Neuropsychological assessment should cover quantitative and qualitative analysis. The quantitative results of the neuropsychological tests reflect the conceptual maturity and cognitive level of patients, however it is important to stress that many external tests variables may interfere with this performance. Thus, scores from tests, separately, provide little information about the patient s functioning; being often important to check how he or she solves a problem and why can not perform certain tasks. In order to investigate the importance of qualitative assessment in the practice of psychologists who carry out the neuropsychological assessment, a semi-structured interview was performed with 11 professionals. The semi-structured interview, in this case, aimed at comprehensive understanding of the neuropsychological assessment process in regard to the practice of each professional. Results were organized in classification principles, leading afterwards to sets of categories that, since analyzed, allowed to conclude that the importance given by neuropsychologists to the qualitative assessment is still far short of quantitative one.
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Kwako, Joan. „Assessment task design developing mathematics teaching assistants' conceptions of assessment“. Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/988720833/04.
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Bergström, Adam, und Luisa Jödicke. „Reconfigurability Assessment Model : Assessment of a Manufacturing System's Current State“. Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Produktionsutveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45554.
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Today’s global market and growing competition set an increasing strain to manufacturing companies. Shorter product lifecycles automatically lead to shorter production ramp up periods and, therefore, set a higher strain on the manufacturing systems. The concept of reconfigurable manufacturing systems (RMS) was developed in the early 1990s and has now gained more interest than ever. An RMS is designed to quickly respond to changes in market demand, by adapting its functionality as well as its capacity to the current market requirements. In order to achieve this, an RMS is characterised by six core characteristics: modularity, integrability, diagnosability, convertibility, scalability and customisation. By complying with these characteristics, the manufacturing system can meet the required responsiveness to functionality and capacity changes. Academia has been focusing on the development and design of new RMSs, however, there is a lack in research on converting existing manufacturing systems towards reconfigurability. Additionally, few models assessing a manufacturing system’s current state in terms of reconfigurability are available in literature. The existing reconfigurability assessment models were proven to be rather theoretical and difficult to use by practitioners in industry. Therefore, the need for a reconfigurability assessment model applicable in industry arose. This study focuses on the analysis of enablers of a reconfigurability manufacturing systems as well as on assessing the reconfigurability of an existing manufacturing system in an industrial setting. For this purpose, a detailed reconfigurability assessment model has been developed, based on literature studies and a case study at a case company. A focus of the development of the model has been set on usability in industry. The outcome was an assessment model developed in Microsoft Excel that gives an overview on the reconfigurability of each characteristic as well as the manufacturing system’s overall reconfigurability. The model was subsequently tested and verified at the case company. The final reconfigurability assessment model is presented and explained at the end of this study. This study shows, that through the use of theory about RMS and input from industry it was possible to develop a current state assessment model regarding reconfigurability. To make the model generalisable and adaptable to different industrial settings, further testing in different manufacturing fields and research within RMS is required.CARV
22
Kaya, Deniz. „Software Reliability Assessment“. Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606466/index.pdf.
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In spite of the fact that software reliability studies have attracted great deal of attention from different disciplines in 1970s, applications of the subject have rarely been involved in the software industry. With the rise of technological advances especially in the military electronics field, reliability of software systems gained importance.
In this study, a company in the defense industries is inspected for their abilities and needs regarding software reliability, and an improvement proposal with metrics measurement system is formed. A computer tool is developed for the evaluation of the performance of the improvement proposal. Results obtained via this tool indicate improved abilities in the development of reliable software products.
23
Unutmaz, Berna. „Assessment Of Soil“. Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610285/index.pdf.
