Relevant bibliographies by topics / Non-cognitive assessment

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

Academic literature on the topic 'Non-cognitive assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Non-cognitive assessment"

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Mering, Aloysius, and Indri Astuti. "the Development of Assessment Instruments Non-Cognitive by Teachers." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 300. http://dx.doi.org/10.26737/jetl.v4i2.1696.

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This study aims to (1) describe clearly and comprehensively about the quality of non-cognitive assessment instruments made by elementary school teachers, (2) develop procedures for developing non-cognitive assessment instruments made by teachers, (3) develop non-cognitive assessment instruments made by teachers. To realize this goal, researchers used three structured research designs. The first design is survey research to describe the quality of non-cognitive assessment instruments made by teachers. The instruments studied are survey data, which are illuminated by non-cognitive instruments constructed by the teacher in the Lesson Plan (RPP). Furthermore, from the results of a review of the teacher's non-cognitive assessment instruments, a guidebook on the procedure for developing cognitive assessment instruments made by teachers will be developed. The development of the guidebook uses development procedures (R & D). In the third draft, the researcher and the teacher developed a non-cognitive assessment instrument in the workshop. This workshop is the application of the guidebook that has been prepared. The procedure for preparing instruments uses steps (a) development of instrument specifications, (b) instrument writing, (c) instrument review, (d) instrument assembly (for testing purposes), (e) instrument testing, (f) results analysis trial, (g) instrument selection and assembly, (h) printing instruments, (i) administration of instruments, and (j) preparation of scales and norms. The whole series of studies will produce outputs (a) research reports, financial reports, and logbooks, (b) articles that have been discussed, (c) guidelines for preparing non-cognitive assessment instruments made by teachers that can be used as teaching materials and alternative materials for drafting training assessment instruments, (d) scientific publications in accredited journals, (e) a collection of validated non-cognitive assessment instruments made by teachers.
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Garland, John. "Structured Groups for Non-Traditional College Students: Non-Cognitive Assessment and Strategies." Journal of College Student Development 50, no. 2 (2009): 247–49. http://dx.doi.org/10.1353/csd.0.0066.

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Diniz, Breno Satler, Paula Villela Nunes, Monica S. Yassuda, Fernanda S. Pereira, Mariana K. Flaks, Luciane F. Viola, Marcia Radanovic, et al. "Mild cognitive impairment: cognitive screening or neuropsychological assessment?" Revista Brasileira de Psiquiatria 30, no. 4 (December 2008): 316–21. http://dx.doi.org/10.1590/s1516-44462008000400003.

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OBJECTIVE: To describe the neuropsychological profile of mild cognitive impairment subtypes (amnestic, non-amnestic and multiple-domain) of a clinical sample. We further address the diagnostic properties of the Mini-Mental State Examination and the Cambridge Cognitive Examination for the identification of the different mild cognitive impairment subtypes in clinical practice. METHOD: Cross-sectional clinical and neuropsychological evaluation of 249 elderly patients attending a memory clinic at a university hospital in Sao Paulo, Brazil. RESULTS: The performance of patients with mild cognitive impairment was heterogeneous across the different subtests of the neuropsychological battery, with a trend towards an overall worse performance for amnestic (particularly multiple domain) mild cognitive impairment as compared to non-amnestic subtypes. Screening tests for dementia (Mini-Mental State Examination and Cambridge Cognitive Examination) adequately discriminated cases of mild Alzheimer's disease from controls, but they were not accurate to discriminate patients with mild cognitive impairment (all subtypes) from control subjects. CONCLUSIONS: The discrimination of mild cognitive impairment subtypes was possible only with the aid of a comprehensive neuropsychological assessment. It is necessary to develop new strategies for mild cognitive impairment screening in clinical practice.
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Jones, Laura C., Catherine Dion, Philip A. Efron, and Catherine C. Price. "Sepsis and Cognitive Assessment." Journal of Clinical Medicine 10, no. 18 (September 20, 2021): 4269. http://dx.doi.org/10.3390/jcm10184269.

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Sepsis disproportionally affects people over the age of 65, and with an exponentially increasing older population, sepsis poses additional risks for cognitive decline. This review summarizes published literature for (1) authorship qualification; (2) the type of cognitive domains most often assessed; (3) timelines for cognitive assessment; (4) the control group and analysis approach, and (5) sociodemographic reporting. Using key terms, a PubMed database review from January 2000 to January 2021 identified 3050 articles, and 234 qualified as full text reviews with 18 ultimately retained as summaries. More than half (61%) included an author with an expert in cognitive assessment. Seven (39%) relied on cognitive screening tools for assessment with the remaining using a combination of standard neuropsychological measures. Cognitive domains typically assessed were declarative memory, attention and working memory, processing speed, and executive function. Analytically, 35% reported on education, and 17% included baseline (pre-sepsis) data. Eight (44%) included a non-sepsis peer group. No study considered sex or race/diversity in the statistical model, and only five studies reported on race/ethnicity, with Caucasians making up the majority (74%). Of the articles with neuropsychological measures, researchers report acute with cognitive improvement over time for sepsis survivors. The findings suggest avenues for future study designs.
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Gamito, Pedro, Jorge Oliveira, Diogo Morais, Matthew Pavlovic, Olivia Smyth, Inês Maia, Tiago Gomes, and Pedro J. Rosa. "Eye Movement Analysis and Cognitive Assessment." Methods of Information in Medicine 56, no. 02 (2017): 112–16. http://dx.doi.org/10.3414/me16-02-0006.

