Journal articles: '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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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.

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Arnold, Doug, Louisa Sadler, and R. Lee Humprheys. "Evaluation: An assessment." Machine Translation 8, no. 1-2 (1993): 1–24. http://dx.doi.org/10.1007/bf00981238.

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Leaver-Dunn, Deidre. "Orthopedic Evaluation/Assessment." Athletic Therapy Today 5, no. 1 (January 2000): 34–35. http://dx.doi.org/10.1123/att.5.1.34.

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Sharpe, P. A. "Assessment/evaluation. Assets-oriented community assessment." Public Health Reports 115, no. 2 (March 1, 2000): 205–11. http://dx.doi.org/10.1093/phr/115.2.205.

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S., Vijaya. "Teaching Learning Process Assessment based on Students Evaluation." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 2740–50. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020310.

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Borden, Andrew. "The Design And Evaluation of Situation Assessment Strategies." Information & Security: An International Journal 1, no. 1 (1998): 63–74. http://dx.doi.org/10.11610/isij.0105.

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Stallings, Virginia, and Carol Tascione. "Student Self-Assessment and Self-Evaluation." Mathematics Teacher 89, no. 7 (October 1996): 548–54. http://dx.doi.org/10.5951/mt.89.7.0548.

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Current recommendations for alternative assessment call for more student involvement in the evaluation process. Although very little research on student self-evaluation has been carried out beyond determining how well students' perceptions of their achievement align with their teacher's perceptions, the Assessment Standards for School Mathematics (NCTM 1995) supports activities that involve students in evaluating their own progress. According to the Assessment Standards, student self-assessment can be used to improve students' confidence in their ability to do mathematics and allow them to become more independent in their learning of mathematics. We have employed student self-assessment and self-evaluation in our high school and college mathematics classes and have found that the processes engage students in evaluating their progress, aid in developing their communication skills, and increase their mathematics vocabulary. Most important, students reflect on their understanding of mathematics and on their ability to learn mathematics. Although our procedures differ somewhat, as we describe subsequently, our goal of involving students in the evaluation process is the same.

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Musharrafieh, Umayya, Khalil Ashkar, Dima Dandashi, Maya Romani, Rana Houry, and Ziad Mahfoud. "Undergraduate performance assessment." International Journal for Innovation Education and Research 5, no. 9 (September 30, 2017): 1–7. http://dx.doi.org/10.31686/ijier.vol5.iss9.870.

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Introduction: Objective Structured Clinical Examination (OSCE) is considered a useful method of assessing clinical skills besides Multiple Choice Questions (MCQs) and clinical evaluations. Aim: To explore the acceptance of medical students to this assessment tool in medical education and to determine whether the assessment results of MCQs and faculty clinical evaluations agree with the respective OSCE scores of 4th year medical students (Med IV). Methods: performance of a total of 223 Med IV students distributed on academic years 2006-2007, 2007-2008, and 2008-2009 in OSCE, MCQs and faculty evaluations were compared. Out of the total 93 students were asked randomly to fill a questionnaire about their attitudes and acceptance of this tool. The OSCE was conducted every two months for two different groups of medical students who had completed their family medicine rotation, while faculty evaluation based on observation by assessors was submitted on a monthly basis upon the completion of the rotation. The final exam for the family medicine clerkship was performed at the end of the 4thacademic year, and it consisted of MCQsResults: Students highly commended the OSCE as a tool of evaluation by faculty members as it provides a true measure of required clinical skills and communication skills compared to MCQs and faculty evaluation. The study showed a significant positive correlation between the OSCE scores and the clinical evaluation scores while there was no association between the OSCE score and the final exam scores.Conclusion: Student showed high appreciation and acceptance of this type of clinical skills testing. Despite the fact that OSCEs make them more stressed than other modalities of assessment, it remained the preferred one.

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Choi, Kyeong-Hee, Dae-Min Kim, Min-Uk Cho, Chae-Won Park, Seoung-Yeon Kim, Min-Jung Kim, and Yong-Ku Kong. "Application of AULA Risk Assessment Tool by Comparison with Other Ergonomic Risk Assessment Tools." International Journal of Environmental Research and Public Health 17, no. 18 (September 5, 2020): 6479. http://dx.doi.org/10.3390/ijerph17186479.

