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Journal articles on the topic 'Assessment framework'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 March 2023

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1

Kumar R, Kumar R., Sarukesi K. Sarukesi K, and Uma G. V. Uma G V. "A Framework for Formative Knowledge Assessment System." International Journal of Scientific Research 2, no. 5 (June 1, 2012): 242–44. http://dx.doi.org/10.15373/22778179/may2013/80.

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Stephenson, Jo. "Single assessment framework." Children and Young People Now 2017, no. 1 (January 3, 2017): 24–25. http://dx.doi.org/10.12968/cypn.2017.1.24.

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The single assessment framework was introduced in 2013 to bring together a number of separate inspections of children's social care. What do the judgments so far tell us about the standard of services?

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Stén, Tiia, Jan M. Pawlowski, and Henri Pirkkalainen. "The Globalization Competence Assessment Framework." International Journal of Knowledge Society Research 3, no. 4 (October 2012): 33–46. http://dx.doi.org/10.4018/jksr.2012100104.

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The goal of this paper is to recommend suitable competence assessment instruments and methods for assessing globalization competence in the Information Systems domain. This is done by matching globalization competences with suitable competence assessment methods. The results of the analysis indicate that the most applicable competence assessment methods for assessing globalization competences in the Information Systems domain are written format assessments (especially essays), candidate self-reports, live interactions (especially group work), and computer simulations. The validity of the outcome is confirmed through a mixed method of document analysis and expert interviews by analyzing and evaluating the assessment methods of Finnish higher education courses in the Information Systems field. Finally, a preliminary comparison between Finnish and Japanese assessment methods is conducted.

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Fedulova, Iryna, and Nataliia Skopenko. "RISK APPETITE ASSESSMENT FRAMEWORK." THEORETICAL AND APPLIED ISSUES OF ECONOMICS, no. 40/41 (2020): 35–46. http://dx.doi.org/10.17721/tppe.2020.40.3.

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he adoption of any managerial decision within the company happens in the presence of risks. Against this background, it is vital to determine whether the risk is acceptable for achieving the objectives. In the article the essence of risk appetite, risk tolerance and risk capacity is considered. Differences between risk capacity, risk appetite and risk tolerance are defined. Risk appetite reflects the level of losses that the company is willing to accept in order to achieve its strategic objectives. In contrast, risk tolerance is related to the acceptance of the outcomes of specific identified risk events and is defined as readiness for certain risk event. Risk capacity is the maximum level of risk that an organization is able to accept for achieving its business goals, taking into account the current level of resources, its capital structure and access to markets. An important part of identifying the risk appetite for the company is a description of advantages and disadvantages of existing methods of its assessment. Quantitative and qualitative approaches to determining risk appetite are considered. In the first case, the absolute value of possible risk or its relative value is established. In this case, the risk appetite is determined depending on organizational objectives. These objectives may determine the achievement of the planned financial indicators, compliance with financial regulations and other indicators of the company. Qualitative assessment of risk appetite is used when the risk cannot be quantified. In this case, the risk appetite is presented in a descriptive way. It is important to define the risk appetite including all aspects of the enterprise activity in the context of certain strategic goals of its development. Breaching the risk tolerance threshold should serve as a red alert for management. In such a case, it is important to reduce the risk position.

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Fargašová, Agáta. "Ecological Risk Assessment Framework." Acta Environmentalica Universitatis Comenianae 24, no. 1 (March 1, 2016): 10–16. http://dx.doi.org/10.1515/aeuc-2016-0002.

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AbstractPurpose of this paper is to draft shot information about framework for ecological risk assessment compile according Guidelines and short description of phases from which this method consists. During description of particular procedures, the meaning of used terms is introduced and explained. The framework for risk assessment is presented as a useful tool for risk management and selection of available cleanup and remedy technologies, and costs of alternative actions.

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Arlani, A. G., and A. S. Rakhra. "Building code assessment framework." Construction Management and Economics 6, no. 2 (June 1988): 117–31. http://dx.doi.org/10.1080/01446198800000011.

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Strawser, Michael, and Lindsay Neuberger. "WISER Assessment: A Communication Program Assessment Framework." Journal of Communication Pedagogy 3 (2020): 134–44. http://dx.doi.org/10.31446/jcp.2020.12.

