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Journal articles on the topic 'Abilities and Assessment'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Pitruzzella, Salvo. "Dramatic Abilities Assessment Grid." Dramatherapy 32, no. 2 (October 2010): 17–19. http://dx.doi.org/10.1080/21571430.2010.11675771.

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2

Nikolov, Marianne, and Veronika Timpe-Laughlin. "Assessing young learners’ foreign language abilities." Language Teaching 54, no. 1 (July 9, 2020): 1–37. http://dx.doi.org/10.1017/s0261444820000294.

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AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.
3

Cianciolo, Anna T., and Phillip L. Ackerman. "Touchpanel Assessment of Psychomotor Abilities." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 43, no. 11 (September 1999): 624–28. http://dx.doi.org/10.1177/154193129904301101.

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4

Elbert, Jean C. "Special Abilities Assessment in Children." Journal of Personality Assessment 51, no. 2 (June 1987): 278–80. http://dx.doi.org/10.1207/s15327752jpa5102_12.

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5

Singh, Charan. "Assessment of Physical Abilities and Competition Performance of Female Gymnasts." International Journal of Physical Education & Sports Sciences 13, no. 7 (October 1, 2018): 7–15. http://dx.doi.org/10.29070/13/57909.

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6

Bachman, Lyle F. "Assessment and Evaluation." Annual Review of Applied Linguistics 10 (March 1989): 210–26. http://dx.doi.org/10.1017/s0267190500001318.

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Research and development in the assessment of language abilities in the past decade have been concerned both with achieving a better understanding of the nature of language abilities and other factors that affect performance on language tests and with developing methods of assessment that are consistent with the way applied linguists view language use. The way language testers conceptualize language abilities has been strongly influenced by the broadened view of language proficiency as communicative competence that has emerged in applied linguistics. And while this view of language proficiency provides a much richer conceptual basis for characterizing the language abilities to be measured, it has presented language testers with a major challenge in defining these abilities and the interactions among them with sufficient precision to permit their measurement. Language testing researchers have also been influenced by developments in second language acquisition, investigating the effects on test performance of other factors such as background knowledge, cognitive style, native language, ethnicity, and sex. Finally, language testing research and practice have been influenced by advances in psychometrics, in that more sophisticated analytic tools are being used both to unravel the tangled web of language abilities and to assure thhat the measures of these abilities are reliable, valid, efficient, and appropriate for the uses for which they are intended.
7

Douglas, Dan, John H. A. L. de Jong, and Douglas K. Stevenson. "Individualizing the Assessment of Language Abilities." Modern Language Journal 76, no. 1 (1992): 78. http://dx.doi.org/10.2307/329906.

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8

Carney, John J., and Grant Cioffi. "The Dynamic Assessment of Reading Abilities." International Journal of Disability, Development and Education 39, no. 2 (January 1992): 107–14. http://dx.doi.org/10.1080/0156655920390203.

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9

Chou, Kee-Lee. "Direct Assessment of Functional Abilities (DAFA)." Clinical Gerontologist 23, no. 1-2 (September 26, 2001): 55–63. http://dx.doi.org/10.1300/j018v23n01_06.

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10

Anderson, Ronald E., and Betty Collis. "International assessment of functional computer abilities." Studies in Educational Evaluation 19, no. 2 (January 1993): 213–32. http://dx.doi.org/10.1016/0191-491x(93)90008-f.

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11

Kroll, Barbara. "Assessing Writing Abilities." Annual Review of Applied Linguistics 18 (March 1998): 219–40. http://dx.doi.org/10.1017/s0267190500003561.

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Like so many other aspects of language analysis, assessing the writing abilities of non-native English speakers (NNES) becomes an increasingly complex issue as one explores both its root meaning and its current uses; this complexity can be traced, in part, to the recognition that writing abilities develop in interaction with other language skills. In this volume, various chapters have narrowed, if artificially, the area of investigation by providing for a separate consideration of assessment as applied to each of the four language skills; clearly assessment of language proficiency as a total package also is of great concern in academic contexts, especially where NNES students are concerned (see also Resources in Language Testing website).
12

Böttrich, Niels, Moritz Mückschel, Anja Dillenseger, Christoph Lange, Raimar Kern, Tjalf Ziemssen, and Christian Beste. "On the Reliability of Examining Dual-Tasking Abilities Using a Novel E-Health Device—A Proof of Concept Study in Multiple Sclerosis." Journal of Clinical Medicine 9, no. 11 (October 25, 2020): 3423. http://dx.doi.org/10.3390/jcm9113423.

