Relevant bibliographies by topics / Assessment and Evaluation

Academic literature on the topic 'Assessment and Evaluation'

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Published: 4 June 2021
Last updated: 7 September 2023

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Journal articles on the topic "Assessment and Evaluation"

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Holt, Robert W., Edward Meiman, and Thomas L. Seamster. "Evaluation of Aircraft Pilot Team Performance." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 2 (October 1996): 44–48. http://dx.doi.org/10.1177/154193129604000208.

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Accurate assessment of team performance in complex, dynamic systems is difficult, particularly teamwork such as Crew Resource Management (CRM) in aircraft. Seventy pilots from two fleets were evaluated as two-person crews by a Maneuver Validation (MV), which focused on proficiency on separate maneuvers, and by a Line Operational Evaluation (LOE), which focused on the crew flying a simulated line flight. Instructor/Evaluator (I/E) pilots helped design LOE content and a structured evaluation worksheet. I/E reliability training resulted in high evaluator agreement (average rwg = .80) and acceptable inter-rater correlations (average r = .54). Path analysis supported the assessment flow from Observable Behaviors to Technical and CRM performance to Captain (PIC), First Officer (SIC), and Crew evaluations for each event set. Fleet evaluations were different on the LOE assessment, but equivalent on the MV assessment. Detailed analysis of assessments also indicated a different role of the SIC across fleets. One fleet assessed SIC more on CRM performance and weighted SIC performance more in evaluating Crew performance. The other fleet assessed SIC on technical performance and weighted SIC performance less in evaluating Crew performance.
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Jacobs, Lindsey, Patricia Bamonti, Jessica Strong, Kyle Page, Barry Edelstein, Rebecca Allen, and Shane Bush. "Capacity Assessment Training and Competency Evaluation Tool." Innovation in Aging 4, Supplement_1 (December 1, 2020): 595. http://dx.doi.org/10.1093/geroni/igaa057.1998.

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Abstract Given the complex interplay of ethical, clinical, and legal factors, evaluating capacities in older adults is an important competency for geropsychologists. However, the amount of quality of training in this area varies, and geropsychology trainees report less confidence in their capacity evaluation skills. To date, only the Pikes Peak Self-Assessment Tool includes items measuring competency and growth in decisional capacity evaluations. However, it is a broad self-report measure assessing general geropsychology competencies. We developed a performance-based measure of decision-making capacity evaluations, the “Capacity Assessment Training and Competency Evaluation Tool (CATCET).” Using the ABA/APA Assessment of Older Adults with Diminished Capacity as a guide, expert panels created two clinical cases across 5 capacity domains. This presentation will discuss the creation of the CATCET, its application as a training and evaluation tool, and initial performance data among psychology graduate students, intern, and fellows across settings.
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Reeves, Ashley, Jessica Klabnik, Lew Strickland, Tulio Prado, Pablo Jarrin-Yepez, Cheyenne Dingemans, Liesel Schneider, and Brian Whitlock. "Bull sperm morphology assessment varied by evaluator." Clinical Theriogenology 14, no. 1 (March 1, 2022): 11–17. http://dx.doi.org/10.58292/ct.v14.9293.

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Assessment of sperm morphology is an important part of bull breeding soundness evaluation (BBSE). Whereas the effects ofevaluator experience and evaluation method on the sperm morphology estimation were assessed in other species, no such studywas conducted for bulls. Our objectives were to assess the effects of evaluator experience and number of sperm assessed on BBSEoutcomes. A single eosin-nigrosin sperm morphology slide from individual semen samples, collected from 35 yearling bullswas used. In Experiment I, 6 individuals (3 board-certified theriogenologists [DACT] and 3 fourth-year veterinary students [VS])evaluated 100 sperm from 35 slides twice (at least 1 week between evaluations). In Experiment 2, 3 DACT evaluated 100, 200,and 400 sperm from the same 5 sperm morphology slides to determine if assessing a higher number of sperm would increase theagreement of morphologic characteristics. In Experiment 1, there was a difference (p < 0.0001) in the percent of sperm classifiedas morphologically normal between evaluator types (VS versus DACT). Furthermore, variation among evaluators affected spermmorphology assessments and bull breeding soundness evaluation classifications. Whereas the time needed to evaluate slides increased(p = 0.96) with increasing number of sperm assessed, there was no effect (Experiment 2) of number of sperm evaluatedon percent normal sperm, indicating that evaluating more than 100 sperm may not be justifiable. Further investigation on slidepreparation, microscope use, assessor experience, and continuing education/training is important to ensure the repeatability andvalidity of evaluating bovine sperm morphology.
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Bolton, Patrick. "Developmental assessment." Advances in Psychiatric Treatment 7, no. 1 (January 2001): 32–40. http://dx.doi.org/10.1192/apt.7.1.32.

