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Journal articles on the topic 'Assessment approach'

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Author: Grafiati

Published: 10 December 2022

Last updated: 10 March 2023

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1

Mohamed A. Wahdan, Mohamed A. Wahdan, and Manar Hassan Mohamed A. Wahdan. "Automatic Assessment of Materiality: A Knowledge-based Approach." International Journal of Computer Auditing 1, no. 1 (December 2019): 064–91. http://dx.doi.org/10.53106/256299802019120101004.

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<p>This paper explores how can a knowledge–based system (KBS) be used in auditing especially when the task requires using professional judgments. It concerned with modeling, implementing and evaluating a KBS called Materiality EXpert (MEX). MEX can assess the level of planning materiality and performance materiality as professionals act. Knowledge used to build MEX is acquired from literature, international standards on auditing, and experienced auditors using questionnaire as well as unstructured and structured interviews. MEX was evaluated by 34 auditors from different audit firms in Egypt including international audit firms. The evaluation results acquired from experienced auditors in Egypt indicated that MEX successfully executes the task of assessing the level of planning materiality and performance materiality. Moreover, MEX is efficient, effective, and acceptable from auditors for assessing the level of planning materiality and performance materiality.</p> <p> </p>

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2

Choetkiertikul, Morakot, and Thanwadee Sunetnanta. "A Risk Assessment Tool Using a CMMI Quantitative Approach." International Journal of Engineering and Technology 4, no. 4 (2012): 352–53. http://dx.doi.org/10.7763/ijet.2012.v4.381.

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3

Cho, Jin-Dong. "Mineral Resource Assessment Tool Trends Using Thermo Dynamic Approach." Journal of the Korean Society of Mineral and Energy Resources Engineers 49, no. 6 (2012): 855. http://dx.doi.org/10.12972/ksmer.2012.49.6.855.

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4

Leppink, Jimmie. "Assessment programs and their components: a network approach." Scientia Medica 30, no. 1 (July 15, 2020): e37124. http://dx.doi.org/10.15448/1980-6108.2020.1.37124.

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Exams and other assessments in health science education are not random events; rather, they are part of a bigger assessment program that is constructively aligned with the intended learning outcomes at different stages of a health science curriculum. Depending on topical and temporal distance, assessments in the program are correlated with each other to a more or lesser extent. Although correlation does not equate causation, once we come to understand the correlational structure of an assessment program, we can use that information to make predictions of future performance, to consider early intervention for students who are otherwise likely to drop out, and to inform revisions in either assessment or teaching. This article demonstrates how the correlational structure of an assessment program can be represented in terms of a network, in which the assessments constitute our nodes and the degree of connectedness between any two nodes can be represented as a thicker or thinner line connecting these two nodes, depending on whether the correlation between the two assessments at hand is stronger or weaker. Implications for educational practice and further research are discussed.

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5

Jitendra, Asha K., and Edward J. Kameenui. "Dynamic Assessment as a Compensatory Assessment Approach." Remedial and Special Education 14, no. 5 (September 1993): 6–18. http://dx.doi.org/10.1177/074193259301400503.

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6

Powers, Christina M., Genya Dana, Patricia Gillespie, Maureen R. Gwinn, Christine Ogilvie Hendren, Thomas C. Long, Amy Wang, and J. Michael Davis. "Comprehensive Environmental Assessment: A Meta-Assessment Approach." Environmental Science & Technology 46, no. 17 (August 13, 2012): 9202–8. http://dx.doi.org/10.1021/es3023072.

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7

Cook, William L. "The SRM Approach to Family Assessment." European Journal of Psychological Assessment 21, no. 4 (January 2005): 216–25. http://dx.doi.org/10.1027/1015-5759.21.4.216.

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Abstract. In family systems, it is possible for one to put oneself at risk by eliciting aversive, high-risk behaviors from others ( Cook, Kenny, & Goldstein, 1991 ). Consequently, it is desirable that family assessments should clarify the direction of effects when evaluating family dynamics. In this paper a new method of family assessment will be presented that identifies bidirectional influence processes in family relationships. Based on the Social Relations Model (SRM: Kenny & La Voie, 1984 ), the SRM Family Assessment provides information about the give and take of family dynamics at three levels of analysis: group, individual, and dyad. The method will be briefly illustrated by the assessment of a family from the PIER Program, a randomized clinical trial of an intervention to prevent the onset of psychosis in high-risk young people.