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SummaryBackground: An adequate behavioral response depends on attentional and mnesic processes. When these basic cognitive functions are impaired, the use of non-immersive Virtual Reality Applications (VRAs) can be a reliable technique for assessing the level of impairment. However, most non-immersive VRAs use indirect measures to make inferences about visual attention and mnesic processes (e.g., time to task completion, error rate).Objectives: To examine whether the eye movement analysis through eye tracking (ET) can be a reliable method to probe more effectively where and how attention is deployed and how it is linked with visual working memory during comparative visual search tasks (CVSTs) in non-immersive VRAs.Methods: The eye movements of 50 healthy participants were continuously recorded while CVSTs, selected from a set of cognitive tasks in the Systemic Lisbon Battery (SLB). Then a VRA designed to assess of cognitive impairments were randomly presented.Results: The total fixation duration, the number of visits in the areas of interest and in the interstimulus space, along with the total execution time was significantly different as a function of the Mini Mental State Examination (MMSE) scores.Conclusions: The present study demonstrates that CVSTs in SLB, when combined with ET, can be a reliable and unobtrusive method for assessing cognitive abilities in healthy individuals, opening it to potential use in clinical samples.
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Benke, Thomas, and Elfriede Karner. "The Neuropsychological Assessment of Dementia." CNS Spectrums 7, no. 5 (May 2002): 371–75. http://dx.doi.org/10.1017/s109285290001782x.

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ABSTRACTIt has become standard practice to base the diagnosis of dementia on the combination of neuropsychological and non-behavioral findings. The present article provides a short, clinically oriented synopsis of the targets, investigational procedures, and difficulties of the modern neuropsychological approach to the diagnosis of dementia. Over the years, neuropsychology has developed assessment tools to evaluate the cognitive and behavioral abnormalities of many dementias. Validated tests of memory, language, executive, and other cognitive functions are used to screen for dementia and identifying certain dementia profiles. Behavioral assessment procedures are available for non-cognitive neurodegenerative alterations. At present, problems arise mainly with the behavioral heterogeneity of certain dementia syndromes. Especially problamatic are discrimination of age-associated or mild cognitive impairments from incipient dementia and the impact of psychiatric symptoms on cognitive functions. It is concluded that neuropsychology offers a valuable contribution to the diagnosis and differential diagnosis of dementia.
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Mervielde, Ivan. "Cognitive processes and computerized personality assessment." European Journal of Personality 2, no. 2 (June 1988): 97–111. http://dx.doi.org/10.1002/per.2410020205.

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Several implications of the cognitive viewpoint on personality are tested and the predictive validity of cognitive processing variables is assessed with judgements of parents and friends as a criterion measure. Free recall of items was related to cognitive schemas but reaction time during score recall was not. Ease of faking as well as response latency during faking were not related to cognitive schemas. Intra‐individual analysis revealed a consistent non‐linear relationship between response latency and item score in all conditions of the experiment. Although some cognitive process variables were correlated with the criterion measures, adding these variables to item scores did not always increase the predictive validity.
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Wadsworth, Hannah E., Kaltra Dhima, Kyle B. Womack, John Hart, Myron F. Weiner, Linda S. Hynan, and C. Munro Cullum. "Validity of Teleneuropsychological Assessment in Older Patients with Cognitive Disorders." Archives of Clinical Neuropsychology 33, no. 8 (January 10, 2018): 1040–45. http://dx.doi.org/10.1093/arclin/acx140.