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Agricultural upper limb assessment (AULA), which was developed for evaluating upper limb body postures, was compared with the existing assessment tools such as rapid upper limb assessment (RULA), rapid entire body assessment (REBA), and ovako working posture analysis system (OWAS) based on the results of experts’ assessments of 196 farm tasks in this study. The expert group consisted of ergonomists, industrial medicine experts, and agricultural experts. As a result of the hit rate analysis, the hit rate (average: 48.6%) of AULA was significantly higher than those of the other assessment tools (RULA: 33.3%, REBA: 30.1%, and OWAS: 34.4%). The quadratic weighted kappa analysis also showed that the kappa value (0.718) of AULA was significantly higher than those of the other assessment tools (0.599, 0.578, and 0.538 for RULA, REBA, and OWAS, respectively). Based on the results, AULA showed a better agreement with expert evaluation results than other evaluation tools. In general, other assessment tools tended to underestimate the risk of upper limb posture in this study. AULA would be an appropriate evaluation tool to assess the risk of various upper limb postures.

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Shapiro, Joan Poliner. "Participatory Evaluation: Towards a Transformation of Assessment for Women’s Studies Programs and Projects." Educational Evaluation and Policy Analysis 10, no. 3 (September 1988): 191–99. http://dx.doi.org/10.3102/01623737010003191.

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This paper addresses some of the concerns inherent in evaluating women’s studies programs and projects. It focuses on the following four areas: a) discussion of objections raised by feminists about traditional forms of assessment; b) consideration of criticisms of traditional evaluations expressed by nontraditional evaluators; c) description of the strengths and weaknesses of illuminative evaluation as an alternative approach to assessing women’s studies programs; and d) introduction of a new model of evaluation which is herein termed “participatory evaluation.” Participatory evaluation is a process allowing for the use of both qualitative and quantitative methodologies. It recognizes the importance of the evaluator’s role as knowledgeable insider rather than neutral outsider and facilitates development of trust between assessor and those being assessed. Evaluations based on trust permit a highly interactive form of assessment. Participatory evaluation is not only compatible with feminist theory and practice, but it is also appropriate for the assessment of women’s studies programs and projects.

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Ohinmaa, Arto, David Hailey, and Risto Roine. "ELEMENTS FOR ASSESSMENT OF TELEMEDICINE APPLICATIONS." International Journal of Technology Assessment in Health Care 17, no. 2 (April 2001): 190–202. http://dx.doi.org/10.1017/s0266462300105057.

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Objectives: As an initiative of the International Network of Agencies for Health Technology Assessment, an approach to assessment of telemedicine applications was prepared to assist decision makers who are considering introduction and use of this technology.Methods: Review and commentary drawing on published assessment frameworks and reports of primary evaluations of telemedicine, with particular reference to experience in Finland and Canada.Results: Elements of the approach included development of a business case (considering population and services, personnel and consumers, delivery arrangements, specifications and costs); subsequent evaluation of the telemedicine application; and follow-up (covering the domains of technical assessment, effectiveness, user assessment of the technology, costs of telemedicine, trials, economic evaluation methods, and sensitivity analysis).Conclusions: Decision makers should link introduction of new and often costly technology to appraisal of its feasibility, followed by evaluation of the application, including longer term consideration of its sustainability and impact on the healthcare system. As the effectiveness and efficiency of telemedicine applications will often be strongly influenced by local issues, results of assessments may not be generalizable.

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Szanyi, Michael, Tarek Azzam, and Matthew Galen. "Research on Evaluation: A Needs Assessment." Canadian Journal of Program Evaluation 27, no. 1 (March 2012): 39–64. http://dx.doi.org/10.3138/cjpe.027.002.

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Abstract: This survey study attempts to understand the research questions that evaluators were most interested in answering. The findings suggested that there is a great deal of interest in research efforts that (a) explore factors that increase the impact of evaluation, (b) help develop new methodologies, (c) examine the influence of context on evaluations, and (d) help to address ethical dilemmas. Respondents also provided research questions for each topic, revealing a diverse body of concerns and issues. The study also indicated that research on evaluation is viewed as an important endeavour with strong support from the community.

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Əhliman qızı Əliyeva, Gülşən. "Modern evaluation and requirements for its organization." SCIENTIFIC WORK 66, no. 05 (May 20, 2021): 185–87. http://dx.doi.org/10.36719/2663-4619/66/185-187.