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The assessment of neuropsychological functions and especially dual-tasking abilities is considered to be increasingly relevant in the assessment of neurological disease, and Multiple Sclerosis (MS) in particular. However, the assessment of dual-tasking abilities is hindered by specific software requirements and extensive testing times. We designed a novel e-health (progressive web application-based) device for the assessment of dual-tasking abilities usable in “bedside” and outpatient clinic settings and examined its reliability in a sample of N = 184 MS patients in an outpatient setting. Moreover, we examined the relevance of dual-tasking assessment using this device with respect to clinically relevant parameters in MS. We show that a meaningful assessment of dual-tasking is possible within 6 min and that the behavioral readouts overall show good reliability depending on dual-tasking difficulty. We show that dual-tasking readouts were correlated with clinically relevant parameters (e.g., EDSS, disease duration, processing speed) and were not affected by fatigue levels. We consider the tested dual-tasking assessment device suitable for routine clinical neuropsychological assessments of dual-tasking abilities. Future studies may further evaluate this test regarding its suitability in the long-term follow up assessments and to assess dual-tasking abilities in other neurological and psychiatric disorders.
13

Jemakmun, Jemakmun. "Application of Blended Learning to Increase Mathematics Learning Outcomes from Beginning Mathematics Ability." International Journal of Education, Teaching, and Social Sciences 2, no. 4 (October 24, 2022): 88–96. http://dx.doi.org/10.47747/ijets.v2i4.883.

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The purpose of this study was to determine the effect of the blended learning model, with formative and summative assessments in terms of early mathematics abilities on the mathematics learning outcomes of high school students in the city of Palembang. Blended Learning Model, Types of assessment include formative and summative, early math skills include high and low. The method used is quasi-experimental, while the design used is treatment by level 2x2x2. The results showed that there was a significant improvement in the blended learning model with formative and summative assessments in terms of high and low early mathematics abilities on students' mathematics learning outcomes. Next; (1) a Blended learning model with formative assessment, can improve students' mathematics learning outcomes at high and low early math abilities, and (2) a blended learning model with summative assessment, can improve students' mathematics learning outcomes at high early math abilities.
14

Ortiz, Samuel O. "Assessment of Cognitive Abilities in Hispanic Children." Seminars in Speech and Language 22, no. 01 (2001): 017–38. http://dx.doi.org/10.1055/s-2001-13869.

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Mahapoonyanont, Natcha, Rewadee Krahomwong, Duenpen Kochakornjarupong, and Worawanninee Rachasong. "Critical thinking abilities assessment tools: reliability generalization." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 434–38. http://dx.doi.org/10.1016/j.sbspro.2010.03.038.

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16

Valone, Thomas J., and Joel S. Brown. "Measuring Patch Assessment Abilities of Desert Granivores." Ecology 70, no. 6 (December 1989): 1800–1810. http://dx.doi.org/10.2307/1938113.

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17

Habib, Zehra, Sarah Westcott, and Joanne Valvano. "Assessment of Balance Abilities in Pakistani Children." Pediatric Physical Therapy 11, no. 2 (1999): 73???82. http://dx.doi.org/10.1097/00001577-199901120-00004.

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18

Galloway, L. A., J. J. O'Neill, and R. K. Simpson. "Assessment of functional abilities of Alzheimer's subjects." American Journal of Alzheimer's Disease and Other Dementias 15, no. 6 (November 1, 2000): 357–60. http://dx.doi.org/10.1177/153331750001500606.

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19

Bryant, Brian R., and Diane Pedrotty Rivera. "Educational Assessment of Mathematics Skills and Abilities." Journal of Learning Disabilities 30, no. 1 (January 1997): 57–68. http://dx.doi.org/10.1177/002221949703000105.

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20

GAGARINA, NATALIA, DALEEN KLOP, IANTHI M. TSIMPLI, and JOEL WALTERS. "Narrative abilities in bilingual children." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 11–17. http://dx.doi.org/10.1017/s0142716415000399.