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Abstract Objective The feasibility and reliability of neuropsychological assessment at a distance have been demonstrated, but the validity of this testing medium has not been adequately demonstrated. The purpose of this study was to determine the ability of video teleconferencing administration of neuropsychological measures (teleneuropsychology) in discriminating cognitively impaired from non-impaired groups of older adults. It was predicted that measures administered via video teleconference would distinguish groups and that the magnitude of differences between impaired and non-impaired groups would be similar to group differences achieved in traditional administration. Methods The sample consisted of 197 older subjects, separated into two groups, with and without cognitive impairment. The cognitive impairment group included 78 individuals with clinical diagnoses of mild cognitive impairment or Alzheimer’s disease. All participants completed counterbalanced neuropsychological testing using alternate test forms in both a teleneuropsychology and a traditional face-to-face (FTF) administration condition. Tests were selected based upon their common use in dementia evaluations, brevity, and assessment of multiple cognitive domains. Results from FTF and teleneuropsychology test conditions were compared using individual repeated measures ANCOVA, controlling for age, education, gender, and depression scores. Results All ANCOVA models revealed significant main effects of group and a non-significant interaction between group and administration condition. All ANCOVA models revealed non-significant main effects for administration condition, except category fluency. Conclusions Results derived from teleneuropsychologically administered tests can distinguish between cognitively impaired and non-impaired individuals similar to traditional FTF assessment. This adds to the growing teleneuropsychology literature by supporting the validity of remote assessments in aging populations.
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Lemay, Jean-François, Jocelyn M. Lockyer, V. Terri Collin, and A. Keith W. Brownell. "Assessment of non-cognitive traits through the admissions multiple mini-interview." Medical Education 41, no. 6 (June 2007): 573–79. http://dx.doi.org/10.1111/j.1365-2923.2007.02767.x.

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Oetting, Alexis A., Nadia U. Garvin, Michael R. Boivin, and David N. Cowan. "Non-Cognitive Personality Assessment and Risk of Injuries Among Army Trainees." American Journal of Preventive Medicine 52, no. 3 (March 2017): 324–30. http://dx.doi.org/10.1016/j.amepre.2016.08.025.

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Dissertations / Theses on the topic "Non-cognitive assessment"

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Khan, Sobia T. "The assessment of dementia severity using non-verbal cognitive tests." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11907/.

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Objective: To explore the utility of cognitive tests, that did not rely on spoken language from participants for decision making about eligibility for treatment with Anti-cholinesterase Inhibitors (AchI). Methods: A cross-sectional design was used. Data was collected from 20 participants, aged 65 to 90 years (M, 77.6: SD, 7.2), with dementia, or cognitive difficulties. The sample comprised of eleven males and nine females. The Mini-Mental State Examination (MMSE), and six alternative cognitive tests were administered, these were; the Rey Complex Figure Test (RCFT), Ravens Colour Progressive Matrices (RCPM), Symbol Digit Modalities Test (SDMT), Brixton Test, Clock Drawing Test (CDT), and Colour Trails Test (CTT). Results: There was statistically significant correlations between the MMSE and the following cognitive tests: RCFT visual construction subtest(r= .609; P<.006), the RCFT recognition subtest (r= .496; P<.031), RCPM (r= .452; p<.045), the SDMT (r=.670; P<.001), the CTT 1 (Rho=-.576; P<.012) and the CDT (r=-.577; P<.008). The area under the ROC curve values were as follows: RCFT visual construction (0.750, 95%, CI .524 - .976), RCFT recognition memory (0.801, 95%, CI .590 – 1.012), RCPM (0.573, 95%, CI 0.298 – 0.848), SDMT (0.708, 95%, CI 0.469 – 0.947), CTT1 (0.818, 95%, CI 0.610 – 1.027) and the CDT (0.734, 95%, CI 0.479 – 0.990). Cut-off scores with adequate sensitivity and specificity were identified for all the above measures apart from the RCPM, which had predictive accuracy that was equal to chance. Conclusions: Cognitive tests which do not require spoken language have utility in differentiating between those who are and are not eligible for treatment with AchI, as defined by the cut-off (<20) on the MMSE in the National Institute for Clinical Excellence guidelines (NICE, 2007).
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Heredia, Keily. "Refinement, Application, and Evaluation of Cognitive and Affective Chemistry Measures for College Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4504.

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This work describes three case studies conducted to address two major problems in the area of chemistry education research, the lack of reported psychometrics regarding instrument scores, and the need for well-characterized assessments to evaluate college chemistry curricula. The first case study describes a psychometric evaluation of the Colorado Learning Attitudes about Science Survey (CLASS), an instrument designed to assess student beliefs about the learning of chemistry. Results from this work suggest that the CLASS instrument provides fertile ground for short instruments with reasonable psychometric properties. Responses to a single scale instrument, created from CLASS, showed that students in an introductory general chemistry course tend to be slightly more expert-like than novice-like in their beliefs about chemistry towards the end of the semester. The second case study discusses the use of a two-tier diagnostic instrument in assessing student understanding of the particulate nature of matter and chemical bonding. In addition to examining psychometric properties of the instrument's scores, this study uses student responses to think about the role of a preparatory chemistry course in promoting understanding of the measured concepts. Results of this study showed that the performance of students with the preparatory chemistry course was slightly better than those without it. The third case study focuses on the development of the Targeted Misconception Inventory (TMI), a two-tier instrument designed to measure student understanding of Bond Energy, Ionic, Bonding, and Phase Changes. The TMI was used to create an instructional intervention. Results from the intervention suggested a learning gain for Bond Energy concept. The three instruments discussed above were multiple-choice given as paper and pencil tests in an introductory chemistry course. The work described in this dissertation showcase a method for examining psychometric evidence. The three case studies provide a significant addition to the psychometric information available on existing instruments. This work makes an emphasis on the importance of pilot testing instruments and gathering psychometric information to provide evidence that the instrument is functioning as intended when used with different samples. This work provides a model for researchers to follow when refining an instrument, and implications for the use of assessment tools in chemistry curricula evaluation.
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Mackey, Audrey Leroy. "An assessment of the impact of demographic, cognitive, and non-cognitive variables on student success in a community college science course /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004326.