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Assessment of development constitutes one of the core components of any psychiatric evaluation. This is because evaluation of psychopathology generally entails determining the extent to which behaviours and experiences are appropriate for an individual's age and stage of development and because developmental disorders are common and frequently associated with psychiatric and behavioural disorders. I will describe methods of evaluating and diagnosing developmental disorders, but the principles and techniques also apply to evaluating development during any comprehensive psychiatric assessment.
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Askim, Jostein, Erik Døving, and Åge Johnsen. "Evaluation in Norway: A 25-Year Assessment." Scandinavian Journal of Public Administration 25, no. 3-4 (December 1, 2021): 109–31. http://dx.doi.org/10.58235/sjpa.v25i3-4.7087.

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This article analyses the Norwegian government’s evaluation practice over the 25-year period from 1994 to 2018. Evaluations are mandatory for government ministries and agencies in Norway, with the government conducting some 100 evaluations annually. This article utilises data from a unique database to describe the development of the evaluation industry, focusing on the volume of evaluations, the most active commissioners and providers of evaluations, and the types of evaluations conducted. First, the analysis indicates that the volume of evaluations peaked in around 2010 and has subsequently decreased. As a possible consequence, information relevant to policy may be less publicly available than before. Second, ministries have commissioned relatively fewer evaluations in the last decade than in the years before, and executive agencies have commissioned relatively more. Third, the proportion of evaluations performed by consultants has risen, with that of research institutes falling.
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Sarıgoz, Okan. "TEACHER'S OPINIONS ON USING WEB-BASED E-ASSESSMENT AND EVALUATION APPLICATIONS IN EDUCATION." Problems of Education in the 21st Century 81, no. 1 (February 20, 2023): 117–29. http://dx.doi.org/10.33225/pec/23.81.117.

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Whether assessment-evaluation, which is one of the most critical elements of the teaching process, is carried out according to the requirements and conditions of the age poses an important problem for both teachers and students. How digitalization is reflected in the assessment and evaluation part of teachers' lessons in today's schools is a question that needs to be answered in the light of this problem. This research aims to examine the opinions of teachers about web-based e-assessment and evaluation applications based on digitalization. The research was carried out with a phenomenological design within the framework of qualitative research approach. The study group consists of 44 teachers working in state high schools in Hatay, Turkey. The data were collected face to face through a semi-structured interview form consisting of 5 questions. Data analysis was performed with content analysis method, which includes coding, categorization, and theming processes. As a result of the analysis, 4 different themes (advantages, disadvantages, teacher efficacy, suitability of the program) were obtained. As a result of the research, it was concluded that digital e-assessment evaluation applications, which are web-based e-assessment evaluation tools, have advantages such as being time-independent and practical, and storing, as well as disadvantages such as technical problems, preliminary preparation and not being suitable for every course. In addition, results were obtained in the research, such as that the curricula are suitable for web-based e-assessments and evaluations and that various technological or hardware deficiencies in the school make digital e-assessments and evaluations difficult. It was revealed that eliminating the inadequacies of high school teachers in e-assessment and evaluation practices is also related to eliminating the deficiencies in the dimension of schools and students. Suggestions were made for practitioners and researchers to identify and remedy these deficiencies. Keywords: e-assessment and evaluation, digital assessment, digital evaluation, web-based assessment-evaluation
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Editorial Submission, Haworth. "Evaluation and Assessment." Public Library Quarterly 11, no. 1-2 (August 21, 1991): 93–101. http://dx.doi.org/10.1300/j118v11n01_08.