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Modern assessment systems are one of the main factors reflecting the quality of education. One of the important conditions is that the assessment is carried out in accordance with the wishes, needs and requirements of society and the state. The article discusses the essence of modern assessment, the analysis of in-school assessment (diagnostic, formative, summative) in terms of geography, the expediency of applying the level of knowledge and skills of students in accordance with the assessment standards. In-school assessment consisted of assessment of student achievement (diagnostic, formative and summative assessments), curriculum assessment and final assessment of general education levels. Key words: modern assessment, assessment standards, in-school assessment, diagnostic assessment, formative assessment, summative assessment

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Patenaude, Johane, Georges-Auguste Legault, Monelle Parent, Jean-Pierre Béland, Suzanne Kocsis Bédard, Christian Bellemare, Louise Bernier, Charles-Etienne Daniel, Pierre Dagenais, and Hubert Gagnon. "OP104 Health Technology Assessment's Ethical Evaluation: Understanding The Diversity Of Approaches." International Journal of Technology Assessment in Health Care 33, S1 (2017): 47–48. http://dx.doi.org/10.1017/s0266462317001738.

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INTRODUCTION:The main difficulties encountered in the integration of ethics in Health Technology Assessment (HTA) were identified in our systematic review. In the process of analyzing these difficulties we then addressed the question of the diversity of ethical approaches (1) and the difficulties in their operationalization (2,3).METHODS:Nine ethical approaches were identified: principlism, casuistry, coherence analysis, wide reflexive equilibrium, axiology, socratic approach, triangular method, constructive technology assessment and social shaping of technology. Three criteria were used to clarify the nature of each of these approaches: 1.The characteristics of the ethical evaluation2.The disciplinary foundation of the ethical evaluation3.The operational process of the ethical evaluation in HTA analysis.RESULTS:In HTA, both norm-based ethics and value-based ethics are mobilized. This duality is fundamental since it proposes two different ethical evaluations: the first is based on the conformity to a norm, whereas the second rests on the actualization of values. The disciplinary foundation generates diversity as philosophy, sociology and theology propose different justifications for ethical evaluation. At the operational level, ethical evaluation's characteristics are applied to the case at stake by specific practical reasoning. In a norm-based practical reasoning, one must substantiate the facts that will be correlated to a moral norm for clearly identifying conformity or non-conformity. In value-based practical reasoning, one must identify the impacts of the object of assessment that will be subject to ethical evaluation. Two difficulties arise: how to apply values to facts and prioritize amongst conflicting ethical evaluations of the impacts?CONCLUSIONS:Applying these three criteria to ethical approaches in HTA helps understanding their complexity and the difficulty of operationalizing them in HTA tools. The choice of any ethical evaluations is never neutral; it must be justified by a moral point of view. Developing tools for ethics in HTA is operationalizing a specific practical reasoning in ethics.

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RH, Salgado. "Mental Health Nursing Evaluation Form: A Patient Assessment Guide." Nursing & Healthcare International Journal 5, no. 1 (2021): 1–3. http://dx.doi.org/10.23880/nhij-16000233.

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Nursing notes are essential for mental health nursing, and thus they should be included in mental health education for undergraduate nursing students. In clinical settings, It has been observed that fourth-year nursing students commonly omitted critical information from the assessment of mentally ill patients, neglecting their requirements as well as losing valuable learning opportunities. For this reason, an evaluation form has been created and implemented in order to optimise the student’s learning opportunities. The main objectives that motivated the design of this instrument were to support the nursing student’s learning process, promote a systematic record of the mental examination, and apply specific descriptors in the assessment of the patient’s mental state. This evaluation form was designed according to a systematic and standardized registration system, including the main areas that compose mental health assessment. This cost-effective tool has significantly facilitated the student’s learning and training in mental health nursing. During the five-year period in which this instrument has been applied, student records improved in quality, precision, as well as a positive opinion about it from students. Besides, this document has been recently used in the context of distance education and clinical simulation in mental health by assessing patients in simulated situations, with positive outcomes

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Balaji, P. V. Balaji, M. Thirumaran, and V. Sharathbabu. "Assessment of Audiologic Evaluation in Patients with Acquired Hypothyroidism." Scholars Journal of Applied Medical Sciences 4, no. 7 (July 2016): 2328–31. http://dx.doi.org/10.21276/sjams.2016.4.7.4.