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8

Frisby, Craig L., and Jeffery P. Braden. "Feuerstein's Dynamic Assessment Approach." Journal of Special Education 26, no. 3 (October 1992): 281–301. http://dx.doi.org/10.1177/002246699202600305.

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9

Tzuriel, David. "The Dynamic Assessment Approach." Journal of Special Education 26, no. 3 (October 1992): 302–24. http://dx.doi.org/10.1177/002246699202600306.

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10

Galliers, Maggie. "Assessment: An innovative approach." Vocational Aspect of Education 41, no. 110 (December 1989): 89–91. http://dx.doi.org/10.1080/10408347308003401.

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11

Tatira, Benjamin, and Israel Kariyana. "Defining Formative Electronic Assessment in Undergraduate Mathematics: A Reflective Approach." International Journal of Learning, Teaching and Educational Research 21, no. 7 (July 30, 2022): 24–39. http://dx.doi.org/10.26803/ijlter.21.7.2.

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Formative electronic assessment of mathematics on the Learning Management System is unique. The purpose of this study was to delineate the process of formative assessment in mathematics through the students’ experiences during remote online learning. Formative assessment is part of learning and helps students to monitor their progress. Data were analysed by identifying themes from the narratives. It emerged that the e-assessments that are manually written and graded by the instructor were the best mode of assessment for undergraduate mathematics. With timely feedback, formative electronic assessment placed students in a position whereby they took more responsibility for their learning. As such, students had positive perceptions towards formative electronic assessment during remote e-learning and were prepared to proceed with it in future. The study concluded that while some students proclaimed to have the expertise in the use of e-assessments, most students did not have the expertise in using e-assessment tools, as formative e-assessments were not generally offered in other modules. Participants echoed the sentiments that instructor expertise in formative electronic assessment design should be unquestionable to promote enhanced mathematics assessments that should enable presenting the steps taken to arrive at the answers.

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12

Rayevnyeva, Olena, Iryna Aksonova, and Viktoriia Ostapenko. "Assessment of institutional autonomy of higher education institutions: methodical approach." Knowledge and Performance Management 2, no. 1 (December 22, 2018): 72–84. http://dx.doi.org/10.21511/kpm.02(1).2018.07.

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In order to reform and modernize the system of higher education, an important step is to assess the constituent parts of the institutional autonomy of higher education institutions (HEI), which allows, on the basis of a combination of the level of autonomy of higher education systems of countries and their universities, and indicators of the quality of scientific and educational activities of the HEI, to ensure a unified approach to information and analytical assessment of university autonomy in general. This fact proves the necessity of developing a methodological approach to the assessment and management of institutional autonomy of the HEI. The authors carried out a comparative analysis of the models of university autonomy, international and national approaches to the assessment of the components of institutional autonomy such as organizational, personnel, academic and financial. The methodical approach to the evalution of the institutional autonomy of the HEI is developed. The proposed methodological approach is aimed at the formation of an information space for simultaneous comparison and assessment of the level of institutional autonomy of HEI and indicators that affect it. This approach combines the results of grouping the autonomy of higher education systems of the countries and their HEI according to homogeneous groups and the results of calculating the integral indicator of the quality of scientific and educational activity within each component of institutional autonomy, which allows to determine the position of a specific HEI on the level of autonomy in the proposed matrix of recognition of the situation.

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13

de Beer, Marié. "A Modern Assessment Psychometric Approach to Dynamic Assessment." Journal of Psychology in Africa 20, no. 2 (January 2010): 241–46. http://dx.doi.org/10.1080/14330237.2010.10820372.

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14

Forrest, Gregory. "Systematic assessment of game-centred approach practices – the game-centred approach Assessment Scaffold." Physical Education and Sport Pedagogy 20, no. 2 (May 31, 2013): 144–58. http://dx.doi.org/10.1080/17408989.2013.803526.

