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Journal articles on the topic 'Oral assessment'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

HOLMES, SUSAN, and ELIZABETH MOUNTAIN. "Assessment of oral status: evaluation of three oral assessment guides." Journal of Clinical Nursing 2, no. 1 (January 1993): 35–40. http://dx.doi.org/10.1111/j.1365-2702.1993.tb00128.x.

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2

Roberts, Josephine. "Oral assessment and intervention." Nursing Older People 13, no. 7 (October 2001): 14–16. http://dx.doi.org/10.7748/nop2001.10.13.7.14.c2186.

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3

Chambers, Francine, and Brian Richards. "Criteria for oral assessment." Language Learning Journal 6, no. 1 (September 1992): 5–9. http://dx.doi.org/10.1080/09571739285200331.

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4

Joughin, Gordon. "Dimensions of Oral Assessment." Assessment & Evaluation in Higher Education 23, no. 4 (December 1998): 367–78. http://dx.doi.org/10.1080/0260293980230404.

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5

Chapple, Liz, and Zehra Yonel. "Oral health risk assessment." Dental Update 45, no. 9 (October 2, 2018): 841–47. http://dx.doi.org/10.12968/denu.2018.45.9.841.

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6

Wisker, Gina. "Innovative Assessment: Peer Group and Oral Assessment." Educational and Training Technology International 31, no. 2 (May 1994): 104–14. http://dx.doi.org/10.1080/0954730940310204.

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7

Yu, Chongqing, and Zheng Zhou. "Assessment of oral dysfunction after oral cancer treatment." Oral Oncology 133 (October 2022): 106046. http://dx.doi.org/10.1016/j.oraloncology.2022.106046.

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8

Bhati, Shyam S. "The effectiveness of oral presentation assessment in a Finance subject: An empirical examination." Journal of University Teaching and Learning Practice 9, no. 2 (April 1, 2012): 81–102. http://dx.doi.org/10.53761/1.9.2.6.

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The purpose of this paper is to study the effectiveness of oral presentation as an assessment tool in a Finance subject. Assessment data collected from a postgraduate Finance subject in an Australian university over a period of five years from 2005 to 2009 was analysed statistically to determine the relation between students’ performance in oral presentation and other forms of assessments. The sample consists of assessment records of 412 students and 98 group presentations. From the study of correlations between oral presentations and other assessments, it is concluded that students perform better in written assessments compared to oral assessment. The study of effect of gender on students’ performance leads to the conclusion that female students perform better than male students in all forms of assessments except oral presentations where male students perform better although difference between males and females in oral presentation is not very large. The study of students’ performance based on their nationality leads to the conclusion that domestic students perform better than international students in all forms of assessments. Based on the study of student’ performance in oral presentation, it is found that students did well in the development of content of presentations, quality of their analysis, group coordination and organisation of presentation. There is however a general tendency to treat group work as a sum of parts instead of treating the group work as a single task. This study is limited by the fact that effectiveness of oral presentation is studied in only one Finance subject. This study makes an original contribution to the literature as the effectiveness of oral assessment in Finance subject is being studied for the first time. The conclusions arrived in this paper have many implications for policies and practice of learning and teaching in Finance.

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9

Jensen, Bogi Bech. "Oral Assessment in Engineering Education." International Journal of Electrical Engineering & Education 47, no. 4 (October 2010): 375–79. http://dx.doi.org/10.7227/ijeee.47.4.2.

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This paper describes an oral assessment technique that has been used for over 20 years at the Centre of Maritime Studies and Engineering in the Faroe Islands. The technique has proven less laborious for the examiners and the students agree that this technique not only assesses their surface learning, as written examination often does, but digs deeper into their understanding of the subject area.

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10

Fucci, Donald, and Linda Petrosino. "Oral vibrotactile assessment procedures: Modifications." International Journal of Orofacial Myology 21, no. 1 (November 1, 1995): 48–52. http://dx.doi.org/10.52010/ijom.1995.21.1.7.

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An ongoing process to develop oral vibrotactile instrumentation that can be standardized and used In practical assessment of the oral tactile sensory system was reported in The International Journal of Orofacial Myo/ogy in March, 1990, by Fucci, Petrosino, and Harris. The material presented in the present article reflects the current research and future direction that the development of this instrumentation is taking. Potential benefits of this instrumentation for individuals working in the area of orofacial myofunctional disorders are suggested.

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11

Caplin, R. L. "Oral surgery: assessment and treatment." British Dental Journal 166, no. 4 (February 1989): 128–31. http://dx.doi.org/10.1038/sj.bdj.4806748.