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Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty can use to ensure their assessment efforts achieve the goal of not only documenting but also improving student learning. WISER stands for writing, immersive experiences, speaking, ethical communication, and research as programmatic assessment categories. These WISER categories extend the National Communication Association (NCA)-endorsed domains of communication learning in ways that make them functional for assessment.

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Lowndes, Julia S. Stewart, Erich J. Pacheco, Benjamin D. Best, Courtney Scarborough, Catherine Longo, Steven K. Katona, and Benjamin S. Halpern. "Best practices for assessing ocean health in multiple contexts using tailorable frameworks." PeerJ 3 (December 10, 2015): e1503. http://dx.doi.org/10.7717/peerj.1503.

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Marine policy is increasingly calling for maintaining or restoring healthy oceans while human activities continue to intensify. Thus, successful prioritization and management of competing objectives requires a comprehensive assessment of the current state of the ocean. Unfortunately, assessment frameworks to define and quantify current ocean state are often site-specific, limited to a few ocean components, and difficult to reproduce in different geographies or even through time, limiting spatial or temporal comparisons as well as the potential for shared learning. Ideally, frameworks should be tailorable to accommodate use in disparate locations and contexts, removing the need to develop frameworksde novoand allowing efforts to focus on the assessments themselves to advise action. Here, we present some of our experiences using the Ocean Health Index (OHI) framework, a tailorable and repeatable approach that measures health of coupled human-ocean ecosystems in different contexts by accommodating differences in local environmental characteristics, cultural priorities, and information availability and quality. Since its development in 2012, eleven assessments using the OHI framework have been completed at global, national, and regional scales, four of which have been led by independent academic or government groups. We have found the following to be best practices for conducting assessments: Incorporate key characteristics and priorities into the assessment framework design before gathering information; Strategically define spatial boundaries to balance information availability and decision-making scales; Maintain the key characteristics and priorities of the assessment framework regardless of information limitations; and Document and share the assessment process, methods, and tools. These best practices are relevant to most ecosystem assessment processes, but also provide tangible guidance for assessments using the OHI framework. These recommendations also promotetransparencyaround which decisions were made and why,reproducibilitythrough access to detailed methods and computational code,repeatabilityvia the ability to modify methods and computational code, andease of communicationto wide audiences, all of which are critical for any robust assessment process.

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Maloney, Mary Alison, Lisa Schwartz, Daria O'Reilly, and Mitchel Levine. "DRUG DISINVESTMENT FRAMEWORKS: COMPONENTS, CHALLENGES, AND SOLUTIONS." International Journal of Technology Assessment in Health Care 33, no. 2 (2017): 261–69. http://dx.doi.org/10.1017/s0266462317000277.

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Objectives:Value assessments of marketed drug technologies have been developed through disinvestment frameworks. Components of these frameworks are varied and implementation challenges are prevalent. The objective of this systematic literature review was to describe disinvestment framework process components for drugs and to report on framework components, challenges, and solutions.Methods:A systematic literature search was conducted using the terms: reassessment, reallocation, reinvestment, disinvestment, delist, decommission or obsolescence in MEDLINE, EMBASE, NLM PubMed, the Cochrane Library, and CINAHL from January 1, 2000, until November 14, 2015. Additional citations were identified through a gray literature search of Health Technology Assessment international (HTAi) and the International Network of Agencies for Health Technology Assessment (INAHTA) member Web sites and from bibliographies of full-text reviewed manuscripts.Results:Sixty-three articles underwent full text review and forty were included in the qualitative analysis. Framework components including disinvestment terms and definitions, identification and prioritization criteria and methods, assessment processes, stakeholders and dissemination strategies, challenges, and solutions were compiled. This review finds that stakeholders lack the political, administrative, and clinical will to support disinvestment and that there is not one disinvestment framework that is considered best practice.Conclusions:Drug technology disinvestment components and processes vary and challenges are numerous. Future research should focus on lessening value assessment challenges. This could include adopting more neutral framework terminology, setting fixed reassessment timelines, conducting therapeutic reviews, and modifying current qualitative decision-making assessment frameworks.

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Silva, Warley Almeida, Luiz Carlos Carchedi, Jorão Gomes Junior, João Victor de Souza, Eduardo Barrere, and Jairo Francisco de Souza. "A Framework for Large-Scale Automatic Fluency Assessment." International Journal of Distance Education Technologies 19, no. 3 (July 2021): 70–88. http://dx.doi.org/10.4018/ijdet.2021070105.