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The number of bilingual children is growing dramatically all over the world. In 2010 the International Organization of Migration documented 214 million migrants worldwide, many bilingual (Koser & Laczko, 2010). One of the challenges arising from the rapid increase of bilingual children is scientifically grounded assessment of linguistic proficiency in both of a child's languages in various language domains. Assessment in both languages is especially important to avoid misdiagnosis of language impairment. Specific language impairment (SLI) is among the most prevalent impairments, estimated to affect 7%–10% of children entering formal education (Grimm, 2003; Tomblin, Smith, & Zhang, 1997). Assessment tools for bilinguals in both the home language and the majority language are often lacking (for exceptions, see Gagarina, Klassert, & Topaj, 2010; Schulz & Tracy, 2011).
21

Habibi, Mukhlas, Fina Aulika Lestari, and Yusmicha Ulya Afif. "Implementasi Penilaian Autentik Kurikulum 2013 Pada Mata Pelajaran PAI dan Budi Pekerti di SDN 1 Bangunrejo Ponorogo." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (December 28, 2021): 833–52. http://dx.doi.org/10.37680/qalamuna.v13i2.1114.

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Assessment is an important part of education, because with the assessment educators can see the extent to which the success of the learning process and the abilities of students. There are various types of assessments to measure students' abilities, in the 2013 curriculum there is an assessment model called authentic assessment. Authentic assessment is a comprehensive assessment that not only assesses students' cognitive mastery, but also assesses affective and psychomotor mastery. Educators who conduct authentic assessments of students will get the right assessment results, but sometimes there are still educators who use authentic assessments but are not in accordance with the competence of students. This study aims to reveal the problems that often occur, namely the discrepancy between the value and ability of students in mastering the subject matter. This research is a qualitative research. In the collection using observation techniques, interviews, and documentation.
22

Fournier, Alicia, Olivier Luminet, Michael Dambrun, Frédéric Dutheil, Sonia Pellissier, and Laurie Mondillon. "Importance of considering interoceptive abilities in alexithymia assessment." PeerJ 7 (November 20, 2019): e7615. http://dx.doi.org/10.7717/peerj.7615.

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Background Recent studies have shown that people with high alexithymia scores have decreased interoceptive abilities, which can be associated with psychological and physical disorders. Early assessments of the alexithymia trait included the evaluation of these abilities through the dimension measuring the difficulty in identifying and distinguishing between feelings and bodily sensations (the 26-item Toronto Alexithymia Scale; TAS-26). The revised version of the TAS, the TAS-20, contains a three-factor solution that does not involve a dimension assessing interoceptive abilities. However, the three items allowing the evaluation of these abilities are still present in the TAS-20. In this context, we hypothesized that the 3 items which assess interoceptive abilities in the TAS-20 should constitute an independent factor. In addition to exploring the internal structure of the TAS-20, we examined its external validity by assessing the relationships between the new factors and self-reported measures of personality trait and psychological and physical health. Method Two online studies (N = 253 and N = 287) were performed. The participants completed the TAS-20 and a set of psychological questionnaires (e.g., anxiety, depression) and health questions (e.g., “Do you suffer from a somatic disorder?”). The structure of the TAS-20 was examined using exploratory factor analysis (EFA), followed by an investigation of the relationships between the resulting new factors and other psychological and health data using regressions. In both studies, EFA revealed a new structure of the questionnaire consisting of four dimensions: (1) difficulty in the awareness of feelings, (2) externally oriented thinking, (3) difficulty in interoceptive abilities, and (4) poor affective sharing. The first factor was positively associated with all self-reported psychological and personality trait measures while the third factor was associated more with somatic disorders and medication intake. Results Our results suggest the presence of a new latent factor in the assessment of alexithymia that reflects interoceptive abilities specifically related to health and personality trait outcomes. In accordance with the results and the literature, it seems important to include an assessment of interoceptive abilities when considering the evaluation of alexithymia. The next step would be to develop a valid measure of these abilities.
23

Bugaychuk, Tatyana V. "Integrative approach to the assessment of abilities: results of research of students and teachers." Yaroslavl Pedagogical Bulletin 3, no. 120 (2021): 137–44. http://dx.doi.org/10.20323/1813-145x-2021-3-120-137-144.

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The author of the article presents the results of an empirical study of the abilities of primary school students and adolescence. In the process of research, in addition to identifying the features of children's self-assessment of abilities and assessing their abilities by experts, the problem of integrating the results into educational activities, organizing cooperation between psychologists and teachers in the process of studying and further developing the abilities of students was solved. The main research methods were the author's method of self-assessment of abilities, developed and tested on the basis of the method of studying self-esteem by Dembo-Rubinstein, as well as the author's method of expert assessment by teachers and psychologists of students’ abilities. As a result of the analysis of statistical data of self-reported and expert assessments of abilities of different age children, the author received important patterns. Attention is drawn to the fact that the areas of ability in which the significance of differences between expert and self-reported indicators is noted (primary school age children – an artistic sphere, a musical sphere, a motor sphere, a sphere of communication and leadership; adolescents – a sphere of academic achievements and a literary sphere), are more associated with the individual activities of students, most often outside the school, since educational activity does not imply a systematic manifestation of these areas among schoolchildren. This result is focused on a comprehensive study of all areas of students’ abilities by psychologists and teachers, as well as the introduction of multi-directional methods of research and development of abilities in educationalactivities, which, of course, determines the importance and need for cooperation of school specialists in the development of students’ abilities.
24

