Relevant bibliographies by topics / Assessment

Academic literature on the topic 'Assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 June 2024

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Assessment":

1

Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (October 20, 2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as reflected by a summative assessment, normally it is a timed final exam or a take-home final essay. The purpose of this paper is to investigate the correlations between formative assessment activities and the summative assessment. Data of an introductory statistics course of different cohorts of a private degree-granting institute in Hong Kong were used in this study. The results indicate that individual assignments have a strong relationship with the exam score, while group projects do not. More surprisingly, group projects are negatively related to exam scores. The implication is that academics should rethink how to make group work a better and fairer assessment for individual student’s contribution.
2

Omarov, Sahib. "On agro-industrial assessment of territorial lands of Tartar region." International Journal of Agricultural Biotechnology and Food Sciences 1, no. 1 (2020): 1. http://dx.doi.org/10.5455/ijabfs.agro-industrial-assessment-tartar.

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Hassanpour, Badiossadat, Nangkula Utaberta, N. Abdullah, Spalie, and M. Tahir. "Authentic Assessments or Standardized Assessment New Attitude to Architecture Assessment." Procedia - Social and Behavioral Sciences 15 (2011): 3590–95. http://dx.doi.org/10.1016/j.sbspro.2011.04.340.

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Lawler, D. M., and M. A, Wilkes. "Towards Improved Fluvial Sediment Impact Assessment (FSIA) approaches within Environmental Impact Assessments." Hrvatski geografski glasnik/Croatian Geographical Bulletin 77, no. 02 (February 8, 2016): 7–31. http://dx.doi.org/10.21861/hgg.2015.77.02.01.

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Fitrisia, Tamara Carolin, and Primardiana Hermilia Wijayati. "SELF-ASSESSMENT AND PEER-ASSESSMENT FOR STUDENTS’ ESSAY ASSESSMENT IN THE AUFSATZ II COURSE." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 14, no. 1 (April 19, 2021): 82. http://dx.doi.org/10.26858/retorika.v14i1.14523.

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Self-assessment and peer assessment is an essential alternative assessment in this 5.0 era and in this pandemic time. Thus, this study objectives are to examine differences between self-assessment and peer assessment, as well as to describe students' perceptions of the application of self-assessment and peer assessment in the Aufsatz II course. This study uses a correlational research design. From the results of the study, it is known that the self-assessment and peer assessment of Aufsatz's writing ability has some differences in the aspects of content and coherence, while self assessement and peer assessments for the aspects of vocabulary, orthography, and grammar have no significant differences. Students still find some difficulties in making self-assessment and peer assessments, and they prefer teacher assessments to self-assessment and peer assessments.
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Grosse, MS, Susan J. "Assessment in aquatics." American Journal of Recreation Therapy 11, no. 2 (April 1, 2012): 16–22. http://dx.doi.org/10.5055/ajrt.2012.0018.

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For assessments performed on land, there are a wide variety of assessment protocols available. However, for assessments performed in aquatics, the selection of assessments is much more limited. This article will provide a brief overview of the available assessments appropriate for the aquatic setting. Assessments discussed will include formally published assessment protocols as well as representative examples of authentic assessments that can be designed by aquatic professionals to meet individual participant needs. Directions will be given for how to design rubrics and examples of how this type of assessment can produce information results that can contribute to progress documentation and goal setting.
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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (December 31, 2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.
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Adinda, Ade Hera, Hossiana Ekklesia Siahaan, Inas Fawaz Raihani, Naurah Aprida, Niken Fitri, and Ade Suryanda. "Summative Assessment and Formative Assessment of Online Learning." Report of Biological Education 2, no. 1 (June 30, 2021): 1–10. http://dx.doi.org/10.37150/rebion.v2i1.1024.

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Assessment is an essential part of offline and online learning, especially when determining student learning results. Each learning process requires an assessment to ensure the learning objectives are achieved. Assessment is also needed as a form of teacher accountability. The assessments that can be done in the learning process are formative and summative. This assessment uses a literature research method where the data obtained comes from literature or literature that examines summative assessment and formative assessment of online learning. In online learning environments, formative and summative assessment methods require more consideration. Formative and summative assessments are used to assess students' views on online learning. Making an assessment for online education, whether formative or summative, also requires the function of related principles and objectives. Formative assessment is carried out while the technique of learning and teaching activities of a particular unit/competency is underway. Formative assessment has the purpose of knowing the development of learner mastery of the unit/competency that is being studied. Summative assessment is accessible in online learning classes because it can efficiently determine the value of student learning outcomes. Summative assessment is usually done at the end of the learning process. The purpose of summative assessments is to understand how much the student's achievement of the studies has been completed. This article will provide an overview of formative and summative assessment methods suitable for online learning environments.
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Satpathy, Anjana, and Roger Kneebone. "Work place based Surgical Assessments: Assessment for Learning or Assessment of Learning?" International Journal of Surgery 8, no. 7 (2010): 572. http://dx.doi.org/10.1016/j.ijsu.2010.07.258.