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15

Hoenig, John M., Dennis M. Heisey, William D. Lawing, and Dennis H. Schupp. "An Indirect Rapid Methods Approach to Assessment." Canadian Journal of Fisheries and Aquatic Sciences 44, S2 (December 19, 1987): s324—s338. http://dx.doi.org/10.1139/f87-334.

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Strategies and tactics are explored for increasing the usefulness of assessment information obtainable under manpower and budget restrictions. A concept of indirect rapid assessment is gradually emerging based on a collection of rapid methods of varying degrees of accuracy, sophistication, and data requirements. These tactics involve the use of statistics which are functionally related to parameters of interest. Stock composition, growth, mortality, population size, intrinsic rate of increase, and stock production may be efficiently estimated with these methods. Short-term forecasting is also possible. Tactics include group testing, correcting biased estimates, use of comparative studies, using length as a substitute for age, and remote sensing type assessments.

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16

Lustro, Roman Alex F. "Credit Risk Assessment for Motorcycle Loan Application: A Fuzzy Logic Approach." Journal of Advanced Research in Dynamical and Control Systems 11, no. 12-SPECIAL ISSUE (December 31, 2019): 1246–52. http://dx.doi.org/10.5373/jardcs/v11sp12/20193332.

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17

Gaybullaevna, Dilova Nargiza, and Saidova Mohinur Jonpulatovna. "Formative Assessment Of Students 'Knowledge As An Innovative Approach To Education." American Journal of Social Science and Education Innovations 02, no. 12 (December 28, 2020): 190–96. http://dx.doi.org/10.37547/tajssei/volume02issue12-33.

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The article discusses the importance, possibilities and effectiveness of the use of the formative assessment method by using of innovative teaching in determining and assessing the level of knowledge of students.

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18

Bersenev, E. Yu, А. P. Berseneva, A. Prysyazhnyuk, C. McGregor, I. А. Berseneva, I. I. Funtova, and A. G. Chernikova. "Cybernetic Approach to Health Assessment." CARDIOMETRY, no. 23 (August 20, 2022): 31–40. http://dx.doi.org/10.18137/cardiometry.2022.23.3140.

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The exploration of orbital space served as a prerequisite for the creation of a new direction of medical science in relation to the very extreme conditions of life of spacecraft crews. Space medicine, relying on the most modern research methods and approaches, thanks to the development of new medical devices and the use of unique data analysis algorithms, has made a significant contribution to the development of telemedicine, medical cybernetics, and prenosological principles for assessing the state of human health. The review reflects the main stages in the development of medical cybernetics and prenosological diagnostics based on the assessment of the regulatory components of the cardiovascular system. Discussed the aspects of the application of the method of mathematical analysis of the heart rhythm in relation to the assessment and forecast of the working capacity of cosmonauts, at the simulating model of microgravity and confinement. Shown the useful methodically apply for the healthcare of manufacture teams at the plants, passenger bus driver’s employments. As the part of appliance of the new advance tools of children and adolescents public health during the educating process at schools. The created system for analyzing the current functional state of human health and mathematical models that make it possible to predict its negative changes make it possible to predetermine the vector of development of medicine in the future. The foundations of knowledge gained over the period of more than 70 years of scientific activity of Professor R.M. Bavsky are reflected in promising areas of cardiology research using computer technologies - such as Cardiometry technologies.

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19

ASAKAWA, Shinichi, and Kenpei SHIINA. "REEXAMINATION OF RULE ASSESSMENT APPROACH." Japanese Journal of Educational Psychology 41, no. 1 (1993): 1–10. http://dx.doi.org/10.5926/jjep1953.41.1_1.

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20

OSTWALD, SHARON KAY. "Nursing Assessment: A Multidimensional Approach." AJN, American Journal of Nursing 85, no. 2 (February 1985): 213. http://dx.doi.org/10.1097/00000446-198502000-00035.

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21

Ardila, Alfredo. "Luria's Approach to Neuropsychological Assessment." International Journal of Neuroscience 66, no. 1-2 (January 1992): 35–43. http://dx.doi.org/10.3109/00207459208999787.

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22

Mynen, Ronald Van, M. Jane Teta, and Tipton R. Tyler. "Scientific approach to risk assessment." Environmental Carcinogenesis Reviews 8, no. 2 (January 1990): 253–65. http://dx.doi.org/10.1080/10590509009373382.