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Dutt, Mohini D. "Adverse Childhood Experiences and its Association with Cognitive Impairment in Non- Patient Older Population." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7019.

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This study explores cognitive impairment and its correlation to early- life adverse experiences in non-patient population between the ages of 50 to 65. This developmental approach and observational study design explores cognition in pre-clinical Alzheimer’s disease (AD). Using a standardized neuropsychological instrument, the Montreal Cognitive Assessment (MoCA) and clinically administered questionnaire, the ACE (Adverse Childhood Experiences), I hypothesized that participants with high ACE scores will inversely have low MoCA scores. My goal was to use a multiple linear regression model with 3 covariates and 1 predictor of interest (ACEs). At 80% power, a sample size of 40 was calculated as needed. This would mean that the results would have 80 % chance of declaring statistical significance. This corresponds to an R-squared value (percentage of variation in MoCA score explained by the predictor) of 17.2%. The desired sample size was not attained successfully due to several barriers in receiving sample data from the collaborating site and the 2017 Hurricane Irma causing a drop in participation rate. Overall 13 participants had successfully participated. The analysis of the results is demonstrated in a line graph indicating a relationship between ACE and MoCA scores. The accuracy of the descriptive statistics could be argued against due to the low sample size. The analysis of the ethnographic interviews brings out some trends in the participant responses. The focus here has been to discuss these responses as to how they advocate for the entanglement theory of aging. In other words, how the exposure to social and environmental factors at various stages of an individual’s lifecourse can interact with one’s physiology, resulting in exposure- specific health conditions at later life stages. Among the period of exposure, my focus through this study is specifically on the early exposures in the lifecourse. This is facilitated by the use of the ACE questionnaire regarding exposures to adverse experiences such as sexual/ physical abuse, familial mental health issues, alcohol/ drug abuse in the family and loss or separation from parents. The entanglement theory further allows for race or culture specific exposures to adversity that raises the question of varying health consequences among cultural or racial groups and the need for a more critical approach in providing access to healthcare and healthcare policy development. Trends in ethnographic results obtained have allowed for the critical discourse in the transgenerational effects of social adversity, effects of resilience- building from adversity and the need for care- giver mental health services. The study brought out critiques on how the ACE module could be made more inclusive of experiences specific to diverse cultures and regions, as well as the need to address the severity of individual experiences. We conclude by discussing how effects of social or environmental experiences can be used toward AD and aging research and what supporting literature and initiatives currently exist. The discussion is also inspired by the existing political discourse around the medicalization of AD and how that influences the reductionist methods in AD research. This new direction of applied and holistic approach derives its perspective from neuroanthropology and applied medical anthropology. The overall aim of this study is to ask questions challenging existing research methods with the ultimate hope to newly influence the allocation of AD research and risk reduction toward interdisciplinary focus and funding, involving early-life lived experiences and life course perspectives.
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Bergström, Gunnar. "The assessment and treatment of long-term, non-specific spinal pain : behavioural medicine, a cognitive-behavioural perspective /." Stockholm, 2000. http://diss.kib.ki.se/2000/91-628-4479-2/.

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Fay, Robert H. "Application of the Fusion Model for Cognitive Diagnostic Assessment with Non-diagnostic Algebra-Geometry Readiness Test Data." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7285.