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Learning assessments are important to monitor the progress of students throughout the teaching process. In the digital era, many local and large-scale learning assessments are conducted through technological tools. In this view, a large-scale learning assessment can be designed to tackle one or multiple parts of the teaching process. Oral reading fluency assessments evaluate the ability to read reference texts. However, even though the use of applications to collect the reading of the students avoids logistics costs and speeds up the process, the evaluation of recordings has become a challenging task. Therefore, this work presents a computational solution for large-scale precision-critical fluency assessment. The goal is to build an approach based on automatic speech recognition (ASR) for the automatic evaluation of the oral reading fluency of children and reduce hiring costs as much as possible.

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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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Turk, Žiga, Muammer Semih Sonkor, and Robert Klinc. "CYBERSECURITY ASSESSMENT OF BIM/CDE DESIGN ENVIRONMENT USING CYBER ASSESSMENT FRAMEWORK." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 28, no. 5 (May 3, 2022): 349–64. http://dx.doi.org/10.3846/jcem.2022.16682.

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Digitalisation of the construction industry is exposing it to cybersecurity risks. All phases of construction can be affected. Particularly vulnerable are information-intensive phases such as building design and building operation. Construction is among the last industries that are discovering its cybersecurity risks and can rely on frameworks developed for other contexts. In this paper, we evaluate the cybersecurity risks of the design phase of construction using the Cyber Assessment Framework from the National Cybersecurity Centre (NCSC) of the UK. The goal of this study is twofold. First, to examine cybersecurity risks themselves, and second, to evaluate the applicability of the NCSC framework for construction to see if and how construction is specific. The analysis shows that the cybersecurity risks follow the information impact curve that has been motivating the introduction of Building Information Modelling (BIM). The framework is applicable but is weak in addressing the specifics of the construction industrial ecosystem, which involves a multitude of dynamically connected actors, their overlapping authorities, and conflicting motives. It is suggested that a specialized constructionrelated framework should be developed.

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Williams, Carol, Lynn George, and Mike Lowry. "A framework for patient assessment." Nursing Standard 8, no. 38 (June 15, 1994): 29–33. http://dx.doi.org/10.7748/ns.8.38.29.s41.

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Keshmiri, Fatemeh, and Atefeh Sadat Heydari. "A Student Assessment System Framework." Journal of Medical Education Development 13, no. 40 (March 1, 2021): 95–105. http://dx.doi.org/10.52547/edcj.13.40.95.

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Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.10041060.

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Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.117558.

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Andrews, Susan S., Douglas L. Karlen, and Cynthia A. Cambardella. "The Soil Management Assessment Framework." Soil Science Society of America Journal 68, no. 6 (November 2004): 1945–62. http://dx.doi.org/10.2136/sssaj2004.1945.

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Stevenson, Joanne R., Charlotte Brown, Erica Seville, and John Vargo. "Business recovery: an assessment framework." Disasters 42, no. 3 (November 6, 2017): 519–40. http://dx.doi.org/10.1111/disa.12261.

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19

Biggerstaff, T., and C. Richter. "Reusability Framework, Assessment, and Directions." IEEE Software 4, no. 2 (March 1987): 41–49. http://dx.doi.org/10.1109/ms.1987.230095.

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Warkentin, Merrill, Xin Luo, and Gary F. Templeton. "A framework for spyware assessment." Communications of the ACM 48, no. 8 (August 2005): 79–84. http://dx.doi.org/10.1145/1076211.1076244.

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Chang, Li‐cheng, Stephen W. Lin, and Deryl N. Northcott. "The NHS Performance Assessment Framework." Journal of Management in Medicine 16, no. 5 (October 2002): 345–58. http://dx.doi.org/10.1108/02689230210446526.

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Lobo, Stanislaus, and Premaratne Samaranayake. "An innovation management assessment framework." Benchmarking: An International Journal 27, no. 5 (May 14, 2020): 1633–56. http://dx.doi.org/10.1108/bij-02-2019-0085.

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PurposeThis paper proposes an integrated approach for assessing innovation management practices using an innovation management assessment framework, with the application of the innovation management assessment framework at the incubation and firm level.Design/methodology/approachInnovation management assessment framework is developed, based on the literature review. An innovation management assessment framework toolkit for training innovation practitioners is proposed as the basis for the framework implementation in the industry. The main approach is to make close alignment of the design for lean six sigma phases within broader innovation and stage-gate model in the innovation management assessment framework.FindingsThe operationalization of the innovation management assessment framework is enabled and supported by an assessment framework and a toolkit for managing innovation.Practical implicationsA roadmap for innovation management and assessment of performance at incubatee/firm level.Social implicationsIt provides a tool for developing innovative products and services for incubatees in start-ups, thus fueling the economy. It also has applications for ongoing established businesses.Originality/valueInnovation of new business development can be made through a well-designed and implemented innovation programme that is aligned with stage-gate and design for lean six sigma phases through the innovation management assessment framework.