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Although there exist some consensus regarding seismic soil liquefaction assessment
of free field soil sites, estimating the liquefaction triggering potential beneath
building foundations still stays as a controversial and difficult issue. Assessing
liquefaction triggering potential under building foundations requires the estimation of
cyclic and static stress state of the soil medium. For the purpose of assessing the
effects of the presence of a structure three-dimensional, finite difference-based total
stress analyses were performed for generic soil, structure and earthquake
combinations. A simplified procedure was proposed which would produce unbiased
estimates of the representative and maximum soil-structure-earthquake-induced
iv
cyclic stress ratio (CSRSSEI) values, eliminating the need to perform 3-D dynamic
response assessment of soil and structure systems for conventional projects.
Consistent with the available literature, the descriptive (input) parameters of the
proposed model were selected as soil-to-structure stiffness ratio, spectral
acceleration ratio (SA/PGA) and aspect ratio of the building. The model coefficients
were estimated through maximum likelihood methodology which was used to
produce an unbiased match with the predictions of 3-D analyses and proposed
simplified procedure. Although a satisfactory fit was achieved among the CSR
estimations by numerical seismic response analysis results and the proposed
simplified procedure, validation of the proposed simplified procedure further with
available laboratory shaking table and centrifuge tests and well-documented field
case histories was preferred. The proposed simplified procedure was shown to
capture almost all of the behavioral trends and most of the amplitudes.
As the concluding remark, contrary to general conclusions of Rollins and Seed
(1990), and partially consistent with the observations of Finn and Yodengrakumar
(1987), Liu and Dobry (1997) and Mylonakis and Gazetas, (2000), it is proven that
soil-structure interaction does not always beneficially affect the liquefaction
triggering potential of foundation soils and the proposed simplified model
conveniently captures when it is critical.
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Wagner, Simon John, und simonjwagner@gmail com. „DERAILMENT RISK ASSESSMENT“. Central Queensland University. Engineering, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060720.100637.
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There is a large quantity of literature available on longitudinal train dynamics and
risk assessment but nothing that combines these two topics. This thesis is focused at
assessing derailment risks developed due to longitudinal train dynamics. A key
focus of this thesis is to identify strategies that can be field implemented to correctly
manage these risks. This thesis quantifies derailment risk and allows a datum for
comparison. A derailment risk assessment on longitudinal train dynamics was
studied for a 107 vehicle train consist travelling along the Monto and North Coast
Lines in Queensland, Australia. The train consisted of 103 wagons and 4
locomotives with locomotives positioned in groups of two in lead and mid train
positions. The wagons were empty hopper wagons on a track gauge of 1067mm.
The scenarios studied include: the effect of longitudinal impacts on wagon dynamics
in transition curves; and the effects of longitudinal steady forces on wagon dynamics
on curves. Simulation software packages VAMPIRE and CRE-LTS were used.
The effects of longitudinal impacts from in-train forces on wagon dynamics in curves
were studied using longitudinal train simulation and detailed wagon dynamics
simulation. In-train force impacts were produced using a train control action. The
resulting worst-case in-train forces resulting from these simulations were applied to
the coupler pin of the wagon dynamics simulation model. The wagon model was
used to study the effect of these in-train forces when applied in curves and transitions
at an angle to the wagon longitudinal axis. The effects of different levels of coupler
impact forces resulting from different levels of coupling slack were also studied.
Maximum values for wheel unloading and L/V ratio for various curve radii and
coupler slack conditions were identified. The results demonstrated that the
derailment criteria for wheel unloading could be exceeded for a coupler slack of
50mm and 75mm on sharper curves, up to 400m radii.
A detailed study of the effect of steady in-train forces on wagon dynamics on curves
also was completed. Steady in-train forces were applied to a three wagon model
using VAMPIRE. Maximum and minimum values of wheel unloading and L/V ratio
were identified to demonstrate the level of vehicle stability for each scenario. The
results allowed the worse cases of wheel unloading and L/V ratio to be studied in
detail.