Derri, Vassiliki, Efthimis Kioumourtzoglou, and George Tzetzis. "Assessment of Abilities in Basketball: A Preliminary Study." Perceptual and Motor Skills 87, no. 1 (August 1998): 91–95. http://dx.doi.org/10.2466/pms.1998.87.1.91.

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Understanding the responding at two competitive levels of sports is prerequisite for successful identification and selection of the best athletes. The present study is a preliminary report about scores on 17 cognitive, perceptual, motor, and psychological measures of 13 elite Greek basketball athletes (national team), 20 to 22 years of age, and 15 children on a national basketball team and 14 to 15 years of age. Longitudinal studies must be conducted for the identification of the relationships among these measures and basketball performance and the development of a model for selection of athletes.
25

Monaghan, Michael S., and Rhonda M. Jones. "Designing an Assessment for an Abilities-Based Curriculum." American Journal of Pharmaceutical Education 69, no. 2 (September 2005): 19. http://dx.doi.org/10.5688/aj690219.

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26

Gallivan, Joanne. "Canadian Comprehensive Assessment Program: Developing Cognitive Abilities Test." Canadian Journal of School Psychology 5, no. 1 (July 1989): 73–75. http://dx.doi.org/10.1177/082957358900500108.

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27

Ardila, Alfredo, Monica Rosselli, and Patricia Rosas. "Neuropsychological assessment in illiterates: Visuospatial and memory abilities." Brain and Cognition 11, no. 2 (November 1989): 147–66. http://dx.doi.org/10.1016/0278-2626(89)90015-8.

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28

De Vries, Marc J., and Jan H. M. Stroeken. "Developing engineering students' research and technology assessment abilities." International Journal of Technology and Design Education 6, no. 3 (January 1996): 203–19. http://dx.doi.org/10.1007/bf00419880.

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29

Brindley, Geoff. "Assessing Listening Abilities." Annual Review of Applied Linguistics 18 (March 1998): 171–91. http://dx.doi.org/10.1017/s0267190500003536.

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Over the last two decades, research has highlighted the important role that listening plays in language acquisition (Brown and Yule 1983, Ellis, et al. 1994, Faerch and Kasper 1986, Feyten 1991, Long 1985), and listening comprehension skills have begun to receive a lot more systematic attention in language teaching classrooms. A wide range of books, articles, and materials aimed at assisting teachers to develop learners’ listening skills are now available, and a variety of comprehension-based methodologies have been proposed (see, for example, Anderson and Lynch 1988, Courchene, et al. 1992, Rost 1990; 1994, Underwood 1989). However, although many of the tasks used for teaching listening are virtually identical to those which appear in tests, assessment of listening ability has received relatively limited coverage in the language testing literature.
30

Singleton, Chris. "Computer-based assessment in education." Educational and Child Psychology 18, no. 3 (2001): 58–74. http://dx.doi.org/10.53841/bpsecp.2001.18.3.58.

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AbstractPrevious studies have indicated that computerised assessment enables psychologists and teachers to carry out assessment of cognitive abilities and basic skills speedily and easily, and pupils generally have positive attitudes towards this type of assessment. To examine this view, 90 children aged 6–7 years were administered computer-delivered assessments of verbal ability (verbal concepts) and non-verbal ability (mental rotation), and the scores were compared with measures of verbal and non-verbal ability derived from conventional assessment using the British Abilities Scales (second edition). The results revealed an expected pattern of intercor-relations indicating that the different assessment formats did not significantly affect the ability being assessed. Contrary to some suggestions that computer assessment may favour boys, no gender differences were found in either the conventional or computer assessment formats. Most of the children expressed a preference for the computer format. These findings are evaluated in relation to the various advantages and disadvantages of computer-based assessment in education, and in particular the dangers that because an assessment is computerised, users may overrate its psychometric integrity and hence its value.
31

Zaverbnyj, Andrij, Yevheniia Redina, and Yurii Matseliukh. "Role differentiation of leadership knowledge and its assessment tools." Economics ecology socium 3, no. 2 (June 21, 2019): 62–70. http://dx.doi.org/10.31520/2616-7107/2019.3.2-7.