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Gillette, Jonathon. "Assessment and Evaluation." Teachers College Record 106, no. 2 (February 2004): 228–34. http://dx.doi.org/10.1111/j.1467-9620.2004.00332.x.

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Brown, William, and Gail Corrado. "Assessment and Evaluation." Teachers College Record 106, no. 8 (August 2004): 1525–28. http://dx.doi.org/10.1111/j.1467-9620.2004.00389.x.

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Channer, Yvonne, and Idris Stokes. "Evaluation and assessment." Social Work Education 15, no. 2 (January 1996): 77–89. http://dx.doi.org/10.1080/02615479611220161.

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Dissertations / Theses on the topic "Assessment and Evaluation"

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Emil, Serap. "Assessment for Improvement in Higher Education: Faculty Perception of and Participation in Program Assessment." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/605.

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Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions and organizational units. A key issue is faculty engagement. This qualitative case study explored factors that impact faculty participation in a professional school assessment initiative. Findings indicate that factors related to individual faculty characteristics (e.g., career preparation, knowledge, beliefs, and attitudes) and institutional characteristics (e.g., leadership, resources, reward structures, work environment, and technology) influence faculty members engagement in assessment activities. To support faculty adoption of and participation in assessment efforts, leaders need to provide a clear vision, professional expectations, and appropriate resource support to connect assessment efforts to organizational enhancement and effective student learning. Moreover, goal congruence between faculty and educational organization will create an environment, where faculty members can leverage their existing values, transfer their past experiences in regard to assessment. In turn, faculty can utilize engagement in assessment activities as a form of inquiry that leads to teaching and program improvement. Combined, a culture of assessment can be created that is integral rather than additive to teaching, learning, and scholarship.
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Arnold, Cassidy C. "EVALUATION OF A COMMUNITY MENTAL HEALTH CENTER’S ASSESSMENT CLINIC: DEVELOPMENT OF A NOVEL ASSESSMENT EVALUATION TOOL." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2597.

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High quality assessment services are the linchpin connecting youth with mental health problems to diagnosis-specific, evidence-based treatments. The effort to improve assessment services is in its early days and faces a number of substantial challenges. This study was an initial effort to address these challenges through the development of a standardized, multi-dimensional Assessment Instrument evaluation tool—the Strength of Measure (SoM)—based on operationally defined criteria supported by decades of psychometric research. The SoM and other criteria addressing assessment practices were piloted with data from 32 consecutive assessment reports from a community mental health center’s Assessment Clinic. Results indicate that none of the Assessment Instruments used by the Assessment Clinic met the “Adequate” level of support on each of the SoM dimension. Additional results address Reason for Referral, Primary Axis I Diagnosis, Informants, and Method of Assessment. Implications and directions for future research are discussed.
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Cakir, Deniz. "Evaluation Of Coastal Scenic Assessment Parameters." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605197/index.pdf.

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ABSTRACT EVALUATION OF COASTAL SCENIC ASSESMENT PARAMETERS
PILOT STUDY FOR SELECTED AREA &ldquo
ANTALYA/KONYAALTI BEACH&rdquo
Ç
akir, Deniz M.S., Department of Civil Engineering Supervisor : Prof. Dr. AySen Ergin Co-Supervisor: Dr. Engin Karaesmen July 2004, 75 pages The present scenic assessment study has a checklist that itemizes 26 parameters (comprising physical and human parameters), as a first step in quantifying scenery. Each parameter was rated on a five-point score, essentially covering presence/absence or poor quality (1), to excellence/outstanding (5). The ratings were subjected to fuzzy logic matrices and weights to reflect importance of the various parameters, which produced histograms of weighted averages for the various attributes. Based on this methodology coastal scenery evaluation was carried out and coastal areas were grouped into 5 five classes from Class 1 = Top Natural Sites to Class 5 = Very Unattractive Urban. The present work focuses on human parameters from the perspective of people with mobility handicaps. Public surveys were carried out for the necessary arrangements in coastal areas for accessibility of these people. Selected site (Antalya/Konyaalti Beach) is reviewed to bring some recommendations from the point of view of people with mobility handicaps.
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Youbert, Ann 1961. "Evaluation of selected watershed assessment techniques." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/192105.