Probability density functions were constructed for the occurrence of longitudinal
forces and coupler angles for the Monto and North Coast Lines. Data was simulated
for a coupler slack of 25, 50 and 75mm and force characteristics were further
classified into the occurrences of impact and non-impact forces. These probability
density functions were analysed for each track section to investigate the effects of
coupler slack, track topography and gradient on wagon dynamics. The possible
wagon instability in each of these scenarios was then assessed to give a measure of
the potential consequences of the event. Risk assessment techniques were used to
categorise levels of risk based on the consequences and likelihood of each event. It
was found that for the train configuration simulated, the Monto Line has a higher
derailment risk than the North Coast Line for many of the scenarios studies in this
thesis. For a coupler slack of 25mm no derailment risks were identified, 50mm
coupler slack derailment risks were only identified on the Monto track and the
majority of derailment risks were identified for a 75mm coupler slack.
25
Tawbi, Hassan, of Western Sydney Macarthur University und Faculty of Education. „Translation quality assessment“. THESIS_FE_XXX_Tawbi_H.xml, 1994. http://heston.uws.edu.au:8081/1959.7/57.
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As yet, few explicit, practical and easy to implement marking scales for evaluating the quality of translations have been proposed. The purpose of this study is to introduce a new marking guide for making quantitative assessments of the quality of non-literary translations, and to test its practicality through a case study using the Arabic language. On the basis of the results, some generalizations about translation and translation quality assessment are made. Early treatments which dealt with the evaluation of translations are discussed, showing their merits and defects. The new marking guide is then described, including classification of errors and examples of each type of error. Guidelines are presented for the holistic subjective assessment, the guidelines are evaluated and the outcome discussedMaster of Arts (Hons)
26
Meade, E. Denise. „, a needs assessment“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36153.pdf.
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27
Yang, Y.-S. „Marine hazard assessment“. Thesis, University of Newcastle Upon Tyne, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356793.
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28
Burke, Michael Martin. „Software dependability assessment“. Thesis, University of Bristol, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320203.
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29
Fan, Guoqing 1969. „Learning environment assessment“. Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/65994.
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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2003.Includes bibliographical references (leaves 53-54).
This thesis introduces a rationale and a set of methods for assessing the performance of learning environments. The vehicle of this study is the assessment project of the new teaching laboratory of the MIT Department of Aeronautics and Astronautics. Learning environments are settings that support teaching and learning activities. The objective of developing and managing learning environments is to achieve a dynamic coherence among space, equipment, tools, and operation of the learning environment so as to maximize the learning outcome. The method of learning environment assessment is to identify latent problems and explore opportunities and processes of improving its performance. To assess the performance of the learning environment, this thesis proposes that the learning environment should be examined through three lenses: teaching and learning activities, settings, and students' individual lives. Methods of examining learning environments through these three lenses are introduced in this thesis in the context of the MIT Aero/ Astro new teaching laboratory assessment.
by Guoqing Fan.
M.Arch.
30
Esteves, Nuno Jorge Nunes. „Predisposition assessment modelling“. Master's thesis, Faculdade de Ciências e Tecnologia, 2014. http://hdl.handle.net/10362/12194.
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Dissertation submitted for obtaining the degree of Master in Environmental EngineeringOver the last decades outbreaks of the bark beetle Ips typographus (L.) assumed a high importance in forestry due to the economic losses caused, amounting to 3 million m3 the volume of wood damaged in 2009 in Austria. In natural systems, such events result from a dynamic interaction among several factors, the integrated analysis of which can depict the predisposition level of a stand, or site, to I. typographus outbreaks. The objective of this thesis was the development of a Predisposition Model for Rosalia Forest, located in the state (Land) of Vienna in Austria. Wind and snow storms are two of the main factors that lead to a higher level of risk, as high quantities of fallen timber become available, constituting a favourable breeding habitat for I. typographus communities to proliferate. Terrain and stand related data can be translated into parameters that are registered and studied using Geographic Information Systems, in order to obtain predisposition results to wind and snow damage and ultimately overall predisposition assessments to insect infestations. Stand and site related parameters from spatial and inventory data were analysed and scored according to an Assessment System previously formulated. In order to allow for different analysis and adjustments the Model was developed in a mask-like structure. Results on predisposition for the Rosalia Forest were spatially analysed and statistically processed. It was concluded that the majority of the stand area fell in the Medium predisposition class. This was due to the diversified age structure of the stand as well as to a relatively low proportion of the host species Picea abies present in this site. The model developed not only allows for the assessment of bark beetle predisposition according to an Assessment System based on an extensive compilation of literature, but can also be used as a working tool for further sites and scenarios by entities aiming at the management of the risk of I. typographus infestations.