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23

Scott, Alister, Andy Stirling, Nick Mabey, Frans Berkhout, Chris Williams, Chris Rose, Michael Jacobs, Robin Grove-White, Ian Scoones, and Melissa Leach. "Precautionary approach to risk assessment." Nature 402, no. 6760 (November 1999): 348. http://dx.doi.org/10.1038/46413.

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24

Lorr, Maurice. "A Clinician's Approach to Assessment." Psychological Inquiry 5, no. 4 (October 1994): 323–24. http://dx.doi.org/10.1207/s15327965pli0504_4.

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25

Bassler, Eunice M., Susan S. Davis, and Susan D. S. Watt. "Dieting: A self-assessment approach." Journal of Nutrition Education 19, no. 3 (June 1987): 124D. http://dx.doi.org/10.1016/s0022-3182(87)80132-2.

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26

BATES, BETSY. "New Approach to Developmental Assessment." Pediatric News 44, no. 1 (January 2010): 26. http://dx.doi.org/10.1016/s0031-398x(10)70020-5.

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27

van der Vleuten, Cees P. M. "A Programmatic Approach to Assessment." Medical Science Educator 26, S1 (November 21, 2016): 9–10. http://dx.doi.org/10.1007/s40670-016-0343-7.

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28

Farquhar, Bill. "One approach to risk assessment." Computers & Security 10, no. 1 (February 1991): 21–23. http://dx.doi.org/10.1016/0167-4048(91)90051-e.

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29

Sealy, A. "Vestibular assessment: a practical approach." Occupational Medicine 64, no. 2 (February 20, 2014): 78–86. http://dx.doi.org/10.1093/occmed/kqt153.

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30

Ostwald, Sharon Kay, Janis P. Bellack, and Penny A. Bamford. "Nursing Assessment: A Multidimensional Approach." American Journal of Nursing 85, no. 2 (February 1985): 213. http://dx.doi.org/10.2307/3463847.

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31

Valsamidis, Stavros, Ioannis Kazanidis, Sotirios Kontogiannis, and Alexandros Karakos. "An approach for LMS assessment." International Journal of Technology Enhanced Learning 4, no. 3/4 (2012): 265. http://dx.doi.org/10.1504/ijtel.2012.051544.

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32

Linkov, Igor, Cate Fox-Lent, Laura Read, Craig R. Allen, James C. Arnott, Emanuele Bellini, Jon Coaffee, et al. "Tiered Approach to Resilience Assessment." Risk Analysis 38, no. 9 (April 25, 2018): 1772–80. http://dx.doi.org/10.1111/risa.12991.

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33

Koch, GR. "Process assessment: the ‘BOOTSTRAP’ approach." Information and Software Technology 35, no. 6-7 (June 1993): 387–403. http://dx.doi.org/10.1016/0950-5849(93)90010-z.

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34

Richards, John D. "Evaluability assessment: A practical approach." Evaluation Practice 13, no. 1 (February 1992): 75–76. http://dx.doi.org/10.1016/0886-1633(92)90029-b.

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35

Geyer, Holly, and Ruben A. Mesa. "Approach to MPN Symptom Assessment." Current Hematologic Malignancy Reports 12, no. 5 (September 23, 2017): 381–88. http://dx.doi.org/10.1007/s11899-017-0399-5.

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36

Schmidt, Richard E. "Evaluability assessment: A practical approach." Evaluation and Program Planning 14, no. 3 (January 1991): 202–4. http://dx.doi.org/10.1016/0149-7189(91)90059-p.

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37

Perovych, Lev, Ihor Perovych, Roman Vanchura, and Kateryna Smoliy. "UNIVERSAL APPROACH TO TERRITORY ASSESSMENT." Technical Sciences and Technologies, no. 3(29) (2022): 178–85. http://dx.doi.org/10.25140/2411-5363-2022-3(29)-178-185.