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This study retrofitted a Diagnostic Classification Model (DCM) known as the Fusion model onto non-diagnostic test data from of the University of Chicago School Mathematics Project (UCSMP) Algebra and Geometry Readiness test post-test used with Transition Mathematics (Third Edition, Field-Trial Version). The test contained 24 multiple-choice middle school math items, and was originally given to 95 advanced 6th grade and 293 7th grade students. The use of these test answers for this study was an attempt to show that by using cognitive diagnostic analysis techniques on test items not constructed for that purpose, highly predictable multidimensional cognitive attribute profiles for each test taker could be obtained. These profiles delineated whether a given test taker was a master or non-master for each attribute measured by the test, thus allowing detailed diagnostic feedback to be disseminated to both the test takers and their teachers. The full version of the non-compensatory Fusion model, specifically, along with the Arpeggio software package, was used to estimate test taker profiles on each of the four cognitive attributes found to be intrinsic to the items on this test, because it handled both slips and guesses by test takers and accounted for residual skills not defined by the four attributes and twenty-four items in the Q-matrix. The attributes, one or more of which was needed to correctly answer an item, were defined as: Skills— those procedures that students should master with fluency; e.g., multiplying positive and negative numbers; Properties—which deal with the principles underlying the mathematics concepts being studied, such as being able to recognize and use the Repeated-Addition Property of Multiplication; Uses—which deal with applications of mathematics in real situations ranging from routine "word problems" to the development and use of mathematical models, like finding unknowns in real situations involving multiplication; and, Representations—which deal with pictures, graphs, or objects that illustrate concepts. Ultimately, a Q-matrix was developed from the rating of four content experts, with the attributes needed to answer each item clearly delineated. A validation of this Q-matrix was obtained from the Fusion model Arpeggio application to the data as test taker profiles showed which attributes were mastered by each test taker and which weren’t. Masters of the attributes needed to be acquired to successfully answer a test item had a proportion-correct difference from non-masters of .44, on average. Regression analysis produced an R-squared of .89 for the prediction of total scores on the test items by the attribute mastery probabilities obtained from the Fusion model with the final Q-matrix. Limitations of the study are discussed, along with reasons for the significance of the study.
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Pickering, Eric Bradford. "P.A.S.S. processing differences between students with emotional disturbance and non-disturbed students on the cognitive assessment system /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486459267520253.

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Caldwell, Taisha L. "CULTURE COUNTS: IMPROVING NON-COGNITIVE ASSESSMENT FOR PREDICTING RETENTION AND ACADEMIC SUCCESS IN A SAMPLE OF AFRICAN AMERICAN COLLEGE STUDENTS." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/219.

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The aim of the current study was to explore the effects of non-cognitive variables in predicting GPA, institutional commitment, and retention in a sample of African American college students. Specifically, the researcher examined the validity in measuring and utilizing culture specific factors in identifying and intervening with first-year college students. Participants were given measures of positive self-concept, cultural mistrust, cultural congruity, managing discrimination, seeking help, educational value, and financial preparation in addition to a standard measure of non-cognitive predictors. Additionally, participants received one of three interventions (waitlist-control, academic advising, and culturally infused academic advising) with the intent to improve non-cognitive functioning. Analyses of the results suggest that cultural components significantly impact student performance and institutional commitment. No evidence was found to support a change in retention. Implications of these finding and limitations to this study are discussed.
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Esterhuizen, Stefanie-Marié. "An intervention programme to optimise the cognitive development of grade R-learners :|ba bounded pilot study / Stefani-Marié Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10431.

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It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation
PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012
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Timmerman, Kathleen. "Educational Methods for Inverted-lecture Computer Science and Engineering Classrooms to Overcome Common Barriers to STEM Student Success." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482406667753693.

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Books on the topic "Non-cognitive assessment"

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Lüdemann, Elke. Schooling and the formation of cognitive and non-cognitive outcomes. München: Ifo Institut, Leibniz-Institut für Wirtschaftsforschung an der Universität München e.V., 2011.

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Structured groups for non-traditional college students: Non-cognitive assessment and strategies. Lanham, MD: University Press of America, 2008.

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Kipps, Christopher, and John Hodges. Clinical cognitive assessment. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199644957.003.0010.

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Cognitive symptoms arise from the location of brain dysfunction and are not linked directly to any particular pathology. In the early stages of disease, symptoms may be non-specific, and while certain symptom clusters are commonly seen in particular disorders, atypical presentations are not infrequent. For example, in Alzheimer’s disease, patients may present with a focal language syndrome instead of the more commonly appreciated autobiographical memory disturbance despite identical pathology. In our approach to the cognitive assessment, we maintain a symptom oriented approach. This facilitates the localisation of pathology and subsequent clinical diagnosis, which may then be supplemented by associated neurological signs, imaging or other investigations.
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Exercise-Based Physiotherapy Management of Patients With Persistent, Non-Specific Low Back Pain: A Cognitive-Behavioural Approach to Assessment and Treatment ... Summaries of Uppsala Dissertations, 881). Uppsala Universitet, 1999.

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Hodges, John R. Testing Cognitive Function at the Bedside. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780192629760.003.0005.

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Chapter 5 covers testing cognitive function at the bedside, and how the first part of the examination should assess distributed cognitive functions; deficits in these indicate damage to particular brain systems, but not to focal areas of one hemisphere. The second part of the assessment should deal with more localized functions, divided into those associated with the dominant (i.e. the left side, in right-handers) and non-dominant hemispheres.
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Hodges, John R. Testing Cognitive Function at the Bedside. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0005.