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Watershed assessment methods are used in natural resource management to monitor and assess watershed conditions. Many assessment methods are available for these purposes, however, most have not been evaluated to determine their effectiveness. Additionally, most methods require comparisons with references sites. These are often difficult to select due to past disturbances, and spatial or temporal changes. This study attempts to address these issues. Three watershed assessment methods, channel geomorphic analysis, zigzag pebble count, and thalweg-watershed area link (T-Walk), were chosen for evaluation based on results from a Delphi study. Data were collected from five small perennial streams in east central Arizona. Statistical analyses were used to compare methods and to develop stream-watershed relationships based on field-collected stream data and GIS-derived watershed parameters. From these relationships, prediction models were developed for use in selecting reference sites. Strong multiple regression models were developed to explain channel cross-sectional area and particle size, D₅₀.
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Barker, Chris A. "Students' assessment of biology education at Marshall University." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=399.

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O'Connell, Beverly O. "A comparative study evaluating the effectiveness of nursing assessment formats." Thesis, Curtin University, 1992. http://hdl.handle.net/20.500.11937/2199.

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Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.
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Phillips, Lucy Dove. "FIELD EVALUATION OF RAPID AIRFIELD ASSESSMENT TECHNOLOGIES." MSSTATE, 2005. http://sun.library.msstate.edu/ETD-db/theses/available/etd-02102005-102209/.

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Current military criteria for characterizing soils and unbound pavement structural layers rely on either California bearing ratio (CBR) values or elastic moduli as backcalculated from the falling weight deflectometer (FWD). The primary objective of this investigation was to assess the ability of portable devices such as the GeoGauge, portable falling weight deflectometer (PFWD), and dynamic cone penetrometer (DCP) to accurately characterize subgrade and granular base materials in 16 test areas in terms of CBR or moduli values at Waterways Experiment Station (WES) in Vicksburg, MS, which serves as the headquarters for the US Army Engineer Research and Development Center (ERDC). Comparisons of these measurements to those obtained using standard evaluation equipment such as the FWD and field CBR tests were used to rank the usefulness of each device. The rankings were based on statistical analyses through the characterization of repeatability and development of relationships between the portable devices and traditional devices. As a result, the DCP was recommended for soil strength estimation (CBR) for fine-grained materials while the GeoGauge and PFWD are recommended for estimation of the moduli values in coarse-grained materials.
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Saminger, Susanne. "Aggregation in evaluation of computer-assisted assessment /." Linz : Trauner, 2005. http://www.gbv.de/dms/goettingen/478626819.pdf.

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Spiteri, Doreen. "English language assessment in Malta : an evaluation." Thesis, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271300.

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Alobaid, Adnan Othman. "Testing, Assessment, and Evaluation in Language Programs." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613422.

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This three-article dissertation addresses three different yet interrelated topics: language testing, assessment, and evaluation. The first article (Saudi Student Placement into ESL Program Levels: Issues beyond Test Criteria) addresses a crucial yet understudied issue concerning why lower-level ESL classes typically contain a disproportionate number of Saudi students. Based on data obtained from different stakeholders, the findings revealed that one-third of the study students intentionally underperformed on ESL placement tests. However, ESL administrators participating in this study provided contradicting findings. The second article explores the efficacy of (Integrating Self-assessment Techniques into L2 Classroom Assessment Procedures) by examining the accuracy of CEFR self-assessment rubric compared to students' TOEFL scores, and the extent to which gender and levels of language proficiency cause any potential score underestimation. By obtaining data from 21 ESL students attending the Center for English as a Second Language at University of Arizona, the findings revealed no statistically significant correlations between participants' self-assessed scores and their TOEFL scores. However, the participants reported that the CEFR self-assessment rubric is accurate in measuring their levels of language proficiency. On the other hand, the third article (Quality Assurance and Accreditation as Forms for Language Program Evaluation: A Case Study of Two EFL Departments in A Saudi University) provides a simulated program evaluation based on an integrated set of standards of the NCAAA (the National Commission for Academic Accreditation and Assessment) and CEA (the Commission on English Language Program Accreditation). The findings indicated that the standards of the mission, curriculum, student learning outcomes, and program development, planning, and review, were partially met, whereas the standards of teaching strategies, assessment methods, and student achievement were not.
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Books on the topic "Assessment and Evaluation"

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Cedric, Cullingford, ed. Assessment versus evaluation. London: Cassell, 1997.