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Assessment of the quality of individual parts of the earth's surface (territories) always causes a certain scientific and practical interest and is the basis of people's daily life. Therefore, the study of processes and the development of methods for assessing the quality of territories always remain an important problem, especially when the process of functional zoning of the territory of Ukraine begins.The task of the research is to develop a universal algorithm for the assessment of territories based on the determination of its quality index and the possibility of using it to establish the value of territories in monetary terms, which will allow state authorities and local governments to effectively develop projects of functional zoning of territories. In world practice, three main methodical approaches are used to determine the value index of territories. All methodical approaches are based on threecomponents: socio-economic, natural and ecological quality, sustainability of agricultural landscapes.The research methodology is based on the methods of mathematical statistics and a systematic analytical approach to the selection of indicators of influence on the territory value index. The purpose of this publication is to develop a methodical approach capable of unifying the procedure for evaluating territories with different functional purposes.In this publication, a fundamentally new approach to the evaluation of territories in Ukraine is proposed, which is based on the territory quality index indicator. At the same time, with the established value of territories in monetary terms, thismethodical approach expands the capabilities of local self-government authority, as they set the price of a unit of area of the corresponding territory by their decision.The proposed methodological approach is universal, which allows its using for territories of various functional purposes, including different categories of land, which greatly simplifies the assessment procedure.

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38

Сабитова, Полина Миннеяровна, and Вера Ефимовна Соколова. "Skills Approach to Competency Assessment." ЖУРНАЛ ПРАВОВЫХ И ЭКОНОМИЧЕСКИХ ИССЛЕДОВАНИЙ, no. 1 (March 15, 2021): 148–52. http://dx.doi.org/10.26163/gief.2021.36.94.027.

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В статье освещена проблема применения компетентностного подхода при определении качества работника, рассмотрено содержание основных подходов в сфере управления организацией, их взаимосвязь и различия. Раскрыто содержание категории «качество работника», представлена совокупность характеристик, составляющих основу качества работника, определены условия эффективного проявления профессиональных и личностных качеств работника. The article focuses on the implementation of a competency-based or skills approach to the assessment of a worker’s competencies and describes basic approaches in the area of management of the organization with outlining the relation and differences between the ones. The authors disclose the content of the category of «quality of an employee» and present a set of characteristics which are considered to be the basis for a worker’s qualities assessment with defining terms and conditions for practical expression of professional and personality traits of a worker.

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39

Santini, Paolo, Giuseppe Gottardi, Marco Baldi, and Franco Chiaraluce. "A Data-Driven Approach to Cyber Risk Assessment." Security and Communication Networks 2019 (September 9, 2019): 1–8. http://dx.doi.org/10.1155/2019/6716918.

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Cyber risk assessment requires defined and objective methodologies; otherwise, its results cannot be considered reliable. The lack of quantitative data can be dangerous: if the assessment is entirely qualitative, subjectivity will loom large in the process. Too much subjectivity in the risk assessment process can weaken the credibility of the assessment results and compromise risk management programs. On the other hand, obtaining a sufficiently large amount of quantitative data allowing reliable extrapolations and previsions is often hard or even unfeasible. In this paper, we propose and study a quantitative methodology to assess a potential annualized economic loss risk of a company. In particular, our approach only relies on aggregated empirical data, which can be obtained from several sources. We also describe how the method can be applied to real companies, in order to customize the initial data and obtain reliable and specific risk assessments.

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40

Garcia, Andre, Neil Ganey, and Jeff Wilbert. "Human Readiness Assessment: A Multivariate Approach." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 106–9. http://dx.doi.org/10.1177/1541931213601495.

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Technology Readiness Levels (TRL) are a framework, originally created by NASA and later adopted and tailored by the US Department of Defense (Graettinger, Garcia, Siviy, Schenk, Van Syckle, 2002) to track the progress and maturity of a given technology. There are a number of derivative readiness level frameworks that have spun off the original TRL framework such as System Readiness Levels, Software Readiness Levels, Integration Readiness Levels, and Manufacturing Readiness Levels, just to name a few. Most of the time, these frameworks have an associated readiness assessment used to identify or assess the precise readiness level status. Human Readiness Levels (HRLs) are a framework used to identify the level of readiness or maturity of a given technology as it relates to its usability and its refinement to be used by a human(s) (Phillips, 2010). There are a number of HRL frameworks or similar (e.g. Human Factors Readiness Levels), yet little attention has been paid to Human Readiness Assessments (HRAs). The purpose of this paper is to review the literature of Human Readiness Levels and introduce a new multivariate Human Readiness Assessment that emphasizes workload, situation awareness (SA), and usability.