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Balboni, M. J. "A Theological Assessment of Spiritual Assessments." Christian Bioethics 19, no. 3 (December 1, 2013): 313–31. http://dx.doi.org/10.1093/cb/cbt023.

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You might also be interested in the extended bibliographies on the topic 'Assessment' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Assessment":

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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.
3

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.
4

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.
6

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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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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Books on the topic "Assessment":

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Jordan, Jane. Initial assessment =: ESOL initial assessment. Stockport: Stockport English Language and Interpreting Unit, 1995.

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Masters, Geoff. Developmental assessment: Assessment resource kit. Melbourne: Australian Council for Educational Research, 1996.

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Weeden, Paul. Assessment. London: RoutledgeFalmer, 2002.

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Robinson, Sharon. Assessment. Stowmarket: Aspects Publications, 1996.

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Cliff, Allan, D'Andrea Vaneeta, and Learning and Teaching Support Network., eds. Assessment. York: LTSN, 2003.

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Salvia, John. Assessment. 5th ed. Boston: Houghton Mifflin Co., 1991.

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Lippincott Williams & Wilkins., ed. Assessment. Ambler, PA: Lippincott Williams & Wilkins, 2006.

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Trigwell, Keith. Assessment. Sydney: University of Technology, 1992.

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Salvia, John. Assessment. 7th ed. Boston: Houghton Mifflin, 1998.

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Salvia, John. Assessment. 8th ed. Boston: Houghton Mifflin, 2001.

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Book chapters on the topic "Assessment":

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Proske, Dirk, and Pieter van Gelder. "Safety Safety Assessment Assessment Safety Assessment." In Safety of historical stone arch bridges, 265–331. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-77618-5_7.

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Malone, Sarah. "Technologiegestütztes Assessment, Online Assessment." In Handbuch Bildungstechnologie, 493–513. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-54368-9_41.

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Malone, Sarah. "Technologiegestütztes Assessment, Online Assessment." In Lernen mit Bildungstechnologien, 1–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-54373-3_41-1.

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Jacobs, Jan. "Assessment." In Econometric Business Cycle Research, 27–48. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5591-9_3.

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Anesi, Alexandre, Sara Negrello, and Luigi Chiarini. "Assessment." In Atlas of Mandibular and Maxillary Reconstruction with the Fibula Flap, 101–3. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10684-3_12.

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Aylward, Glen P. "Assessment." In Infant and Early Childhood Neuropsychology, 59–90. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5927-6_5.

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Wattis, John, and Carol Martin. "Assessment." In Practical Psychiatry of Old Age, 23–57. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3029-3_2.

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Sandles, Lynne. "Assessment." In Occupational Therapy in Rheumatology, 51–71. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3081-1_4.

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Thompson, Simon B. N., and Maryanne Morgan. "Assessment." In Occupational Therapy for Stroke Rehabilitation, 28–74. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3083-5_2.

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Ströbel, Michael. "Assessment." In Engineering Electronic Negotiations, 11–37. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0703-1_2.

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Conference papers on the topic "Assessment":

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Beile, Penny. "Aligning Textbook Affordability with State Performance Funding Metrics." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.2.

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Deschenes, Amy. "Redesigning Harvard Library’s Website with User Research at Every Step." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.72.

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Castro Gessner, Gabriela, and Zoe Chao. "From Indifference to Delight: Gauging Users’ Preferences Using the Kano Model." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.30.

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Clarke, Rachel Ivy. "From Default to Design: Design-Based Assessment for Libraries and Librarianship." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.31.

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Bradley, Doreen R., and Jo Angela Oehrli. "Assessing Student Learning in Library Instruction: A Faculty Perspective." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.73.

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Clarke, Kathy, and Carolyn Radcliff. "Information Literacy Assessment for Instruction Improvement and Demonstration of Library Value: Comparing Locally-Grown and Commercially-Created Tests." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.74.