31
Laak, Jan J. F. ter. „Assessment of Development“. Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101415.
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It is argued that developmental psychology is the "third discipline of scientific psychology" , emphasizing the formal aspect of behavioral continuity/change. Constructs elaborating this aspect are semantical and not empty mathematical models or fuzzy common sense concepts. Assessment is comprehensively describcd as a matrix of four components (test theory, constructs, tests, diagnostica! proces) by three levels (common sense, scientific constructs, mathematical models). Developmental psychology and assessment are confronted to conquer and extend the meaning of continuity/change, as in "convergent" and "discriminant" construct validation. Test theory, tests and the diagnostica! proces respective! y offer models, instruments and a program for assessing behavior.Se sostiene que la psicología del desarrollo es la "tercera disciplina de la psicología científica", enfatizándose el aspecto formal de la continuidad/cambio conductual. Los constructos que elaboran este aspecto son semánticos y no modelos matemáticos vacíos o borrosos conceptos de sentido común. Se describe comprensivamente la evaluación como una matriz de cuatro componentes (teoría de los tests, constructos, tests, proceso diagnóstico) por tres niveles (sentido común, constructos científicos, modelos matemáticos). Se confrontan la psicología del desarrollo y la evaluación con la finalidad de captar y ampliar el significado de continuidad/cambio, como en la validación de constructos "convergentes" y "discriminantes". La teoría de los tests, los tests y el proceso diagnóstico ofrecen, respectivamente, modelos, instrumentos y un programa para evaluar la conducta.
32
Lindqvist, Robert, und Jesper Shuja. „Attitudes to Assessment“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35838.
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This explorative research paper looks at the attitudes and experiences of four EFL teachers towards assessment of English as a foreign language. The study was carried out using qualitative research with semi-structured interviews. The paper discusses factors that impact attitudes towards assessment. Our findings show that assessment is affected by a variety of factors, including colleagues, the head teacher and guiding documents. Furthermore, this paper identifies the need for more teacher education regarding the process of assessment, specifically formative assessment.
33
Abdel-Latif, M. A. „Landslide hazard assessment“. The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371042717.
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34
Doughney, Erin. „Genetic Interest Assessment“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271807/.
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Genetics is becoming increasingly integrated into peoples' lives. Different measures have been taken to try and better genetics education. This thesis examined undergraduate students at the University of North Texas not majoring in the life sciences interest in genetic concepts through the means of a Likert style survey. ANOVA analysis showed there was variation amongst the interest level in different genetic concepts. In addition age and lecture were also analyzed as contributing factors to students' interest. Both age and lecture were evaluated to see if they contributed to the interest of students in genetic concepts and neither showed statistical significance. The Genetic Interest Assessment (GIA) serves to help mediate the gap between genetic curriculum and students' interest.
35
Anastasia, Marion. „Assessment for Learning:“. ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/8.
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Although formative assessment is fundamental to educational theory and practices, it is a widely misunderstood term for most educators. This qualitative study defines formative assessment as short-cycle assessments in which teachers adapt their instruction to meet the learners‟ immediate needs. This study focused on the transformation of teachers‟ practices and their perspectives of the critical pedagogical principles necessary to enact The Keeping Learning on Track Program® (KLT™) in their classrooms and in teacher learning communities. The participants in this study included 21 formally trained KLT teachers at the St. Johnsbury School. Over a one year period, I observed in classrooms, attended all KLT teacher learning community (TLC) sessions, collected field notes, attended KLT trainings and presentations, and conducted individual and focus group interviews. The primary area of transformation included: the regulation of learning, beliefs and attitudes, accountability, shared leadership, systemic supports, motivation, classroom culture, and teacher practices.