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Joanisse, Mélanie, Arne Stinchcombe, and Stephanie Yamin. "Evaluability Assessment of a National Driver Retraining Program: Are We Evaluating in the Right Lane?" Canadian Journal of Program Evaluation 25, no. 1 (March 2010): 27–50. http://dx.doi.org/10.3138/cjpe.025.002.

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Abstract: An evaluability assessment (EA) of the 55 Alive program, a national older driver refresher course aimed at improving driving skills, was conducted. This EA adds to the evaluation literature as previous outcome evaluations neglected to explore whether this program was prepared for such assessments. A mixed-method protocol was executed across three community sites. Based on the results of this EA, several suggestions for future evaluations are discussed: (a) sampling all stakeholder levels for a more holistic snapshot of the program, (b) using EA to facilitate stakeholders’ engagement in the evaluation, and (c) incorporating scientists specializing in the area within the evaluation.

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Weeks, Laura, Julie Polisena, Anna Scott, Anke-Peggy Holtorf, Sophie Staniszewska, and Karen Facey. "OP110 Survey Of Health Technology Assessment Evaluation Strategies For Patient And Public Involvement." International Journal of Technology Assessment in Health Care 33, S1 (2017): 51–52. http://dx.doi.org/10.1017/s0266462317001787.

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INTRODUCTION:Although there is increased awareness of patient and public involvement (PPI) among Health Technology Assessment (HTA) organizations, evaluations of PPI initiatives are relatively scarce. Our objective as members of HTAi's Patient and Citizen Involvement Group (PCIG) was to advance understanding of the range of evaluation strategies adopted by HTA organizations and their potential usefulness.METHODS:In March 2016, a survey was sent to HTA organizations through the International Network of Agencies for Health Technology Assessment (INAHTA) and contacts of members of HTAi's PCIG. Respondents were asked about their organizational structure; how patients and members of the public are involved; whether and how PPI initiatives have been evaluated, and, if so, which facilitators and challenges to evaluation were found and how results were used and disseminated.RESULTS:Fifteen programs from twelve countries responded that involved patient (14/15) and members of the public (10/15) in HTA activities. Seven programs evaluated their PPI activities, including participant satisfaction (5/7), process evaluations (5/7) and impact evaluations (4/7). Evaluation results were used to improve PPI activities, identify education and training needs, and direct strategic priorities. Facilitators and challenges revolved around the need for stakeholder buy-in, sufficient resources, senior leadership, and including patients in evaluations. Participants also provided suggestions based on their experiences for others embarking on this work, for example including patients and members of the public in the process.CONCLUSIONS:We identified a small but diverse set of HTA organizations internationally that are evaluating their PPI activities. Our results add to the limited literature by documenting a range of evaluation strategies that reflect the range of rationales and approaches to PPI in HTA. It will be important for HTA organizations to draw on formal evaluation theories and methods when planning future evaluations, and to also share their approaches and experiences with evaluation.

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Williams, James F. "Leadership Evaluation and Assessment." Journal of Library Administration 32, no. 3-4 (March 2001): 153–76. http://dx.doi.org/10.1300/j111v32n03_10.

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Booth, Dianne M. "Clinical Evaluation Assessment Form." Nurse Educator 12, no. 2 (March 1987): 40. http://dx.doi.org/10.1097/00006223-198703000-00004.

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Day, David V. "Assessment, evaluation and design." Leadership Quarterly 16, no. 5 (October 2005): 865–66. http://dx.doi.org/10.1016/j.leaqua.2005.07.010.

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Mills, John, Tom Diamond, and Mark Saunders. "Reference Assessment and Evaluation." Australian Academic & Research Libraries 38, no. 3 (September 2007): 237. http://dx.doi.org/10.1080/00048623.2007.10721302.

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Chatterley, Trish. "Reference assessment and evaluation." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 28, no. 2 (June 1, 2007): 77. http://dx.doi.org/10.5596/c07-016.

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Baranovskaya, Tatiana, and Valentina Shaforostova. "Assessment and Evaluation Techniques." Journal of Language and Education 3, no. 2 (June 30, 2017): 30–38. http://dx.doi.org/10.17323/2411-7390-2017-3-2-30-38.

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Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.

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Carr-Locke, David L., Firas H. Al-Kawas, M. Stanley Branch, William J. Byrne, Steven A. Edmundowicz, Priya A. Jamidar, Bret T. Petersen, and Theodore N. Stein. "Technology Assessment Status Evaluation." Gastroenterology Nursing 21, no. 6 (November 1998): 265–67. http://dx.doi.org/10.1097/00001610-199811000-00019.