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Introduction. The development of liberal forms of management is accompanied by a rapid increase in the number of leaders. Therefore, the selection among the number of ordinary individuals is exactly those that meet the criteria of the leader, is an important problem. The most relevant in the situation of permanent elections is the search for such approaches to the differentiation of the role of leader, which would contribute to the development of society and the formation of those values that have deep civilizational influences. This led to the need for research and analysis of the role differentiation of leadership abilities that from ordinary people turn them into prominent personalities that change the present. Aim and tasks. The aim of the study is to study the existing experience of highlighting the qualities of leaders among a number of personality abilities, to study the approaches to their evaluation, use of acquired knowledge to assess the role differentiation of leadership abilities of senior and middle managers of IT market companies, testing the proposed approach to the example and unification of the proposed approach for assessing the role differentiation of leadership abilities of the first hundred richest people in the world. Results. The article analyzes foreign and domestic experience of highlighting the qualities of leaders among a number of personality abilities. Among the investigated approaches to assessing leadership qualities, an expert method for determining weight ratios was chosen that is best suited for companies in the gaming industry and digital distribution, to which Valve Corporation belongs. The results of the role differentiation of leadership qualities showed that in the figure of the most important are professional abilities, a little less have features related to interaction with subordinates, and the least - personal attributes. The petal diagram indicates a shift to professional abilities that plays a key role in the IT business. The proposed approach to the role-based differentiation of leadership abilities in the context of organizational changes in IT market companies can also be used in assessing the leadership abilities of the first hundred richest people in the world. Conclusions. The article examines foreign and domestic experience of highlighting the qualities of leaders among a number of personality abilities. The study of approaches to assessing leadership qualities and the possibilities of their use for companies in the field of gaming industry and digital distribution, which belongs to Valve Corporation. The offered approach of role differentiation of leadership abilities can be used both in the assessment of leadership abilities of the first hundred richest people in the world, and for the role differentiation of leadership abilities in the context of organizational changes in IT market companies.
32

Petermann, Franz, and Thorsten Macha. "Developmental Assessment." Zeitschrift für Psychologie / Journal of Psychology 216, no. 3 (January 2008): 127–34. http://dx.doi.org/10.1027/0044-3409.216.3.127.

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Developmental diagnostics has a long-standing tradition of more than 100 years and is closely connected with the assessment of children’s abilities, for instance, intelligence. It aims at providing differentiated analysis of developmental status, at contrasting normal and abnormal development, and at evaluating the potential for further development.
33

Mundrievskaya, Elena. "Assessment of diagnostic tools managerial skills." Living psychology, no. 7-3 (October 1, 2020): 37–44. http://dx.doi.org/10.51233/2413-6522_lp-2020-7-3-37-44.

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This article presents an original approach to assessing the effectiveness of modern tools for diagnosing managerial abilities on the example of the "Potential in Focus (PIF)" test. The assessing is based on a universal scale of performance levels and requirements for the subject of activity, which are necessary to comply with these levels. It is concluded about the fundamental need to review the diagnostic tools of managerial abilities.
34

M. J., Anzolch Karin. "A CONNECTION OF CAPABILITIES AND ABILITIES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 05 (May 1, 2022): 11–14. http://dx.doi.org/10.37547/pedagogics-crjp-03-05-02.

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This paper presents a bunch of drives that were created in the space of instructive administration in a specialized school, professional whose support industry-molding fired tiles. These drives depended on the turn of events and execution of an instructive model that has the qualification of another assessment technique in view of the ideas of values (individual abilities and capacities, social, mental and useful). To this end, the examination investigates the nature of the board and modern and instructive profile of understudies who graduated with this new sort of administration. The approval of this instructive model happened from a natural examination in the organizations in question, in view of a stage of gathering perceptual information and a second phase of information assortment obvious. Through this examination, there was a subjective jump of individuals included, on the grounds that this model showed an improvement in the socio-instructive school local area and particularly the relationship with the understudy's school and particularly with the business. It was likewise observed that the differential of this new model of the board training was to set up the understudy still at school for the difficulties that look for you at the in the modern area, since this sort of administration has as primary reason the arrangement of individuals of greatness.
35

Simeonsson, R. J., J. Chen, and Y. Hu. "Functional assessment of Chinese children with the Abilities index." Disability and Rehabilitation 17, no. 7 (January 1995): 400–410. http://dx.doi.org/10.3109/09638289509166728.