36
Kaiser, Sheila Anne. „Leadership Self Assessment“. Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/320199.
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37
Severson, Kevin John. „Leadership Self Assessment“. Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321952.
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38
Sharp, L. Kathryn. „Assessment and Differentiation“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4285.
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39
Bitter, James Robert. „Adlerian Lifestyle Assessment“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5236.
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Adler challenged the Freudian model (the psychology of possession) by focusing on a psychology of use and the style of living each individual adopted in a personal movement toward self-selected/ self-created (life) goals. Today, this movement is called lifestyle or one’s style of living. This workshop teaches a process for lifestyle assessment and the use of this process in therapeutic practice.
40
Brickley, M., und Jo Buckberry. „Undertaking sex assessment“. CIFA, 2018. http://hdl.handle.net/10454/17520.
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41
Blyden, Eleanor R. Penn. „Utilization of needs assessments by decision makers : a comparative analysis of assessment methods“. FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/1715.
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The major purpose of this study was to ascertain how needs assessment findings and methodologies are accepted by public decision makers in the U. S. Virgin Islands. To accomplish this, the following five different needs assessments were executed: (1) population survey; (2) key informants survey; (3) community forum; (4) rates-under-treatment (RUT); and (5) social indicators analysis. The assessments measured unmet needs of older persons regarding transportation, in-home care, and sociorecreation services, and determined which of the five methodologies is most costly, time consuming, and valid.
The results of a five-way comparative analysis was presented to public sector decision makers who were surveyed to determine whether they are influenced more by needs assessment findings, or by the methodology used, and to ascertain the factors that lead to their acceptance of needs assessment findings and methodologies.
The survey results revealed that acceptance of findings and methodology is influenced by the congruency of the findings with decision makers' goals and objectives, feasibility of the findings, and credibility of the researcher.
The study also found that decision makers are influenced equally by needs assessment findings and methodology; that they prefer population surveys, although they are the most expensive and time consuming of the methodologies; that different types of needs assessments produce different results; and, that needs assessment is an essential program planning tool. Executive decision makers are found to be influenced more by management factors than by legal and political factors, while legislative decision makers are influenced more by legal factors. Decision makers overwhelmingly view their leadership style as democratic.
A typology of the five needs assessments, highlighting their strengths and weaknesses is offered as a planning guide for public decision makers.
42
sg, irislee12001@yahoo com, und Iris Chai Hong Lee. „The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning“. Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070514.114117.
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The ultimate purpose of this study was to investigate how to best prepare Singapore
students for the Knowledge-based Economy (KBE). Investigating the possible need for
the realignment of the primary science assessment to the KBE was of utmost interest as
assessment was viewed as the driver of the actual curriculum.
This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first
interviewed to ascertain the major features of primary school science assessment in both
Perth, Western Australia and Singapore. A list of twelve questions was prepared for the
eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The
NUD*IST program was used to help organise trends in these teacher responses.
Definitions of KBE skills were synthesised from literature reviews and validated by the
fifteen teachers for the subsequent survey. The survey involved a list of demographic
questions and two matrices. The first matrix required the teachers to rate, on a
four-point scale, the use of the eleven assessment modes for the twelve 'process' and
KBE skills. The second matrix was a frequency check to determine if the teachers had
used a particular mode to assess a particular skill. One hundred and forty-five usable
surveys were analysed. The Rasch analysis was performed through RUMM2020
program and unfolding model was sought through the program RateFOLD.