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Chen, P. Daniel, and Charles Mathies. "Assessment, Evaluation, and Research." New Directions for Higher Education 2016, no. 175 (September 2016): 85–92. http://dx.doi.org/10.1002/he.20202.

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Rocco, Stevie. "Online assessment and evaluation." New Directions for Adult and Continuing Education 2007, no. 113 (2007): 75–86. http://dx.doi.org/10.1002/ace.249.

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Vysochanska, M., and Y. Kosovskyi. "International «green» construction assessment systems." Balanced nature using, no. 2 (April 4, 2022): 9–13. http://dx.doi.org/10.33730/2310-4678.2.2022.261242.

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Green building has received a great deal of attention at the beginning of the 21st century due to growing concerns about the ecological state of the environment. The growing demand for green buildings has led to the need for some evaluation, namely, the certification of these buildings according to a set of defined criteria. This has led to the emergence of numerous systems for evaluating green building. This article compares the 3 most common green building evaluation systems to determine their similarities and differences for future use. Currently, there are 6 evaluation criteria as a basis for comparison in each of the studied evaluation systems. This article shows that the most common evaluation criteria are energy efficiency, water efficiency, waste management, environmental impact, safety and comfort. This review contributes to both theoretical and practical assessment of green building.

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Mason, Greg, Andrew Buchel, Tony Haddad, and Dwane UnRuh. "Assessing the Value for Money of Active Labour Market Programming for Persons with Disabilities." Canadian Journal of Program Evaluation 27, no. 2 (September 2012): 21–38. http://dx.doi.org/10.3138/cjpe.27.002.

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Abstract: Treasury Board of Canada’s new policy on evaluation and its accompanying directive have placed increased pressure on those conducting federal evaluations to not only quantify the impacts of programming but also make measurable assessments of their value. However, making accurate statements about the value for money of programming can be difficult during evaluations. A number of technical and practical challenges can make common approaches infeasible. This article discusses a recent assessment of the value for money undertaken during the evaluation of the Canada-Manitoba Labour Market Agreement for Persons with Disabilities. It demonstrates a number of approaches that can be used to overcome some of the most common barriers to the assessment of value for money in evaluations.

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Walser, Tamara M. "Evaluability Assessment in Higher Education: Supporting Continuous Improvement, Accountability, and a Culture of Assessment." Journal of Assessment and Institutional Effectiveness 5, no. 1 (April 1, 2015): 58–77. http://dx.doi.org/10.5325/jasseinsteffe.5.1.58.

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Abstract The purpose of this article is to describe the use of evaluability assessment, an approach to program evaluation, to inform continuous improvement efforts, support accountability requirements, and facilitate a culture of assessment in higher education. Examples of two evaluability assessments conducted in a college of education are discussed, including the key activities carried out for each component of the evaluability assessments, findings and recommendations from each evaluability assessment, and how results of the evaluation work have been used. The examples demonstrate the utility of evaluability assessment as part of a higher education assessment system. They further highlight the value of stakeholder involvement, initiation of assessment by leadership based on need, and use of results in supporting a culture of assessment in higher education. Future research is needed to better understand the utility of evaluability assessment in other program evaluation approaches in diverse higher education contexts.

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Schippmann, Jeffery S., and Erich P. Prien. "Psychometric Evaluation of an Integrated Assessment Procedure." Psychological Reports 59, no. 1 (August 1986): 111–22. http://dx.doi.org/10.2466/pr0.1986.59.1.111.

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The identification of supervisory and management potential has been an issue of priority in personnel selection for at least the past 40 years. Consequently, a wide variety of procedures have been developed and researched. A recently proposed method is the Brush and Schoenfeldt (1980) integrated assessment approach. Such an assessment system was developed and implemented at a southeast steel plant. A multitrait-multimethod-multirater analysis was used to assess the convergent and discriminant validity of the integrated assessment judgments. The results supported the use of the procedure for supervisors but not self-assessments. In each case, some evidence for convergent and discriminant validity was obtained. These results suggest that integrated assessment judgments of job skills possess the psychometric properties necessary for operational use.

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Meuwese, Anne, Michiel Scheltema, and Lynn van der Velden. "The OECD Framework for Regulatory Policy Evaluation: An Initial Assessment." European Journal of Risk Regulation 6, no. 1 (March 2015): 101–10. http://dx.doi.org/10.1017/s1867299x00004323.