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12

Cooksey, M. W. "Oral surgery: assessment and treatment'." British Dental Journal 166, no. 8 (April 1989): 283. http://dx.doi.org/10.1038/sj.bdj.4806807.

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13

Brookman, J. "Oral surgery: assessment and treatment'." British Dental Journal 166, no. 9 (May 1989): 319. http://dx.doi.org/10.1038/sj.bdj.4806821.

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14

Longman, Alice J., and Evelyn M. Dewalt. "A guide for oral assessment." Geriatric Nursing 7, no. 5 (September 1986): 252–53. http://dx.doi.org/10.1016/s0197-4572(86)80009-x.

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15

Chavez, Hugo, Lance F. Ortman, Robert L. DeFranco, and John Medige. "Assessment of oral implant mobility." Journal of Prosthetic Dentistry 70, no. 5 (November 1993): 421–26. http://dx.doi.org/10.1016/0022-3913(93)90078-3.

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16

Stamm, J. W., P. W. Stewart, H. M. Bohannan, J. A. Disney, R. C. Graves, and J. R. Abernathy. "Risk Assessment for Oral Diseases." Advances in Dental Research 5, no. 1 (December 1991): 4–17. http://dx.doi.org/10.1177/08959374910050010401.

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This paper seeks to achieve four goals, each of which forms the basis for a section in the presentation. First, the rationale of risk assessment is fully described. In this section, some of the necessary conditions are identified that make disease prediction worth pursuing. The second section discusses some essential background to the understanding of risk assessment in dentistry. In this segment, attention is focused on population-based and individual-based perspectives, alternative approaches to expressing health risk, and methods for comparing the predictive accuracy of alternative risk assessment models. The third section of the paper develops a conceptual frameworkforrisk assessment in dentistry. Particular emphasis is devoted to the identification of risk factors and their incorporation into alternative statistical models. In the fourth section, empirical data are offered by which certain comparisons of the alternative risk models can be drawn. The paper concludes with a discussion that emphasizes data and technical limitations, speculates on future applications, and suggests new avenues for research.

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17

Reed, Rebecca, Jill York, Nadege Dady, Rosa Chaviano-Moran, Shuying Jiang, and Joseph Holtzman. "Head Start Oral Health Assessment." Maternal and Child Health Journal 20, no. 5 (March 26, 2016): 962–67. http://dx.doi.org/10.1007/s10995-016-1938-8.

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18

AYKANAT GİRGİN, Burcu, and Duygu GÖZEN. "Assessment of Oral Feeding Readiness in Preterm Infants." Turkiye Klinikleri Journal of Nursing 9, no. 4 (2017): 329–36. http://dx.doi.org/10.5336/nurses.2017-55760.

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19

Campbell, Kim Sydow, David L. Mothersbaugh, Charlotte Brammer, and Timothy Taylor. "Peer versus Self Assessment of Oral Business Presentation Performance." Business Communication Quarterly 64, no. 3 (September 2001): 23–40. http://dx.doi.org/10.1177/108056990106400303.

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Pedagogical practice related to oral business presentations has received little research attention despite the pervasiveness of oral presentations in business class rooms and their perceived importance to workplace success. This study collected data on three groups (self, peers, and instructor) to address four research ques tions related to (a) the usefulness of self and peer ratings as substitutes for instruc, tor evaluation of oral business presentations and (b) the relationship between vari ous content and non-content factors on overall perceptions of presentation quality. Data from this study suggest that (1) both holistic and analytical peer assessments are reasonable substitutes for instructor assessment when raters are trained; (2) self assessment does not closely reflect either peer or instructor assessments; and (3) peer assessment of delivery characteristics, command of material, and content strongly predict peer ratings of overall presentation quality.

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20

Salter, Diane, and Shannon Rushe. "Oral Assessment as a Culminating Activity for Faculty Development." Collected Essays on Learning and Teaching 13 (October 28, 2020): 112–19. http://dx.doi.org/10.22329/celt.v13i0.6007.