The interviews first established that KBE skills and a variety of assessment modes were
needed for today's classes. The survey confirmed these needs and found that the paper
and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to
the appropriate assessment mode(s) though the details and justification of such tasks
were explained by the teachers in the interviews. In the process, other factors such as
'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to
teachers assessing the students appropriately for learning. The problems identified by
the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived
need of assessment of learning (high-stake summative tests).
The results of both the interviews and survey supported the need for a variety of
assessment modes (Gray & Sharp, 2001; Hackling, 2004; National Research Council,
1996, 2001 & 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in
today's contemporary classes. The Singapore teachers in this study were also appealing
for help from the policy-makers to use a variety of assessment modes as the system that
stipulated the use of the paper and pencil testing was beyond their control and
jurisdiction.
Recommendations that stemmed from this study include allowing teachers to use a
variety of assessments to assess the students' learning in the high-stake Primary School
Leaving Examination (PSLE) and not just the paper and pencil mode that has been in
used for at least the last thirty years. There are important implications as the learning
theories that are currently used to support the assessment of learning are no longer
sufficient nor in total alignment with the needs for today's class. For example, a
behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing
meaning in hislher context such as the use of ongoing formative assessment to
encourage feedback (Black & Wiliam, 1998a & b) may assist in engaging the students
in lifelong learning which is required in the KBE.
Lastly, the significance of this study lies in two aspects, the practical and the scholarly.
This study provides the evidence for the need primary science assessment to be more
aligned to contemporary needs. This in turn will assist in better preparing the young of
Singapore, who are the nation's only natural resource, for the workforce. This study also
aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be
connected to the primary science classroom via assessment of skills. Secondly, both
KBE and process skills were found to be more appropriately assessed by assessment
modes such as portfolio and paper and pencil respectively, as demonstrated through the
analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and
official curriculum will be narrowed with this proposed change in assessment processes.
43
Gallagher, Johnny. „An Assessment of the Discrepancy Between Operational Assessment and Wind Resource Assessment for a Wind Farm in Ireland“. Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-237332.
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An accurate wind resource assessment (WRA) is crucial in energy prediction as the power is directly proportional to the wind speed cubed. This thesis analyses the discrepancy between operational assessment and WRA for a wind farm located on a moderately complex terrain in Ireland. As part of this research, a WRA was undertaken and the results were input to two wind farm design tools, WindPro and WindSim, to estimate the annual energy production. Two and a half years of data was available from a 50m met mast. The data was analysed and filtered to ascertain and limit the usage of erroneous data. The dataset was then correlated with an available online dataset utilising the Measure Correlate Predict (MCP) module in WindPro in order to estimate the long term wind resource at the site. The wind resource was then used to determine the annual energy produced at the site using both WindPro and WindSim. A loss of 8% was applied to the energy calculations for comparison with the original WRA. The results demonstrate the energy production from the original energy prediction, undertaken by a leading wind consultancy prior to construction, was overestimated by an average 10.19% over the three years of operation. The averaged wind speed at hub height in the original WRA was 8.2m/s. However, the prediction undertaken using WindPro in this study estimated an average hub height wind speed of 8.0m/s while WindSim estimated an average of 7.36m/s. These differing results had a significant contribution to the difference in Annual Energy Production (AEP). The calculated annual energy results were an overestimation of energy production by an average of 8.10% utilising WindPro, while WindSim underestimated the energy output by just 0.11%.
44
Lee, Iris Chai Hong. „The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning“. Thesis, Lee, Iris Chai Hong (2007) The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/153/.
Der volle Inhalt der QuelleAnnotation:
The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum.
This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The NUD*IST program was used to help organise trends in these teacher responses. Definitions of KBE skills were synthesised from literature reviews and validated by the fifteen teachers for the subsequent survey. The survey involved a list of demographic questions and two matrices. The first matrix required the teachers to rate, on a four-point scale, the use of the eleven assessment modes for the twelve 'process' and KBE skills. The second matrix was a frequency check to determine if the teachers had used a particular mode to assess a particular skill. One hundred and forty-five usable surveys were analysed. The Rasch analysis was performed through RUMM2020 program and unfolding model was sought through the program RateFOLD.