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Designing a framework for evaluating laws, rules and policies within any given legal system is a daunting task. Comprehensive schemes risk ending up as mere paper realities because of the demands they place on evaluators as well as on the addressees of evaluations. More realistic evaluation frameworks on the other hand may not yield many results. The OECD has a long track record of encouraging member countries to deal with ‘regulation’ in the wider sense of the word in a rationalistic and systematic way. These encouragements tend to involve recommendations, peer reviews, and the use of country surveys in order to establish progress in what the OECD usually calls ‘regulatory policy’ or ‘regulatory management’ (‘better regulation’ in EU parlance and sometimes referred to as ‘meta-regulation’ in the literature). Recently a new tool has been added. In a move parallel to the EU's efforts to ‘complete the regulatory cycle’, the OECD has developed a new Framework for Regulatory Policy Evaluation (hereafter referred to as ‘Framework’).

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Meeres, Sandra L., Ron Fisher, and Nikki Gerrard. "Evaluability Assessment of a Community-Based Program." Canadian Journal of Program Evaluation 10, no. 1 (March 1995): 103–21. http://dx.doi.org/10.3138/cjpe.010.008.

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Abstract: Evaluability assessments have increased the usefulness and meaningfulness of evaluation studies through in-depth program analyses to determine which program elements are amenable to further evaluations and which are not. This is especially important for community-based programs, whose structure, activities, and goals are often too broadly defined to allow one to accurately measure their effects. An example of such a program is the Rural Quality of Life (RQL) program designed to address the human consequences of the present rural crisis in Saskatchewan. The evaluability assessment found that the program’s structure and description of its activities and goals required additional clarification before further evaluation research could be considered. The recommendations were directed toward further program development and planning for future evaluations. Overall, the process of the evaluability assessment was helpful for both the program staff and evaluators involved in determining the present nature and functioning of the RQL program in a practical way.

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Soemodinoto, Arisetiarso, and Mirza Pedju. "Evaluability Assessment of Indonesian Marine Conservation Areas for Management Effectiveness Evaluation." ILMU KELAUTAN: Indonesian Journal of Marine Sciences 27, no. 1 (February 28, 2022): 61–72. http://dx.doi.org/10.14710/ik.ijms.27.1.61-72.

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The management effectiveness evaluation of marine conservation areas (MCAs) in Indonesia is often conducted assuming that they are likely to be evaluated periodically. However, for good and reliable results, it is recommended to perform the evaluability assessment prior to any evaluation to determine whether an MCA can be evaluated or not. This study aims to assess the evaluability of MCAs managed by the Ministry of Marine Affairs and Fisheries (MMAF) by reviewing their management plans and effectiveness evaluation tools. By employing a qualitative approach, this study found that (i) the management plans are not conceived to support an effective management of MCAs in the field or the evaluation of management effectiveness; and (ii) the current guidelines for evaluating MCA management effectiveness do not evaluate the expected achievements of management actions relative to biodiversity conservation goals and objectives. As a result, MCAs under MMAF direct supervision are not evaluable, and hence, the evaluations are pointless from a biodiversity conservation perspective. To address this discrepancy, it is recommended that the management effectiveness evaluation should only be applied to MCAs with an effectiveness-oriented management plan and should employ tools or guidelines that are devised to evaluate the achievement of MCA conservation goals and objectives.

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Putukian, Margot. "Clinical Evaluation of the Concussed Athlete: A View From the Sideline." Journal of Athletic Training 52, no. 3 (March 1, 2017): 236–44. http://dx.doi.org/10.4085/1062-6050-52.1.08.