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41

Dickie, L. M., S. R. Kerr, and P. Schwinghamer. "An Ecological Approach to Fisheries Assessment." Canadian Journal of Fisheries and Aquatic Sciences 44, S2 (December 19, 1987): s68—s74. http://dx.doi.org/10.1139/f87-310.

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Deductions based on recent ecological information suggest that while current fishery assessment methodology has captured the main features of fishery production, it may not well anticipate the effects of early natural mortality or of major changes in fishing. We propose here a new methodology based on ecological theory related to a characteristic biomass size spectrum. Theoretical considerations coupled with empirical data on population production appear to take into account high natural mortalities at small sizes and the effects of spatial distribution on production parameters throughout the life history. The resulting models offer a somewhat modified view of the relation of fishery yield to effort and the prospect of population assessments with more modest data requirements.

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42

Leishman, Derek. "Proarrhythmia assessment—A probabilistic approach to integrated risk assessment." Journal of Pharmacological and Toxicological Methods 75 (September 2015): 174. http://dx.doi.org/10.1016/j.vascn.2015.08.057.

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43

Comunale, Christie L., and Thomas R. Sexton. "A Fuzzy Logic Approach to Assessing Materiality." Journal of Emerging Technologies in Accounting 2, no. 1 (January 1, 2005): 1–15. http://dx.doi.org/10.2308/jeta.2005.2.1.1.

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Auditors may encounter misstatements during the course of an audit, each of which requires a binary materiality assessment. We propose a fuzzy expert system approach that assesses materiality as a continuous characteristic by allowing a misstatement to possess a degree of materiality between 0 and 1. This potentially allows the auditor more flexibility and precision in materiality assessment, and greater insight regarding subsequent testing and investigation. We demonstrate that a fuzzy expert system can help the auditor incorporate qualitative factors into the materiality assessment of each misstatement and identify which misstatements are most worthy of further investigation. The auditor may compare the materiality assessments of all misstatements to plan an audit strategy. By providing a formal model structure, the fuzzy expert system formalizes and documents the materiality assessment process. This may facilitate better communication within the audit team and with the client, and enhances process consistency across auditors, engagements, and years.

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44

Nguyen, Thuong Thi Kim, and Huyen Minh Phan. "AUTHENTIC ASSESSMENT: A REAL LIFE APPROACH TO WRITING SKILL DEVELOPMENT." International Journal of Applied Research in Social Sciences 2, no. 1 (June 21, 2020): 20–30. http://dx.doi.org/10.51594/ijarss.v2i1.97.

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Since assessment is an indispensable part of education, curriculum makers, educators and teachers have engaged in an ongoing discussion of how to address student performance. A variety of assessments including both short-term and long-term ones can be applied during or at the end of the learning process. Among such types, authentic assessment is a prominent approach. This paper is going to advocate authentic assessments as it fosters students' growth and teachers' pedagogical strategies. In addition, it helps to reach the goals of educational practices through the authenticity of equity and innovation when students actively seek their own ways to appreciate what they have learnt. Particularly, in a writing skills class, learners can take this opportunity to improve step by step their own proficiency in the use of written words. The paper, hence, discusses how authentic assessment can be applied to develop college students' writing through classroom observation and a set of semi-structured interviews. The result of the study revealed that using authentic assessment is an effective strategy for enhancing students’ interest in writing process and writing task fulfillment. Students would find it easier to become skillful writers at their English levels. The study, therefore, recommends more uses of authentic assessment in teaching writing skills as well as in teaching and learning the English language in general.

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45

Sánchez-Ruiz, Luis-M., Santiago Moll-López, Jose-Antonio Moraño-Fernández, and María-Dolores Roselló. "Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment." Mathematics 9, no. 17 (August 28, 2021): 2082. http://dx.doi.org/10.3390/math9172082.

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Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed. This is a novelty in the literature, and a cornerstone of our methodology. This process is called a Dynamical Continuous Discrete assessment, which is a form of blended assessment that may be used under traditional or blended learning environments. This article provides an 11-year perspective of applying this Dynamical Continuous Discrete assessment in a Mathematics class for aerospace engineering students, as well as the students’ perception of continuous assessments.