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Proag, Satya-Lekh, and Virendra Proag. "A Framework for Risk Assessment." Procedia Economics and Finance 18 (2014): 206–13. http://dx.doi.org/10.1016/s2212-5671(14)00932-0.

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Dragicevic, Arnaud Z. "Concentric framework for sustainability assessment." Journal of Cleaner Production 248 (March 2020): 119268. http://dx.doi.org/10.1016/j.jclepro.2019.119268.

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Fairbrother, Anne, Randall Wenstel, Keith Sappington, and William Wood. "Framework for Metals Risk Assessment." Ecotoxicology and Environmental Safety 68, no. 2 (October 2007): 145–227. http://dx.doi.org/10.1016/j.ecoenv.2007.03.015.

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Joore, Manuela, Sabine Grimm, Annelies Boonen, Maarten de Wit, Francis Guillemin, and Bruno Fautrel. "Health technology assessment: a framework." RMD Open 6, no. 3 (November 2020): e001289. http://dx.doi.org/10.1136/rmdopen-2020-001289.

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Lenartowicz, Tomasz, and Kendall Roth. "A Framework for Culture Assessment." Journal of International Business Studies 30, no. 4 (December 1999): 781–98. http://dx.doi.org/10.1057/palgrave.jibs.8490839.

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Rubaiey, Baker Al, and Jemal H. Abawajy. "Virtual networks dependability assessment framework." International Journal of High Performance Computing and Networking 10, no. 1/2 (2017): 3. http://dx.doi.org/10.1504/ijhpcn.2017.083193.

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Al Rubaiey, Baker, and Jemal H. Abawajy. "Virtual networks dependability assessment framework." International Journal of High Performance Computing and Networking 10, no. 1/2 (2017): 3. http://dx.doi.org/10.1504/ijhpcn.2017.10003758.

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CASPER, GAIL R., and DANIEL A. KENRON. "A Framework for Technology Assessment." Clinical Nurse Specialist 19, no. 4 (July 2005): 170–74. http://dx.doi.org/10.1097/00002800-200507000-00004.

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Halliwell, Amanda. "The new CQC assessment framework." Practice Management 33, no. 2 (February 2023): 20–24. http://dx.doi.org/10.12968/prma.2023.33.2.20.

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Segeren, S., L. Shepherd, and R. Pack. "P122: Narrative assessment of emergency medicine learners: What should we keep as we move to competency-based assessment?" CJEM 21, S1 (May 2019): S108. http://dx.doi.org/10.1017/cem.2019.313.

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Introduction: For many years, Emergency Medicine (EM) educators have used narrative comments to assess their learners on each shift, either in isolation or combined with some type of Likert scale ranking. Competency based medical education (CBME), soon to be fully implemented throughout Canadian EM educational programs, encourages this type of frequent low-stakes narrative assessment. It is important to understand what information is currently garnered from existing narrative assessments in order to successfully and smoothly transition to the CBME system. The purpose of this study was to explore how one Canadian undergraduate EM program's narrative assessment comments mapped to two competency frameworks: one traditional CanMEDS-based and one competency-based, built on entrustable professional activities (EPAs). Methods: A qualitative and quantitative content analysis of 1925 retrospective, narrative assessments was conducted for the 2015/2016 and 2016/2017 academic years. The unprompted comments were mapped to the Royal College CanMEDS framework and the Association of Faculties of Medicine of Canada EPA Framework. Using an iterative coding process as per accepted qualitative methodologies, additional codes were generated to classify comments and identify themes that were not captured by either framework. Results: 93% and 85% of the unprompted narrative assessments contained comments that mapped to at least one CanMEDS role or EPA competency, respectively. The most common CanMEDS role commented upon was Medical Expert (86%), followed by Communicator, Collaborator and Scholar (all at 23%). The most common EPA competency mentioned related to history and physical findings (62%) followed by management plan (33%), and differential diagnosis (33%). However, 75% of narrative comments contained within the assessments, included ideas that did not fall into either framework but were repeated with frequency to suggest importance. The experiential characteristics of working with a learner were commented upon by 22% of preceptors. Other unmapped themes included contextual information, generalities and platitudes, and directed feedback for next steps to improve. Conclusion: While much of the currently captured data can be mapped to established frameworks, important information for both learner and assessor may be lost by limiting comments to the competencies described within a particular framework, suggesting caution when transitioning to a CBME assessment program.