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This chapter explores the second component of assessment in patients with suspected cognitive dysfunction: testing cognitive function at the bedside. The first part of the examination should assess distributed cognitive functions, notably orientation and attention, episodic and semantic memory, and frontal executive function (initiation in the form of verbal fluency, abstraction, response inhibition, and set shifting); deficits in these indicate damage to particular brain systems, but not to focal areas of one hemisphere. The second part of the assessment deals with localized functions, divided into those associated with the dominant (i.e. the left side, in right-handers) and non-dominant hemispheres. The former relates largely to tests of spoken language with supplementary tests of reading, writing, calculation, and praxis when applicable. Testing right hemisphere function focuses on neglect (personal and extrapersonal), visuospatial and constructional abilities, and the agnosias including object and face agnosia.
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Bowker, Lesley K., James D. Price, Ku Shah, and Sarah C. Smith. Psychiatry. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198738381.003.0009.

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This chapter provides information on cognitive ageing, impairments in cognitive function without dementia, overview of dementia, assessment of dementia, dementia and common diseases, dementia and parkinsonism, normal pressure hydrocephalus, dementia and less common diseases, general management of dementia, risk management and abuse in dementia, prevention of dementia, use of acetylcholinesterase inhibitors in dementia, other drug treatments for dementia, managing behavioural problems in dementia, compulsory detention and treatment, psychosis, diagnosis of delirium, causes of delirium, clinical assessment of delirium, treatment issues in delirium, non-drug management of delirium, drug treatments for delirium, confusion and alcohol, squalor syndrome, presentation of depression, clinical features of depression, non-drug management of depression, drug treatments for depression, and suicide and attempted suicide.
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Giuseffi, Jennifer, John McPherson, Chad Wagner, and E. Wesley Ely. Acute cognitive disorders: recognition and management of delirium in the cardiovascular intensive care unit. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199687039.003.0074.

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Delirium is the most common acute cognitive disorder seen in critically ill patients in the cardiovascular intensive care unit. It is defined as a disturbance of consciousness and cognition that develops suddenly and fluctuates over time. Delirious patients can become hyperactive, hypoactive, or both. The occurrence of delirium during hospitalization is associated with increased in-hospital and long-term morbidity and mortality. The cause of delirium is multifactorial and may include imbalances in neurotransmitters, inflammatory mediators, metabolic disturbances, impaired sleep, and the use of sedatives and analgesics. Patients with advanced age, dementia, chronic illness, extensive vascular disease, and low cardiac output are at particular risk of developing delirium. Specialized bedside assessment tools are now available to rapidly diagnose delirium, even in mechanically ventilated patients. Increased awareness of delirium risk factors, in addition to non-pharmacological and pharmacological treatments for delirium, can be effective in reducing the incidence of delirium in cardiac patients and in minimizing adverse outcomes, once delirium occurs.
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McPherson, John, Jennifer Giuseffi, Chad Wagner, and E. Wesley Ely. Acute cognitive disorders: recognition and management of delirium in the cardiovascular intensive care unit. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199687039.003.0074_update_001.

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Delirium is the most common acute cognitive disorder seen in critically ill patients in the cardiovascular intensive care unit. It is defined as a disturbance of consciousness and cognition that develops suddenly and fluctuates over time. Delirious patients can become hyperactive, hypoactive, or both. The occurrence of delirium during hospitalization is associated with increased in-hospital and long-term morbidity and mortality. The cause of delirium is multifactorial and may include imbalances in neurotransmitters, inflammatory mediators, metabolic disturbances, impaired sleep, and the use of sedatives and analgesics. Patients with advanced age, dementia, chronic illness, extensive vascular disease, and low cardiac output are at particular risk of developing delirium. Specialized bedside assessment tools are now available to rapidly diagnose delirium, even in mechanically ventilated patients. Increased awareness of delirium risk factors, in addition to non-pharmacological and pharmacological treatments for delirium, can be effective in reducing the incidence of delirium in cardiac patients and in minimizing adverse outcomes, once delirium occurs.
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Hodges, John R. Illustrative Cases. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0008.

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This chapter comprises 16 case histories that illustrate methods of assessment described in the rest of this book and the use of the Addenbrooke’s Cognitive Examination (ACE)-III. Each case begins with a brief history from the patient and observations by the family followed by findings on cognitive examination focusing on the profile shown on the ACE-III, the results of imaging investigations, and a discussion of the diagnosis and its differential, with a final summary of the principal conclusions, indicating whether the services of a neuropsychologist are required or not. The cases present important common conditions (such as mild cognitive impairment, Alzheimer’s disease in the mild and moderate stages, behavioural variant frontotemporal dementia, progressive non-fluent aphasia, semantic dementia, corticobasal degeneration, progressive supranuclear palsy, and Huntington’s disease) as well as interesting neuropsychological syndromes (such as prosopagnosia, amnestic stoke, and transient epileptic amnesia).
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Book chapters on the topic "Non-cognitive assessment"

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Cushing, Annie. "Assessment of Non-Cognitive Factors." In International Handbook of Research in Medical Education, 711–55. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_27.