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Context: The sideline assessment of concussion is challenging, given its variable presentations, the limited sensitivity and specificity of sideline assessment tools, and how the presentation of the injury evolves over time. In addition, the diagnostic process, as well as the tools used to assess and manage concussion, continue to progress as research and what we know about concussion advance. This paper focuses on the initial assessment on the sideline by reviewing the concussion-evaluation literature, drawing from clinical experience to emphasize a standardized approach, and underscoring the importance of both familiarity with the athlete and clinical judgment. Objective: To review the evidence regarding the clinical assessment of sport-related concussion on the sideline. Additional considerations included making same-day return-to-play decisions, the sensitivity and specificity of sideline testing, and the importance of ongoing assessment and follow-up of injured athletes. Data Sources: I conducted a systematic literature review of the assessment of concussion on the sideline. The PubMed and MEDLINE databases were searched using the key term athletic injuries with concussion and mild traumatic brain injury. The search was refined by adding the key terms sideline assessment and on-field assessment. In addition, select additional position statements and guidelines on concussion were included in the review. Results: The PubMed search using athletic injuries and concussion as key terms produced 1492 results. Refining the search by sideline assessment and on-field assessment produced 29 and 35 results, respectively. When athletic injuries and traumatic brain injury were combined, 1912 results were identified. Refining the search by sideline assessment and on-field assessment led to 28 and 35 results, respectively. Only papers that were English-language titles, original work, and limited to human participants and included sideline assessments of sport-related concussion in athletes older than 13 years were considered for this discussion. A total of 96 papers were reviewed, including systematic reviews, consensus guidelines, and position statements. Conclusions: The sideline assessment of sport-related concussion is challenging given the elusiveness and variability of presentation, reliance on athlete-reported symptoms, and the varying specificity and sensitivity values of sideline assessment tools. In addition, the recognition of injury and assessment often occur in a time-pressured environment, requiring rapid disposition and decision making. Clinicians should begin the evaluation by assessing for cervical spine injury, intracranial bleeding, and other injuries that can present in a similar fashion or in addition to concussion. The sideline concussion evaluation should consist of a symptom assessment and a neurologic examination that addresses cognition (briefly), cranial nerve function, and balance. Emerging tools that assess visual tracking may provide additional information. The sensitivity and specificity of commonly implemented sideline assessment tools are generally good to very good, especially for symptom scores and cognitive evaluations performed within 48 hours of injury, and they are improved when a baseline evaluation is available for comparison. Serial assessments are often necessary as objective signs and symptoms may be delayed. A standardized assessment is paramount in evaluating the athlete with a suspected concussion, but there is no replacement for being familiar with the athlete and using clinical judgment when the athlete seems “not right” despite a “normal” sideline assessment. Ultimately, the clinician should err on the side of caution when making a return-to-play decision.

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O'Shea, John, Margaret Coleman, Saad Mahdy, Mel Corbett, and Ger Curley. "Evaluation of an online preoperative assessment tool." BMJ Innovations 6, no. 4 (June 29, 2020): 127–31. http://dx.doi.org/10.1136/bmjinnov-2019-000344.

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Triaging patients into and away from preoperative assessment clinics remains a challenge. Anaesthesia Preoperative Assessment Tool (APAT) is a web application that delivers an online 22 question survey to patients at home, and uses an artificially intelligent algorithm to stratify patient risk and identify the need for non routine preoperative investigation and intervention. We assess APATs accuracy and patient acceptability in this prospective observational study. Patients were recruited at preoperative assessment clinic, where they were assessed by a consultant anaesthetist. Anaesthetist (ASA) grade, need for nonstandard investigation and intervention were recorded (gold standard). Patients were invited to complete an APAT assessment on their PC or smartphone at home, and the results of both assessments compared. 22 patients completed conventional clinical assessment by consultant anaesthetist and online assessment by APAT. APAT score correlates with clinicians ASA grade (rτ=0.6075, p=0.0008). APAT predicts patient risk group (misclassification rate of 0%, Area Under the Curve (AUC)=0.9825). APAT predicts the need for additional investigation (AUC=0.8077) and preoperative intervention (AUC=0.7193). Online assessment was acceptable to 92% of patients. Our findings support the hypothesis that APAT accurately predicts patients perioperative risk and predicts the need for investigation and intervention. Further studies are needed to confirm that APAT may be used to identify ASA 1 and 2 patients who could safely bypass preoperative assessment clinic.

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Kunwar, Sundar. "Enabling and Limiting factors in eXtreme Programming (XP) with Evaluation Framework." SCITECH Nepal 14, no. 1 (September 9, 2019): 50–62. http://dx.doi.org/10.3126/scitech.v14i1.25534.