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Booth, David. Assessment and evaluation. [Toronto]: MeadowBook Press, 1994.

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Rajan, Rekha S., and Ivonne Chand O'Neal, eds. Arts Evaluation and Assessment. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64116-4.

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Howarth, Don. Case assessment and evaluation. Deerfield, Ill. (155 Pfingsten Rd., Deerfield 60015): Callaghan, 1989.

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Combs, Barbara, Christy Stevens, and Linda Koch. Considering assessment and evaluation. Mountain City, Ga. (P.O. Box 541, Mountain City 30562-0541): Foxfire Fund, 1998.

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Wheeler, Linda A. Maternal assessment: Urine evaluation. Edited by Raff Beverly S, Albers Lolita, and March of Dimes Birth Defects Foundation. 2nd ed. White Plains, N.Y: March of Dimes Birth Defects Foundation, 1987.

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Program assessment. Reading, MA: Addison-Wesley Longman, 1999.

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Assessment and evaluation of developmental learning: Qualitative individual assessment and evaluation models. Westport, Conn: Praeger, 1998.

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ERIC Clearinghouse on Languages and Linguistics., ed. Assessment portfolios: Including English language learners in large-scale assessments. [Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 2000.

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Office, Global Environment Facility Evaluation. Evaluation of incremental cost assessment. Washington, DC: Global Environment Facility, Evaluation Office, 2007.

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Book chapters on the topic "Assessment and Evaluation"

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Colina, Sonia. "Evaluation/Assessment." In Handbook of Translation Studies, 43–48. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/hts.2.eva1.

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Wergin, Jon F., and Judi N. Swingen. "Campus Evaluation Practices." In Departmental Assessment, 6–11. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444077-3.

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Linfield, Kenneth J., and Emil J. Posavac. "The Assessment of Need." In Program Evaluation, 123–42. 9th edition. | New York : Routledge, 2018. | Revised edition of Program evaluation, c2011.: Routledge, 2018. http://dx.doi.org/10.4324/9781315102429-6.

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Wergin, Jon F., and Judi N. Swingen. "Recommendations for Evaluation Practice." In Departmental Assessment, 21–25. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444077-5.

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Vidaillet, Bénédicte. "The assessment spiral." In Evaluation at Work, 103–13. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003164890-8.

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Gupta, Rajesh. "Evaluation and Assessment." In Multiple Choice Questions in Pain Management, 31–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56917-8_2.

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Russell, William B., Stewart Waters, and Thomas N. Turner. "Assessment and Evaluation." In Essentials of Middle and Secondary Social Studies, 69–86. Second edition. | New York, New York : Routledge, 2018. | “First edition published by Routledge 2013”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9780429461514-4.

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Robinson, Adjai. "Assessment and Evaluation." In Principles and Practice of Teaching, 96–122. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347859-7.

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Zaidi, Shabih, and Mona Nasir. "Assessment and Evaluation." In Teaching and Learning Methods in Medicine, 109–35. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_4.

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Lai, Kwok-Chan, and John Chi-Kin Lee. "Assessment and Evaluation." In Schooling for Sustainable Development in Chinese Communities, 53–75. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9686-0_3.

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Conference papers on the topic "Assessment and Evaluation"

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Abrahão, Silvia, and Emilio Insfran. "Evaluating Software Architecture Evaluation Methods." In EASE'17: Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3084226.3084253.

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Muslim, Husam, and Makoto Itoh. "Design and Evaluation of Adaptive Collision Avoidance Systems." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2019. http://dx.doi.org/10.17077/drivingassessment.1679.