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Larner, A. J. "Assessment with Non-Cognitive Screening Instruments." In Dementia in Clinical Practice: A Neurological Perspective, 137–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75259-4_5.

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Nadirova, Anna, and John Burger. "Non-Cognitive Assessment and Student Engagement." In Non-cognitive Skills and Factors in Educational Attainment, 265–92. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_12.

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Maehler, Débora B., and Ingo Konradt. "Adult Cognitive and Non-cognitive Skills: An Overview of Existing PIAAC Data." In Methodology of Educational Measurement and Assessment, 49–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47515-4_4.

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Larner, A. J. "Assessment with Non-cognitive Screening Instruments and Combinations of Scales." In Dementia in Clinical Practice: A Neurological Perspective, 153–201. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6371-8_5.

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Gentili, Rodolphe J. "Non-invasive Functional Brain Biomarkers for Cognitive-Motor Performance Assessment: Towards New Brain Monitoring Applications." In Foundations of Augmented Cognition. Directing the Future of Adaptive Systems, 159–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21852-1_20.

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Boone, William John, John R. Staver, and Melissa Seward Yale. "Theory of Self-Directed Learning-Oriented Assessment: A Non-technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment." In Self-directed Learning Oriented Assessments in the Asia-Pacific, 105–21. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4507-0_6.

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Araújo, Marcelo R. Moura, Katia M. Poloni, and Ricardo J. Ferrari. "Assessment of Linear and Non-linear Feature Projections for the Classification of 3-D MR Images on Cognitively Normal, Mild Cognitive Impairment and Alzheimer’s Disease." In Computational Science and Its Applications – ICCSA 2021, 18–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86960-1_2.

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Simmreing, Vanessa R., Lu Ou, and Maria Bolsinova. "A Cross-Disciplinary Look at Non-cognitive Assessments." In Springer Proceedings in Mathematics & Statistics, 157–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01310-3_15.

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Parkes, Jay, and Dawn Zimmaro. "Non-Cognitive Factors." In The College Classroom Assessment Compendium, 140–42. Routledge, 2017. http://dx.doi.org/10.4324/9781315283852-39.

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Conference papers on the topic "Non-cognitive assessment"

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Estepp, J. R., S. L. Klosterman, and J. C. Christensen. "An assessment of non-stationarity in physiological cognitive state assessment using artificial neural networks." In 2011 33rd Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2011. http://dx.doi.org/10.1109/iembs.2011.6091616.

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Suryaprasad, Deepa, Suryaprasad Jayadevappa, and Bharathi Shah. "Learnability Index – a Composite Measure for Non-Cognitive Skills Relevant in Academics." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368476.

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Galunder, Sonja Schmer, Jeremy F. Gottlieb, Jack Ladwig, Josh Hamell, Peter K. Keller, and Peggy Wu. "A VR ecosystem for telemedicine and non-intrusive cognitive and affective assessment." In 2018 IEEE 6th International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2018. http://dx.doi.org/10.1109/segah.2018.8401347.

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Xu, Jie, Cheng Deng, Xinbo Gao, Dinggang Shen, and Heng Huang. "Predicting Alzheimer's Disease Cognitive Assessment via Robust Low-Rank Structured Sparse Model." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/542.

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Alzheimer's disease (AD) is a neurodegenerative disorder with slow onset, which could result in the deterioration of the duration of persistent neurological dysfunction. How to identify the informative longitudinal phenotypic neuroimaging markers and predict cognitive measures are crucial to recognize AD at early stage. Many existing models related imaging measures to cognitive status using regression models, but they did not take full consideration of the interaction between cognitive scores. In this paper, we propose a robust low-rank structured sparse regression method (RLSR) to address this issue. The proposed model simultaneously selects effective features and learns the underlying structure between cognitive scores by utilizing novel mixed structured sparsity inducing norms and low-rank approximation. In addition, an efficient algorithm is derived to solve the proposed non-smooth objective function with proved convergence. Empirical studies on cognitive data of the ADNI cohort demonstrate the superior performance of the proposed method.
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Martins, Inês, Cristiane Lima Nunes, Simone Aparecida Capellini, and Graça S. Carvalho. "COGNITIVE AND LINGUISTIC SKILLS ASSESSMENT PROTOCOL: ADAPTATION AND VALIDATION FOR EUROPEAN PORTUGUESE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end116.