The interviews first established that KBE skills and a variety of assessment modes were needed for today's classes. The survey confirmed these needs and found that the paper and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to the appropriate assessment mode(s) though the details and justification of such tasks were explained by the teachers in the interviews. In the process, other factors such as 'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to teachers assessing the students appropriately for learning. The problems identified by the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived need of assessment of learning (high-stake summative tests).
The results of both the interviews and survey supported the need for a variety of assessment modes (Gray and Sharp, 2001; Hackling, 2004; National Research Council, 1996, 2001 and 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction.
Recommendations that stemmed from this study include allowing teachers to use a variety of assessments to assess the students' learning in the high-stake Primary School Leaving Examination (PSLE) and not just the paper and pencil mode that has been in used for at least the last thirty years. There are important implications as the learning theories that are currently used to support the assessment of learning are no longer sufficient nor in total alignment with the needs for today's class. For example, a behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing meaning in hislher context such as the use of ongoing formative assessment to encourage feedback (Black and Wiliam, 1998a and b) may assist in engaging the students in lifelong learning which is required in the KBE.
Lastly, the significance of this study lies in two aspects, the practical and the scholarly. This study provides the evidence for the need primary science assessment to be more aligned to contemporary needs. This in turn will assist in better preparing the young of Singapore, who are the nation's only natural resource, for the workforce. This study also aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be connected to the primary science classroom via assessment of skills. Secondly, both KBE and process skills were found to be more appropriately assessed by assessment modes such as portfolio and paper and pencil respectively, as demonstrated through the analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and official curriculum will be narrowed with this proposed change in assessment processes.
45
Lee, Iris Chai Hong. „The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning /“. Lee, Iris Chai Hong (2007) The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/153/.
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The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum.
This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The NUD*IST program was used to help organise trends in these teacher responses. Definitions of KBE skills were synthesised from literature reviews and validated by the fifteen teachers for the subsequent survey. The survey involved a list of demographic questions and two matrices. The first matrix required the teachers to rate, on a four-point scale, the use of the eleven assessment modes for the twelve 'process' and KBE skills. The second matrix was a frequency check to determine if the teachers had used a particular mode to assess a particular skill. One hundred and forty-five usable surveys were analysed. The Rasch analysis was performed through RUMM2020 program and unfolding model was sought through the program RateFOLD.
The interviews first established that KBE skills and a variety of assessment modes were needed for today's classes. The survey confirmed these needs and found that the paper and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to the appropriate assessment mode(s) though the details and justification of such tasks were explained by the teachers in the interviews. In the process, other factors such as 'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to teachers assessing the students appropriately for learning. The problems identified by the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived need of assessment of learning (high-stake summative tests).
The results of both the interviews and survey supported the need for a variety of assessment modes (Gray and Sharp, 2001; Hackling, 2004; National Research Council, 1996, 2001 and 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction.
Recommendations that stemmed from this study include allowing teachers to use a variety of assessments to assess the students' learning in the high-stake Primary School Leaving Examination (PSLE) and not just the paper and pencil mode that has been in used for at least the last thirty years. There are important implications as the learning theories that are currently used to support the assessment of learning are no longer sufficient nor in total alignment with the needs for today's class. For example, a behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing meaning in hislher context such as the use of ongoing formative assessment to encourage feedback (Black and Wiliam, 1998a and b) may assist in engaging the students in lifelong learning which is required in the KBE.
Lastly, the significance of this study lies in two aspects, the practical and the scholarly. This study provides the evidence for the need primary science assessment to be more aligned to contemporary needs. This in turn will assist in better preparing the young of Singapore, who are the nation's only natural resource, for the workforce. This study also aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be connected to the primary science classroom via assessment of skills. Secondly, both KBE and process skills were found to be more appropriately assessed by assessment modes such as portfolio and paper and pencil respectively, as demonstrated through the analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and official curriculum will be narrowed with this proposed change in assessment processes.