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Luo, Ma, Zuhao Wang, Daner Sun, Zhi Hong Wan, and Liying Zhu. "EVALUATING SCIENTIFIC REASONING ABILITY: THE DESIGN AND VALIDATION OF AN ASSESSMENT WITH A FOCUS ON REASONING AND THE USE OF EVIDENCE." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 261–75. http://dx.doi.org/10.33225/jbse/20.19.261.

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Scientific reasoning ability (SRA) is widely recognized as an essential goal for science education. There is much discussion on the design and development of assessment frameworks as viable tools to foster SRA. However, established assessments mostly focus on the level of students reasoning attainment. Student ability to use evidence to support reasoning is not adequately addressed and evaluated. In this study, the 6-level SRA assessment framework was conceptualized and validated iteratively via synthesizing literature and a Delphi study. Guided by the framework, an SRA assessment tool adopting and adapting PISA test items and self-created items was developed and administered to 593 secondary students (including 318 8th Graders and 275 9th Graders) in mainland China. Pearson correlation analysis of SRA assessment score and their scores in scientific reasoning provided criterion-related validation for the former (Pearson correlation = .527). Rasch analysis conducted further confirmed the validity and reliability of the SRA test and the assessment framework. Combing quantitative and qualitative methods, the study provides a valid and reliable analytical framework of SRA. It can inform the design of SRA assessments in various science education contexts for diversified audiences. Keywords: Complexity of Scientific Reasoning, Evidence in Reasoning, Rasch Modeling, Scientific Reasoning Ability (SRA).

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Lee, Jong Seok, and Hyun Il Choi. "Comparative Analysis of Flood Vulnerability Indicators by Aggregation Frameworks for the IPCC’s Assessment Components to Climate Change." Applied Sciences 9, no. 11 (June 5, 2019): 2321. http://dx.doi.org/10.3390/app9112321.

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As severe flood damages have been increasing due to climate change, the flood vulnerability assessment is needed in the flood mitigation plans to cope with climate-related flood disasters. Since the Intergovernmental Panel on Climate Change Third Assessment Report (IPCC TAR) presented the three assessment components, such as exposure, sensitivity, and adaptability for the vulnerability to climate change, several aggregation frameworks have been used to compile individual components into the composite indicators to measure the flood vulnerability. It is therefore necessary to select an appropriate aggregation framework for the flood vulnerability assessments because the aggregation frameworks can have a large influence on the composite indicator outcomes. For a comparative analysis of flood vulnerability indicators across different aggregation frameworks for the IPCC’s assessment components, the composite indicators are derived by four representative types of aggregation frameworks with all the same proxy variable set in the Republic of Korea. It is found in the study site that there is a key driver component of the composite indicator outcomes and the flood vulnerability outcomes largely depend on whether the key component is treated independently or dependently in each aggregation framework. It is concluded that the selection of an aggregation framework can be based on the correlation and causality analysis to determine the relative contribution of the assessment components to the overall performance of the composite indicators across different aggregation frameworks.

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Kaya, Gulsum Kubra, James R. Ward, and P. John Clarkson. "A framework to support risk assessment in hospitals." International Journal for Quality in Health Care 31, no. 5 (September 1, 2018): 393–401. http://dx.doi.org/10.1093/intqhc/mzy194.

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AbstractQuality problem or issueA number of challenges have been identified with current risk assessment practice in hospitals, including: a lack of consultation with a sufficiently wide group of stakeholders; a lack of consistency and transparency; and insufficient risk assessment guidance. Consequently, risk assessment may not be fully effective as a means to ensure safety.Initial assessmentWe used a V system developmental model, in conjunction with mixed methods, including interviews and document analysis to identify user needs and requirements.Choice of solutionOne way to address current challenges is through providing good guidance on the fundamental aspects of risk assessment. We designed a risk assessment framework, comprising: a risk assessment model that depicts the main risk assessment steps; risk assessment explanation cards that provide prompts to help apply each step; and a risk assessment form that helps to systematize the risk assessment and document the findings.ImplementationWe conducted multiple group discussions to pilot the framework through the use of a representative scenario and used our findings for the user evaluation.EvaluationUser evaluation was conducted with 10 participants through interviews and showed promising results.Lessons learnedWhile the framework was recommended for use in practice, it was also proposed that it be adopted as a training tool. With its use in risk assessment, we anticipate that risk assessments would lead to more effective decisions being made and more appropriate actions being taken to minimize risks. Consequently, the quality and safety of care delivered could be improved.