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Linguistic and Cognitive skills play an essential role in the development of communication, language and literacy. Therefore, their assessment of school children is crucial since it allows the child's cognitive and linguistic profile characterisation, according to the school year she attends. This study intended to describe the adaptation and validation process of the instrument – Cognitive and Linguistic Skills Assessment Protocol. This Protocol was adapted from a Brazilian (Portuguese) version to a European Portuguese version to evaluate the cognitive-linguistic skills of school children (1st to 5 th grade). It consists of two versions, the collective version and the individual version. The collective version consists of writing, arithmetic, auditory processing and visual processing skills; the individual version consists of reading, metalinguistic, auditory processing, visual processing and processing speed skills. After adapting the linguistic aspects (morphosyntactic and semantic), a pilot study was carried out to verify whether the instrument was well-adapted and easy to understand for the study’s target population. The sample consisted of a class for each school year, excluding children with special educational needs or intellectual/auditory deficits. A total of 75 children were evaluated: 12 children of the 1 st grade; 18 of the 2 nd grade; 15 of the 3 rd grade; 15 of the 4 th grade; and 15 of the 5 th grade. The results showed that the protocol was, in general, well adapted. The instrument was then applied to a larger sample (2 classes per school year) in a total of 157 children (without special educational needs or intellectual/auditory deficits), and the data were processed in the statistical program IBM SPSS. In general, the mean values were the expected ones in all subtests of the Protocol Collective Version and some tests of the Individual Version, from the 1 st to the 4 th grade, but not the 5 th grade, which showed non-expected mean values. This work provided the possibility for developing the subsequent phase of the study, where percentiles will be calculated to obtain the standard/normalised values to classify children’s performance as standard, above average or lower than expected.
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Surve, Bhisaji C., and B. R. Londhe. "Artificial Intelligence based assessment and development of student’s Non-cognitive skills in Professional Education through an online Learning Management System." In 2020 Fourth International Conference on Inventive Systems and Control (ICISC). IEEE, 2020. http://dx.doi.org/10.1109/icisc47916.2020.9171137.

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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.

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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Reports on the topic "Non-cognitive assessment"

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Kanfer, Ruth. Integrating Non-Ability and Cognitive Assessments: Selection and Classification. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada415935.

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Garsa, Adam, Julie K. Jang, Sangita Baxi, Christine Chen, Olamigoke Akinniranye, Owen Hall, Jody Larkin, Aneesa Motala, Sydne Newberry, and Susanne Hempel. Radiation Therapy for Brain Metasases. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer242.

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Objective. This evidence report synthesizes the available evidence on radiation therapy for brain metastases. Data sources. We searched PubMed®, Embase®, Web of Science, Scopus, CINAHL®, clinicaltrials.gov, and published guidelines in July 2020; assessed independently submitted data; consulted with experts; and contacted authors. Review methods. The protocol was informed by Key Informants. The systematic review was supported by a Technical Expert Panel and is registered in PROSPERO (CRD42020168260). Two reviewers independently screened citations; data were abstracted by one reviewer and checked by an experienced reviewer. We included randomized controlled trials (RCTs) and large observational studies (for safety assessments), evaluating whole brain radiation therapy (WBRT) and stereotactic radiosurgery (SRS) alone or in combination, as initial or postoperative treatment, with or without systemic therapy for adults with brain metastases due to non-small cell lung cancer, breast cancer, or melanoma. Results. In total, 97 studies, reported in 190 publications, were identified, but the number of analyses was limited due to different intervention and comparator combinations as well as insufficient reporting of outcome data. Risk of bias varied; 25 trials were terminated early, predominantly due to poor accrual. Most studies evaluated WBRT, alone or in combination with SRS, as initial treatment; 10 RCTs reported on post-surgical interventions. The combination treatment SRS plus WBRT compared to SRS alone or WBRT alone showed no statistically significant difference in overall survival (hazard ratio [HR], 1.09; confidence interval [CI], 0.69 to 1.73; 4 RCTs; low strength of evidence [SoE]) or death due to brain metastases (relative risk [RR], 0.93; CI, 0.48 to 1.81; 3 RCTs; low SoE). Radiation therapy after surgery did not improve overall survival compared with surgery alone (HR, 0.98; CI, 0.76 to 1.26; 5 RCTs; moderate SoE). Data for quality of life, functional status, and cognitive effects were insufficient to determine effects of WBRT, SRS, or post-surgical interventions. We did not find systematic differences across interventions in serious adverse events radiation necrosis, fatigue, or seizures (all low or moderate SoE). WBRT plus systemic therapy (RR, 1.44; CI, 1.03 to 2.00; 14 studies; moderate SoE) was associated with increased risks for vomiting compared to WBRT alone. Conclusion. Despite the substantial research literature on radiation therapy, comparative effectiveness information is limited. There is a need for more data on patient-relevant outcomes such as quality of life, functional status, and cognitive effects.
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