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Gerwig, Katherine, and Carolyn Bishoff. "Headcounts on Steroids: A Lightweight Method for Evaluating Space and Furniture Use." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.19.

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Ackermann, Eric, Sara Goek, and Emily Plagman. "Outcome Measurement in Academic Libraries: Adapting the Project Outcome Model." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.1.

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Grabowsky, Adelia, and Juliet Rumble. "Assessing the User Needs of STEM Graduate Students: A Comparative Analysis." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.10.

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Bernal, Liz. "Library Impact with International Rankings—One Library’s Continuous Journey to Figure it Out." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.11.

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Reports on the topic "Assessment":

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Kiefner and Haines. QI1L4BF Comparison of Direct Assessment to Other Pipeline Integrity Assessment Methods. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), January 2008. http://dx.doi.org/10.55274/r0010932.

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The purpose of this project is to compare the attributes of three pipeline integrity assessment methods: direct assessment, hydrostatic testing, and in-line inspection. Technical Perspective: In conjunction with on-going work by others to establish methods for conducting direct assessments and to establish the reliability of those assessments, this report shows how the evolution of direct assessment has brought it to a level that makes it comparable to other pipeline integrity assessment methods. Technical Approach: The benefits and limitations of hydrostatic testing, in-line inspection, and external corrosion direct assessment are discussed. The report points out how the work by others on external corrosion direct assessment leads to a calculable level of the probability of a failure after such an assessment. The other methods of pipeline integrity assessment, hydrostatic testing, and in-line inspection also assure a maximum probability of failure. The probability of failure becomes the basis for comparisons between any two or all three methods.
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Namada, Juliana Mulaa, and Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

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Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought to achieve five research questions including establishing the status of online assessment, determining digital tools used on online assessment, finding out the factors which affect exam credibility, examining the extent to which formative assessment contributes to authentic learner assessment and establishing the extent to which summative assessment contributes to authentic learner assessment. The study adopted a mixed method approach which collected and analyzed both qualitative and quantitative data. This triangulation approach facilitated complementarity of the data to adequately interrogate the research questions. Data was collected from faculty members, chairs of departments and the dean for the Chandaria School of Business. Analysis was done using descriptive and inferential statistics. The study findings indicate that the status of online assessment was based on the face-to-face approach, a variety of digital tools were being used in online assessment while several factors associated with learner and instructor support affected examination credibility. The study established that formative assessment contributed significantly and positively towards authentic learner assessment while summative assessment’s contribution to authentic learner assessment was dismal. This study concluded that educational technology tools facilitate learner assessment, and the online examination credibility is key to achieving better results. While both formative and summative assessments are important authentic assessments, more emphasis needs to be placed on formative assessment. The study recommends support to both the learners and the instructors. Specifically, the instructors need to be trained in assessment approaches which lead to authentic learner performance.
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Fleishman, Erica. Sixth Oregon climate assessment. Oregon Climate Change Research Institute, Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1161.

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Consistent with its charge under Oregon House Bill 3543, the Oregon Climate Change Research Institute (OCCRI) conducts a biennial assessment of the state of climate change science, including biological, physical, and social science, as it relates to Oregon and the likely effects of climate change on Oregon. This sixth Oregon Climate Assessment builds on the previous assessments by continuing to evaluate past and projected future changes in Oregon’s climate and water supply. Like the fifth assessment, it is structured with the goal of supporting the state’s mitigation planning for natural hazards and implementation of the 2021 Oregon Climate Change Adaptation Framework.
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Green, Crystal, Clara Garcia-Millan, and Alicia Lucendo-Noriega. Formative Assessment: Improving Learning for Every Child. HundrED, June 2022. http://dx.doi.org/10.58261/qfyv1635.

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Formative assessment is a powerful way to enhance student learning. All types of assessments form important aspects of the learning process. However, formative assessment provides a particular way of evaluating student learning as part of the learning process. The aim of formative assessment is to evaluate students’ learning in a way that promotes the developmental aspects of learning and teaching. In this report we take a look at the research behind formative assessment and highlight 14 innovations working to promote it globally.
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Dalton, Meghan M., and Erica Fleishman. Fifth Oregon climate assessment. Oregon Climate Change Research Institute, Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1160.