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Polisena, Julie, Gino De Angelis, David Kaunelis, Mackenzie Shaheen, and Iñaki Gutierrez-Ibarluzea. "ENVIRONMENTAL IMPACT ASSESSMENT OF A HEALTH TECHNOLOGY: A SCOPING REVIEW." International Journal of Technology Assessment in Health Care 34, no. 3 (2018): 317–26. http://dx.doi.org/10.1017/s0266462318000351.

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Introduction:The Health Technology Expert Review Panel is an advisory body to Canadian Agency for Drugs and Technologies in Health (CADTH) that develops recommendations on health technology assessments (HTAs) for nondrug health technologies using a deliberative framework. The framework spans several domains, including the environmental impact of the health technology(ies). Our research objective was to identify articles on frameworks, methods or case studies on the environmental impact assessment of health technologies.Methods:A literature search in major databases and a focused gray literature search were conducted. The main search concepts were HTA and environmental impact/sustainability. Eligible articles were those that described a conceptual framework or methods used to conduct an environmental assessment of health technologies, and case studies on the application of an environmental assessment.Results:From the 1,710 citations identified, thirteen publications were included. Two articles presented a framework to incorporate environmental assessment in HTAs. Other approaches described weight of evidence practices and comprehensive and integrated environmental impact assessments. Central themes derived include transparency and repeatability, integration of components in a framework or of evidence into a single outcome, data availability to ensure the accuracy of findings, and familiarity with the approach used.Conclusions:Each framework and methods presented have different foci related to the ecosystem, health economics, or engineering practices. Their descriptions suggested transparency, repeatability, and the integration of components or of evidence into a single outcome as their main strengths. Our review is an initial step of a larger initiative by CADTH to develop the methods and processes to address the environmental impact question in an HTA.

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PADMANABHA, C. H. "ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING, ASSESSMENT AS LEARNING; CONCEPTUAL FRAMEWORK." i-manager’s Journal on Educational Psychology 14, no. 4 (2021): 27. http://dx.doi.org/10.26634/jpsy.14.4.17681.

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Claassen, M. "Ecological risk assessment as a framework for environmental impact assessments." Water Science and Technology 39, no. 10-11 (May 1, 1999): 151–54. http://dx.doi.org/10.2166/wst.1999.0645.

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Environmental impact assessments in South Africa are usually conducted according to the integrated environmental management (IEM) procedure. The preliminary investigation reported here, indicates that most of the ecological requirements specified in the IEM procedure are supported in the ecological risk assessment (ERA) framework. The main concern about the ERA process is that it might not allow for sufficient feedback and consultation during impact quantification. A lack of appropriate techniques and expertise has also been identified in the collation and integration of the various disciplines involved in an environmental impact assessment. The outcome of this preliminary investigation suggests the need for a more detailed evaluation of the applicability of the ERA framework in the IEM procedure.

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Bourke, Roseanna, and Mandia Mentis. "An assessment framework for inclusive education: integrating assessment approaches." Assessment in Education: Principles, Policy & Practice 21, no. 4 (March 10, 2014): 384–97. http://dx.doi.org/10.1080/0969594x.2014.888332.

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Pfefferbaum, MD, JD, Betty, Anne K. Jacobs, PhD, and J. Brian Houston, PhD. "Children and disasters: A framework for mental health assessment." Journal of Emergency Management 10, no. 5 (September 1, 2012): 349. http://dx.doi.org/10.5055/jem.2012.0112.