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Takada, Yuji, and Osamu Shimoyama. "Evaluation of Driving-Assistance Systems Based on Drivers' Workload." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2001. http://dx.doi.org/10.17077/drivingassessment.1040.

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McGwin, Gerald, and Cynthia Owsley. "Evaluation of the AARP Driver Safety Program in Florida." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2007. http://dx.doi.org/10.17077/drivingassessment.1290.

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Creaser, Janet, John Lenneman, and Joseph Szczerba. "Design and Evaluation of Serial-Hybrid Vehicle Energy Gauges." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2009. http://dx.doi.org/10.17077/drivingassessment.1366.

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Cavallo, Viola, and Maria Pinto. "Evaluation of Motorcycle Conspicuity in a Car DRL Environment." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2011. http://dx.doi.org/10.17077/drivingassessment.1410.

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Mestre, Daniel R. "Dynamic Evaluation of the Useful Field of View in Driving." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2001. http://dx.doi.org/10.17077/drivingassessment.1045.

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Edwards, David J., Bill Sirois, Todd Dawson, Acacia Aguirre, Bill Davis, and Udo Trutschel. "Evaluation of Fatigue Management Technologies Using Weighted Feature Matrix Method." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2007. http://dx.doi.org/10.17077/drivingassessment.1229.

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Lee, Ja Young, and John D. Lee. "A Web-Based Evaluation Tool to Predict Long Eye Glances." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2015. http://dx.doi.org/10.17077/drivingassessment.1584.

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Krzywosz, K. J. "Eddy Current Assessment of Duplex Metallic Coatings." In QUANTITATIVE NONDESTRUCTIVE EVALUATION. AIP, 2004. http://dx.doi.org/10.1063/1.1711722.

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Reports on the topic "Assessment and Evaluation"

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Gladhill, Robert L. Assessment and evaluation manual. Gaithersburg, MD: National Institute of Standards and Technology, 1989. http://dx.doi.org/10.6028/nist.ir.88-3853.

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FANTUS CO CHICAGO IL. Economic Evaluation and Assessment. Physical Evaluation and Assessment, South Cheyenne Area, Cheyenne, Wyoming. Fort Belvoir, VA: Defense Technical Information Center, October 1985. http://dx.doi.org/10.21236/ada269132.

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Muna, Alice Baca, and Angela Christine LaFleur. LNG Safety Assessment Evaluation Methods. Office of Scientific and Technical Information (OSTI), May 2015. http://dx.doi.org/10.2172/1182683.

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Unger, Peter S. NVLAP assessment and evaluation manual. Gaithersburg, MD: National Bureau of Standards, 1985. http://dx.doi.org/10.6028/nbs.ir.85-3137.

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Damm, Chris, Anne Green, Sarah Pearson, Elizabeth Sanderson, Peter Wells, and Ian Wilson. Talent Match Evaluation: A Final Assessment. Sheffield Hallam University, July 2020. http://dx.doi.org/10.7190/cresr.2020.1739253459.

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Mathieu, John E., Richard J. Klimoski, Cathy E. Rouse, and Wendy M. Marsh. Evaluation of ARI Leader Assessment Measures. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada346233.

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Martin, M. A. Industrial Assessment Center Program Impact Evaluation. Office of Scientific and Technical Information (OSTI), January 2000. http://dx.doi.org/10.2172/814182.

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Smith, Curtis, Dana Kelly, Mike Calley, James Knudsen, and John Schroeder. Risk Assessment in Event Evaluation P-302. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1467670.

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Towne, Douglas M., Mark C. Johnson, Nicholas A. Bond, and Jr. Implementation and Evaluation of Automated Maintainability Assessment. Fort Belvoir, VA: Defense Technical Information Center, August 1988. http://dx.doi.org/10.21236/ada200831.

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Mathieu, John E., Richard J. Klimoski, Cathy E. Rouse, and Wendy M. Marsh. Evaluation of ARI Leader Assessment Measures. Addendum. Fort Belvoir, VA: Defense Technical Information Center, February 1999. http://dx.doi.org/10.21236/ada359876.

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