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46

Wolfert, H. P. "Use of the catena principle in geomorphological impact assessment: a functional approach." Zeitschrift für Geomorphologie 39, no. 4 (January 2, 1996): 417–31. http://dx.doi.org/10.1127/zfg/39/1996/417.

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47

Kuznyetsova, Anzhela, and Nataliya Pogorelenko. "Assessment of the banking system financial stability based on the differential approach." Banks and Bank Systems 13, no. 3 (October 2, 2018): 120–33. http://dx.doi.org/10.21511/bbs.13(3).2018.12.

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In this paper, the banking system financial stability is assessed based on the differential approach. The differential approach provides for taking into account the specificity of the banking system structural organization (from the standpoint of the central bank and the second-level banks) and the sets of financial stability indicators, different in terms of their structure, and their volatility measures, according to this approach.The banking system financial stability is assessed based on the two groups of indicators: the first one characterizes the central bank financial stability (indicators of gross international reserves, effectiveness of monetary policy and foreign exchange regulation, ability to create favorable conditions in order to ensure the effectiveness of the banking sector); the second one defines the financial stability level for state banks, banks with private and foreign capital (indicators of the capital adequacy, liquidity, structure of assets and liabilities, effectiveness of the activity, financial risks). The differences between the sets of financial stability indicators for different groups of banks and the expediency of taking them into account during the assessment are revealed and substantiated according to the results of using the principal components method.The developed procedure of assessing the banking system financial stability provides for: constructing the banking system financial stability index (by multiplicative convolution of central bank financial stability subindex and three banks’ financial stability subindices); defining its high, medium and low level according to its quantitative values (according to interval scales, developed according to the rule “3σ”; interpreting the assessment results based on the scenario analysis, which is based on taking into account the dynamic change of the financial stability index during the analyzed period and allows to identify the state of the banking system (stable, conventionally stable or critical).

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48

Williams, Gary M. "Safety Assessment of Pharmaceuticals: Examples of Inadequate Assessments and a Mechanistic Approach to Assuring Adequate Assessment." Toxicologic Pathology 25, no. 1 (January 1997): 32–38. http://dx.doi.org/10.1177/019262339702500108.

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49

Harrison, Ashley J., Eric H. Zimak, Stephen J. Sheinkopf, Karim P. Manji, and Eric M. Morrow. "Observation-centered Approach to ASD Assessment in Tanzania." Intellectual and Developmental Disabilities 52, no. 5 (October 1, 2014): 330–47. http://dx.doi.org/10.1352/1934-9556-52.5.330.

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Abstract In many lower-income countries, there is a paucity of assessment services for autism spectrum disorders (ASD)., Guidelines will be provided for conducting cross-cultural assessments in the context of limited validated resources in Tanzania. By examining behavioral, social, and adaptive differences we were able to provide differential diagnostic evaluations aligning with best practice standards for 41 children in Tanzania age 2–21 years. We describe the utility of a flexible, behavioral observation instrument, the Childhood Autism Rating Scales, Second Edition (CARS2), to gather diagnostic information in a culturally sensitive manner. We observed that the ASD group was characterized by significantly higher scores on the CARS2, F = 21.09, p < .001, η2 = .37, than the general delay comparison group. Additional recommendations are provided for making cultural adaptations to current assessment instruments for use in a country without normed instruments, such as Tanzania.

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50

Ainsworth, R. A., and N. P. O’Dowd. "Constraint in the Failure Assessment Diagram Approach for Fracture Assessment." Journal of Pressure Vessel Technology 117, no. 3 (August 1, 1995): 260–67. http://dx.doi.org/10.1115/1.2842121.

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This paper presents a framework for including constraint effects in the failure assessment diagram approach for fracture assessment. As parameters for describing constraint are still the subject of development, the framework is illustrated using both the elastic T-stress and the hydrostatic Q-stress. It is shown that constraint effects can be treated by modifying the shape of the failure assessment curve. In their simplest form, the modifications involve only two parameters: one quantifying the magnitude of structural constraint which depends on geometry and crack size; and the second quantifying the influence of constraint on fracture toughness.

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