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Background: Providers serving children’s mental health needs face the complexities of tailoring assessments based on developmental stages, family characteristics, school involvement, and cultural and economic factors.This task is even more challenging in the face of a disaster, terrorist incident, or other mass trauma event. Traditional mental health knowledge and skills may not be sufficient to meet children’s needs in these chaotic situations. Unfortunately, disaster planning and response often overlook or only briefly address the unique mental health needs of children. While there is general agreement that children have specific vulnerabilities, few comprehensive plans exist for identifying and addressing children’s mental health needs predisaster and postdisaster.Objectives/methods: Based on a review of the literature, the objectives of this article are to provide an overview of the central tenets of assessment with children throughout the course of a disaster and to propose a framework for disaster mental health assessment that can be used by a variety of providers in community disaster planning and response.Results: Disaster-related assessments are described including surveillance, psychological triage, needs assessment, screening, clinical evaluation, and program evaluation. This article also identifies easily accessible resources for responders and providers who desire to become more familiar with child disaster mental health assessment concepts.Conclusions: The framework described here provides an overview for understanding how assessment can be conducted to identify child and family needs and to inform the delivery of services following a disaster.

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Lv, Yahui, Chao Zhang, Jiani Ma, Wenju Yun, Lulu Gao, and Pengshan Li. "Sustainability Assessment of Smallholder Farmland Systems: Healthy Farmland System Assessment Framework." Sustainability 11, no. 17 (August 21, 2019): 4525. http://dx.doi.org/10.3390/su11174525.

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Agriculture sustainability assessment is conducive to promoting sustainable agriculture construction and sustainable development. Modern agriculture and modern small-peasant production have different requirements for agriculture sustainability. Related studies provided assessment frameworks for many parts of the world. However, existing frameworks have distinct limitations and are not applicable to modern small-peasant economy (MSE) areas, such as China. The purpose of this study is regarding China as an example to construct a healthy farmland system assessment framework (HFSAF), to assess smallholder farmland systems’ sustainability. HFSAF’s theoretical basis, indicator system, data preparation methods, multi-level aggregation rule and results description method are presented in this paper. HFSAF is a multi-level indicator system with adjustable parameters, covering environment, economy and society aspects, including three dimensions, nine visions, 15 themes and 40 basic indicators. Taking Da’an City, Jilin Province, China as the study area to implement HFSAF. The assessment results prove HFSAF can be used to assess agricultural sustainability in MSE areas with limited agro-resource supplies, to assist the sustainable decision-making and regional agriculture remold.

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Demosthenous, Eleni, Constantinos Christou, and Demetra Pitta-Pantazi. "Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses." European Journal of Investigation in Health, Psychology and Education 11, no. 3 (September 18, 2021): 1088–106. http://dx.doi.org/10.3390/ejihpe11030081.

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Classroom assessment could contribute substantially to improving students’ mathematics learning. The process of classroom assessment involves decisions about how to elicit evidence, how to interpret it, and how to use it for teaching and learning. However, the field still needs to further explore how assessment tasks could guide forthcoming instructional adjustments in the mathematics classroom. Towards the endeavor of unpacking the classroom assessment, we present a framework that provides a lens to capture the interplay between the design of mathematics assessment tasks and the analysis of students’ responses. To do so, we relied on existing frameworks of mathematics assessment tasks, and on issues that pertain to the design of tasks. The proposed framework consists of three types of mathematics assessment tasks, their respective competencies, and the characterization of students’ responses. The framework is exemplified with students’ responses from a fourth-grade classroom, and is also used to sketch different students’ profiles. Issues regarding the interpretation of students’ responses and the planning of instructional adjustments are discussed.

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Said, Mohamed Mohamed Tolba, Vasudeva Rao Aravind, Debra Ferdinand James, and Krishnan Umachandran. "Dissecting assessment: A paradigm shift towards technology-enhanced assessments." World Journal on Educational Technology: Current Issues 11, no. 2 (April 30, 2020): 162–70. http://dx.doi.org/10.18844/wjet.v11i2.4256.

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This study proposes a framework for making a paradigm shift from traditional (teacher-centred) to technology-enhanced (student-centred) assessment, using an example of an intelligent tutor. Informed by Situated Learning Theory that addresses students’ needs and concerns in timely learning experiences, the proposed ‘dissecting assessment’ framework has two primary variables: Students’ Expectations and Assessment Deliverable with positive and negative secondary variables such as inbuilt fear to handle failures and exposures and comparison phobia. Employing a case study approach, a purposeful sample of 14 U.S. College students were supported by an intelligent tutoring system in monitoring their learning with prompt corrective feedback in their physics course. This formative assessment prepares students for succeeding on their summative assessments, which is the final outcome of learning with feedback. The analysis of the proposed dissecting assessment framework led to the conclusion that concentrating efforts on the positives in the framework, such as unbiased evaluation, would eventually reduce the negatives, such as comparison phobia.Keywords: Formative assessment, immediate feedback, intelligent tutoring, self-evaluation, technology-enhanced assessment.