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36

Kurdyukov, B. F., M. B. Boykova, and T. Y. Stoyakona. "ASSESSMENT OF COORDINATION ABILITIES OF CHILDREN OF PRESCHOOL AGE." Fizicheskaya kul'tura, sport - nauka i praktika, no. 4 (2020): 3–7. http://dx.doi.org/10.53742/1999-6799_2020_04_03.

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37

Carney, John J., and Grant Cioffi. "EXTENDING TRADITIONAL DIAGNOSIS: THE DYNAMIC ASSESSMENT OF READING ABILITIES." Reading Psychology 11, no. 3 (July 1990): 177–92. http://dx.doi.org/10.1080/0270271900110302.

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38

Hosokawa, Kenchi, Kazushi Maruya, Shin’ya Nishida, and Satoshi Nakadomari. "Test battery for daily self-assessment of visual abilities." Journal of Vision 19, no. 10 (September 6, 2019): 120b. http://dx.doi.org/10.1167/19.10.120b.

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39

Smith, David, and Barry Blackham. "The Measurement Of Managerial Abilities In An Assessment Centre." Personnel Review 17, no. 4 (April 1988): 15–21. http://dx.doi.org/10.1108/eb055592.

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40

Henning, Grant. "Priority Issues in the Assessment of Communicative Language Abilities." Foreign Language Annals 23, no. 5 (October 1990): 379–84. http://dx.doi.org/10.1111/j.1944-9720.1990.tb00391.x.

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Lange, Dale L. "Priority Issues in the Assessment of Communicative Language Abilities." Foreign Language Annals 23, no. 5 (October 1990): 403–7. http://dx.doi.org/10.1111/j.1944-9720.1990.tb00394.x.

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42

Bamdad, Michael J., Laurie M. Ryan, and Deborah L. Warden. "Functional assessment of executive abilities following traumatic brain injury." Brain Injury 17, no. 12 (January 2003): 1011–20. http://dx.doi.org/10.1080/0269905031000110553.

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43

Finn, J. A., M. M. Alvarez, R. E. Jett, R. S. Axtell, and D. S. Kemler. "STABILITY PERFORMANCE ASSESSMENT AMONG SUBJECTS OF DISPARATE BALANCING ABILITIES." Medicine & Science in Sports & Exercise 31, Supplement (May 1999): S252. http://dx.doi.org/10.1097/00005768-199905001-01209.

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44

Mangiameli, L. J., and L. Peters. "A non-visual battery for assessment of spatial abilities." Archives of Clinical Neuropsychology 14, no. 1 (January 1, 1999): 86. http://dx.doi.org/10.1093/arclin/14.1.86.

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Shapiro, David L., Sara Ferguson, Katelyn Hernandez, Thomas Kennedy, and Ryan Black. "Ethnic adjustment abuses in forensic assessment of intellectual abilities." Practice Innovations 4, no. 4 (December 2019): 265–81. http://dx.doi.org/10.1037/pri0000103.

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Grady, Joan Butterworth. "Authentic Assessment and Tasks: Helping Students Demonstrate Their Abilities." NASSP Bulletin 78, no. 566 (December 1994): 92–98. http://dx.doi.org/10.1177/019263659407856612.

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Moore, Jennifer L., and Katherine Ramsland. "Competence Assessment, Diverse Abilities, and a Pro Se Standard." Journal of Psychiatry & Law 39, no. 2 (June 2011): 297–319. http://dx.doi.org/10.1177/009318531103900207.

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Carless, Sally A. "Career Assessment: Holland's Vocational Interests, Personality Characteristics, and Abilities." Journal of Career Assessment 7, no. 2 (April 1999): 125–44. http://dx.doi.org/10.1177/106907279900700203.

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Jackson, Tate H., Stephen R. Mitroff, Kait Clark, William R. Proffit, Jessica Y. Lee, and Tung T. Nguyen. "Face symmetry assessment abilities: Clinical implications for diagnosing asymmetry." American Journal of Orthodontics and Dentofacial Orthopedics 144, no. 5 (November 2013): 663–71. http://dx.doi.org/10.1016/j.ajodo.2013.06.020.

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Langlois, Jean, Christian Bellemare, Josée Toulouse, and George A. Wells. "Spatial abilities and anatomy knowledge assessment: A systematic review." Anatomical Sciences Education 10, no. 3 (October 12, 2016): 235–41. http://dx.doi.org/10.1002/ase.1655.

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