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Sampson, Brooke. „TCAP Assessment in Correlation with and as Compared by STAR Assessment“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3364.
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The purpose of the study was twofold. The first purpose of the study was to determine if a correlation existed between the Standardized Test for the Assessment of Reading (STAR), created and distributed by Renaissance, and the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in Math and Reading for grade 3, grade 4, and grade 5. The second purpose of this study was to evaluate the relationship between the percentile category of the STAR test and the TCAP test. The factor variable, identified as the percentile category, included three levels: Urgent Intervention, Intervention, and At/Beyond Benchmark. The dependent variable was the TCAP score. The study included 3rd-grade, 4th-grade, and 5th-grade students during the 2016-2017 school year who had taken the STAR reading and STAR math assessments and had taken the TCAP reading and TCAP math assessment.
Based on the findings of this study, a strong correlational relationship does exist between the STAR and TCAP assessments. Overall, the strong correlation between the STAR and the TCAP were consistent across Math and Reading in 3rd, 4th, and 5th grades. Since the ANOVA was significant, a post hoc multiple comparisons was conducted to evaluate pairwise difference among the means of the three groups. Overall, the At/Beyond Benchmark group was significantly higher than both the Urgent Intervention group and the Intervention group in Math and Reading for 3rd grade, 4th grade, and 5th grade. There was not a significant difference between the Urgent Intervention group and the Intervention group, the exception was 5th grade math.
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Grounard, Daniel J. „At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature“. Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27877.
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This grounded theory retrospective case study examined whether the development of the Tennessee Value-Added Assessment System (TVAAS) supported Lasswell's (1951) policy process framework and the ecological adaptation of Marshall, Mitchell and Wirt's policy actors model. The study was a retrospective case study employing semi-structured interviews, analysis of documents, and archival records.
The following research questions guided the study: Did the policy process evolve linearly as in Lasswell's theoretical model? If it was different, how? With respect to Marshall, Mitchell, and Wirt's ecological model of policy actor behavior, how was this theory consistent with the evidence from this case study? How did the political culture affect the policy process? How did the selected participants interpret their roles in the different policy stages? What issues developed during the stages of the policy process? How has the Tennessee Value-Added Assessment System as a codified policy changed?
The study concluded that the policy process evolved linearly, but took multiple cycles. The Small School Lawsuit precipitated events that suggest features of Punctuated Equilibrium and Multiple Streams theories during the agenda setting stage. The Advocacy Coalition Framework theory underscored many of the events that occurred in later stages. Policy actor behavior changed relative to actor proximity to the inner circle. The traditionalistic policy culture of Tennessee influenced the policy process largely through the elite's inclusion of the TVAAS policy in the omnibus Education Improvement Act (EIA) Bill. The interviewee/participant's roles during the policy process varied at the different policy process stages.
Several issues (superintendent elections, teacher evaluation) with the omnibus EIA bill emerged during the policy process that threatened its passage; however, the bill passed due to the initial urgency of fiscal litigation concerns. Since its passage, TVAAS as a codified policy has not experienced any significant changes, except No Child Left Behind has necessitated changes to the types of assessments and indicators.
This study may be very useful to policy analyses and policy-makers interested in state level policymaking.Ed. D.
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Saranchuk, Ron. „The assessment-curriculum relationship, consequences for teacher instruction and student assessment“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35310.pdf.
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Yuen, Hon-ming Jacky, und 袁漢明. „Implementing peer assessment and self-assessment in a Hong Kong classroom“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944966.
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Anderson, Cynthia Marie. „Linking functional assessment with diagnostic classification development of functional assessment methodology /“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=441.
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Thesis (Ph. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains x, 181 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-67).