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Consistent with its charge under Oregon House Bill 3543, the Oregon Climate Change Research Institute (OCCRI) conducts a biennial assessment of the state of climate change science, including biological, physical, and social science, as it relates to Oregon and the likely effects of climate change on Oregon. This fifth Oregon Climate Assessment builds on previous assessments (Dello and Mote 2010; Dalton et al. 2013, 2017; Mote et al. 2019) by continuing to evaluate past and projected future changes in Oregon’s climate and hydrology. This Assessment is structured with the goal of serving as a resource for the state’s mitigation planning for natural hazards and implementation of the 2021 Oregon Climate Change Adaptation Framework.
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UDAL'TSOVA, M. O. ON THE PROBLEM OF SELF-ASSESSMENT OF MANAGERIAL COMPETENCIES OF MODERN TECHNICAL MANAGERS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-128-135.

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This article reveals the features of self-assessment of managerial competencies of technical managers by comparing data with the assessments of experts and potential managers: the importance of self-assessment as a structural part of professional self-awareness is revealed, expert assessment of managerial competencies of managers is studied, differences in self-assessment of current and potential managers are noted, conclusions describing the dependencies of self-assessment of managers and experts are presented.
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Badrinarayan, Aneesha, and Linda Darling-Hammond. Developing State Assessment Systems That Support Teaching and Learning: What Can the Federal Government Do? Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/885.821.

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The Every Student Succeeds Act (ESSA) invited states to use multiple measures of “higher-order thinking skills and understanding,” including “extended-performance tasks,” to create state assessment systems that support teaching for deeper learning. However, few states have been able to navigate federal assessment requirements in ways that result in tests with these features that can support high-quality instruction. This report describes three ways that federal executive action can help states realize their visions for more meaningful assessments: 1. Better align technical expectations for assessment quality with ESSA’s intentions 2. Enable ESSA’s Innovative Assessment Demonstration Authority to better support innovation 3. Create additional pathways to higher-quality assessments through existing or new funding mechanisms
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Powell. L52196 Practical Guidelines for Conducting an External Corrosion Direct Assessment (ECDA) Program. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), January 2008. http://dx.doi.org/10.55274/r0011369.

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The purpose of integrity assessments of gas transmission or liquids pipelines is to minimize hazards to the general public, minimize pipeline leaks and spills, ensure continuous operations of the pipelines, optimize expenditures for reducing risk, and satisfying governmental regulatory requirements. The purpose of this document is to provide a bridge to help pipeline professionals follow NACE RP 0502-2002 (Standard Recommended Practice Pipeline External Corrosion Direct Assessment Methodology) and conduct pipeline integrity assessments for their pipeline systems. This document presents the four-step ECDA process, with an appropriate level of details to facilitate pipeline professionals in conducting integrity assessments using the ECDA process. Numerous figures and tables are presented to emphasize salient points related to integrity assessments for pipelines, using the ECDA process. Attachments include a questionnaire for collecting relevant data as part of the pre-assessment step and a worksheet to be used during direct examinations.
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Taylor, Trent. Final CRADA Report: Siemens-INL SCADA System Assessments: Assessment 1: Spectrum Power TG Assessment 2: Spectrum Power 3. Office of Scientific and Technical Information (OSTI), October 2013. http://dx.doi.org/10.2172/1096993.

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Haring, Christopher, and David Biedenharn. Channel assessment tools for rapid watershed assessment. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40379.

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Existing Delta Headwaters Project (DHP) watershed stabilization studies are focused on restoration and stabilization of degraded stream systems. The original watershed studies formerly under the Demonstration Erosion Control (DEC) Project started in the mid 1980s. The watershed stabilization activities are continuing, and because of the vast number of degraded watersheds and limited amount of yearly funding, there is a need for developing a rapid watershed assessment approach to determine which watersheds to prioritize for further work. The goal of this project is to test the FluvialGeomorph (FG) toolkit to determine if the Rapid Geomorphic Assessment approach can identify channel stability trends in Campbell Creek and its main tributary. The FG toolkit (Haring et al. 2019; Haring et al. 2020) is a new rapid watershed assessment approach using high-resolution terrain data (Light Detection and Ranging [LiDAR]) to support U.S. Army Corps of Engineers (USACE) watershed planning. One of the principal goals of the USACE SMART (Specific Measureable Attainable Risk-Informed Timely) Planning is to leverage existing data and resources to complete studies. The FG approach uses existing LiDAR to rapidly assess either reach-specific analysis for smaller more focused studies or larger watersheds or ecosystems. The rapid assessment capability can reduce the time and cost of planning by using existing information to complete a preliminary watershed assessment and provide rapid results regarding where to focus more detailed study efforts.

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