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Urquhart, Christine. "Principles and practice in impact assessment for academic libraries." Information and Learning Science 119, no. 1/2 (January 8, 2018): 121–34. http://dx.doi.org/10.1108/ils-06-2017-0053.

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Purpose This paper aims to examine the principles that underpin library assessment, methods used for impact and performance evaluation and how academic libraries should use the findings, and it discusses how value frameworks help. Design/methodology/approach This is a literature review covering aspects of value (value propositions, value co-creation), value frameworks (including the 2015 ACRL framework, Holbrook typology with worked example), data analytics and collaborative projects including LibQUAL+ initiatives and the use of balanced scorecard principles (including a values scorecard). Findings The use of data analytics in library assessment requires collaboration among library services to develop reliable data sets. Scorecards help ongoing impact and performance evaluation. Queries that arise may require a framework, or logic model, to formulate suitable questions and assemble evidence (qualitative and quantitative) to answer new questions about the value of library services. The perceived value framework of Holbrook’s typology, the values scorecard and the ACRL framework all support the deeper level of inquiry required. Research limitations/implications Includes examples of possible application of frameworks. Practical implications A value framework might help data analytic approaches in combining qualitative and quantitative data. Social implications Impact assessment may require assessing how value is co-created with library users in use of e-resources and open data. Originality/value The study contrasts the varying approaches to impact evaluation and library assessment in academic libraries, and it examines more in-depth value frameworks.

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Alaoui, Abdallah, Lúcia Barão, Carla S. S. Ferreira, and Rudi Hessel. "An Overview of Sustainability Assessment Frameworks in Agriculture." Land 11, no. 4 (April 7, 2022): 537. http://dx.doi.org/10.3390/land11040537.

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Recent research established a link between environmental alterations due to agriculture intensification, social damage and the loss of economic growth. Thus, the integration of environmental and social dimensions is key for economic development. In recent years, several frameworks have been proposed to assess the overall sustainability of farms. Nevertheless, the myriad of existing frameworks and the variety of indicators result in difficulties in selecting the most appropriate framework for study site application. This manuscript aims to: (i) understand the criteria to select appropriate frameworks and summarize the range of those being used to assess sustainability; (ii) identify the available frameworks to assess agricultural sustainability; and (iii) analyze the strengths, weaknesses and applicability of each framework. Six frameworks, namely SAFA, RISE, MASC, LADA, SMART and public goods (PG), were identified. Results show that SMART is the framework that considers, in a balanced way, the environmental, sociocultural and economic dimensions of sustainability, whereas others focused on the environmental (RISE), environmental and economic (PG) and sociocultural (SAFA) dimension. However, depending on the scale assessment, sector of application and the sustainability completeness intended, all frameworks are suitable for the assessment. We present a decision tree to help future users understand the best option for their objective.

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Procházka, Josef, and Josef Melichar. "Methodological Framework for Operational Risk Assessment." Vojenské rozhledy 26, no. 4 (December 13, 2017): 19–34. http://dx.doi.org/10.3849/2336-2995.26.2017.04.019-034.

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Saleh, Zakaria I., Heba Refai, and Ahmad Mashhour. "Proposed Framework for Security Risk Assessment." Journal of Information Security 02, no. 02 (2011): 85–90. http://dx.doi.org/10.4236/jis.2011.22008.

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Kminek, Gerhard, James N. Benardini, Frank E. Brenker, Timothy Brooks, Aaron S. Burton, Suresh Dhaniyala, Jason P. Dworkin, et al. "COSPAR Sample Safety Assessment Framework (SSAF)." Astrobiology 22, S1 (June 1, 2022): S—186—S—216. http://dx.doi.org/10.1089/ast.2022.0017.

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Murtaza, Mirza B. "Developing An IT Risk Assessment Framework." Review of Business Information Systems (RBIS) 11, no. 4 (October 1, 2007): 69–76. http://dx.doi.org/10.19030/rbis.v11i4.4407.

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Subramanian, Nagamani, and Marappan Suresh. "Assessment framework for Green HRM Practices." International Journal of Business Excellence 1, no. 1 (2021): 1. http://dx.doi.org/10.1504/ijbex.2021.10043085.

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