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As agile software development methodologies are used in many domains and come with different shapes and sizes, it is one of the complex human endeavors. Extreme Programming (XP) is one of the well-known agile software development methodologies and is driven by a set of values including simplicity, communication, feedback and courage, but lacks the mechanism to measure these values demanding the evaluation framework to make it measurable and attainable. The main aim of this study is to build the software process improvement model that can be used for evaluating XP values and practices. The proposed XP evaluation framework in this study is XP focused and evaluates the XP project, product and practices. The XP evaluation framework is a collection of some new and validated metrics used for evaluating XP projects, XP practices, XP products and some additional factors concerned with XP. The evaluation framework for extreme programming is basically based on the assessment and evaluation of various project characteristics, extreme programming characteristics, product characteristics and other additional characteristics. The metrics used for assessments and evaluations of XP are designed to be simple, precise, understandable, economical, timely, consistent, accountable, unambiguous, suitable and reliable.

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Tremoulet, Patrice. "Integrating Usability Assessments into Medical Device Evaluations." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 12, no. 1 (March 2023): 169–73. http://dx.doi.org/10.1177/2327857923121039.

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ECRI, a non-profit dedicated to advancing effective, evidence-based healthcare globally, has been evaluating medical devices for over a half century. Project officers develop evaluation criteria and then perform laboratory tests to assess device performance, safety, and reliability. To help incorporate usability assessments into ECRI’s evaluations, a human factors consultant provided guidance on selecting assessment technique(s) based upon the type of device being evaluated, the nature of the environment in which it is used (e.g. operating room, intensive care patient area, nursing station), the target user population, and the resources available to support the evaluation. The consultant also developed a decision-tree to help ECRI project officers select among seven freely-available standardized usability questionnaires.

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SUN, TIEN LUNG, CHIA HSUAN LEE, CHUNG LIANG LAI, and BERNARD C. JIANG. "CORRELATING COMMON CLINICAL POSTURAL STABILITY MEASUREMENTS WITH BALANCE ASSESSMENTS." Journal of Mechanics in Medicine and Biology 20, no. 01 (February 2020): 1950067. http://dx.doi.org/10.1142/s0219519419500672.

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Postural stability assessments are typically used for training and tracking. The training results of stroke patients are investigated in terms of task execution and experimental methods. However, the selection of evaluation and training tools has not been discussed in depth. To explore the postural stability evaluation index, we used a range of widely applied assessment tools in occupational therapy. Methods: We studied the rehabilitation of 15 patients who had suffered chronic strokes for at least two years. The tools include the Timed Up and Go Test, which is used by rehabilitation professionals in postural stability evaluations, the biodex balance evaluation instrument, and a Kinect game developed for virtual reality therapy. Results: We propose an active and a passive assessment model. For training, we recommend combining active and passive assessments for confirmations. For assessments, the evaluation tool should be selected according to the postural stability task (active or passive). In the predictive models, if the different tools are considered simultaneously, static postural stability should be used as the main investigation. We suggest that by first studying the tools used to investigate postural stability assessments, balance assessments in stroke patients can also be improved.

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McGill, Megann, Jordan Siegel, and Natasha Noureal. "A Preliminary Comparison of In-Person and Telepractice Evaluations of Stuttering." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1737–49. http://dx.doi.org/10.1044/2021_ajslp-19-00215.

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Purpose The purpose of this study was to compare in-person and telepractice evaluations of stuttering with adult participants. The research questions were as follows: Is an evaluation for stuttering via telepractice equivalent to an in-person evaluation in terms of (a) duration of individual evaluation tasks and overall length of the evaluation, (b) clinical outcomes across evaluating clinicians, and (c) participant experience? Method Participants were 14 adults who stutter (males = 11; age range: 20–68) who were simultaneously assessed via telepractice and in-person. Comprehensive evaluations included analysis of the speaker's stuttering, evaluation of the speaker's perceptions and attitudes about stuttering, and language testing. Evaluations were administered by either an in-person clinician or a telepractice clinician but were simultaneously scored by both clinicians. Participants were randomly assigned to the in-person-led assessment condition or the telepractice-led assessment condition. Results No statistically significant differences were found between the in-person and telepractice-led evaluations in terms of overall evaluation task duration, evaluation clinical outcomes, or participants' reported experiences. That is, telepractice evaluations for stuttering in adults may be an equivalent option to in-person evaluations. Conclusions Results of this preliminary study indicate that telepractice evaluations of stuttering may be comparable to in-person evaluations in terms of duration, clinical outcomes, and participant experiences. The current study supports the notion that telepractice evaluations may be a viable option for adult clients who stutter. Clinical considerations and future directions for research are discussed.

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Journal articles on the topic 'Assessment and Evaluation'

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