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This paper describes the oral assessment activity we designed and used as a culminating activity for faculty participants in a professional academic development program. The program offers multiple certificates, and the goal of each certificate is to enhance participants’ abilities to design and deliver exceptional student learning experiences. We describe the unique nature of the assessment activity and provide details on the process of implementing oral assessment. The process enabled faculty to demonstrate achievement of the program learning outcomes and consider next steps in their professional development. Three key ideas discussed in this paper are: oral assessment, folio thinking, and dialogic curriculum. Dans cet article, nous présentons l’activité d’évaluation orale que nous avons conçue comme le point culminant d’un programme de perfectionnement professionnel universitaire pour les enseignants. Ce programme comprend plusieurs certificats visant chacun à renforcer la capacité des participants à créer des expériences d’apprentissage exceptionnelles pour les étudiants. Nous montrons en quoi l’évaluation orale est unique et nous fournissons des précisions au sujet du processus de mise en œuvre de cette activité. Grâce à l’évaluation, les enseignants ont été à même de montrer qu’ils avaient atteint les objectifs d’apprentissage du programme et d’envisager la suite de leur perfectionnement professionnel. Voici en somme les trois idées clés dont traite cet article : l’évaluation orale, la pensée organisée sous forme de dossier (folio thinking) et le programme d’étude dialogique.

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21

Gaddikeri1, Kavitha, and Deepak D. Bhorgonde2. "Assessment of role of mast cells in oral squamous cell carcinoma." Asian Pacific Journal of Health Sciences 3, Supplimentary 2016 (December 31, 2016): 63–66. http://dx.doi.org/10.21276/apjhs.2016.3.4s.9.

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22

Maliva, Wakati, Mwajuma Vuzo, and Orestes Kapinga. "English Language Teachers’ Classroom Assessment Practices of Oral Language Skills in Secondary Schools in Tanzania." Journal of Linguistics and Language in Education 16, no. 1 (June 30, 2022): 64–90. http://dx.doi.org/10.56279/jlle.v16i1.4.

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This study investigated secondary school English language teachers’ classroom practices in the assessment of oral language skills in Tanzania. The study was informed by a phenomenological research design. Data were collected in six schools through interviews with eight (8) teachers, classroom observation and documentary review. All interviews were recorded and transcribed verbatim. Data analysis was conducted through a thematic approach. Findings revealed that classroom oral language assessment in secondary schools was sparingly conducted in the studied schools. Where it was conducted, it was dominated by debates, group discussions and classroom presentations, dialogues, dictation, interviews, questions and answers and computerassisted assessment. It was further foundthat smaller classes benefitted from oral language assessment than larger classes. Teachers with larger classes were hampered from conducting oral language assessments due to time limitations. The paper concludes that students’ oral language skills can better be

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23

Haque, M., R. Yousuf, SM Abu Baker, and A. Salam. "Assessment in Undergraduate Medical Education: Bangladesh Perspectives." Bangladesh Journal of Medical Science 12, no. 4 (October 26, 2013): 357–63. http://dx.doi.org/10.3329/bjms.v12i4.16658.

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Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October 13 Page 357-363

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24

Davidovic, Bojana, Svjetlana Jankovic, Dragan Ivanovic, and Ivana Grujicic. "Oral health assessment among dental students." Serbian Dental Journal 59, no. 3 (2012): 141–47. http://dx.doi.org/10.2298/sgs1203141d.

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Introduction. Oral health is an important part of general health. Knowledge, beliefs and attitudes that students acquire during dental school can influence their behavior towards not just their own health, but also towards health in their immediate environment. The aim of the study was to assess the level of oral health among dental students of the second and fifth year at the University of East Sarajevo. Material and Methods. Sixty-six students from the Dental Department of the Faculty of Medicine, the University of East Sarajevo were assessed. The study was conducted in 2012. The parameters used to assess oral health were: DMFT (decayed, missing, filled teeth) index and its components, index for the assessment of periodontal tissues (CPITN), and Green?s Vermillion oral hygiene debris index (DI). According to the methodology and criteria of the World Health Organization (WHO) all patients were examined using standard dental diagnostic tools under artificial light on dental chair. Results. Average number of decayed teeth of the second year students was 9.93 while it was 11.44 in the fifth year students. The mean dental caries index was 38.23% and person caries index was 100%. The average value of the debris index was 0.42. Healthy periodontium had 18.2% of students, while in 34.8% of students shallow periodontal pockets were observed. Conclusion. Oral hygiene and periodontal health was satisfactory in dental students. However, high average values of decayed teeth indicated that for better results caries preventive services should be activated earlier, even in school or preschool period.

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25

Fukada, Atsushi. "An Online Oral Practice/Assessment Platform." IALLT Journal of Language Learning Technologies 43, no. 1 (April 15, 2013): 64–77. http://dx.doi.org/10.17161/iallt.v43i1.8518.

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Despite its obvious importance, it appears that in many foreignlanguage programs, oral practice is not given as much time andattention as it deserves. Or perhaps it is more accurate to say thatforeign language professionals recognize the need for more oralpractice, but do not have at their disposal a convenient means toprovide it. An online oral practice/assessment platform, SpeakEverywhere, has been developed to fill this void. It allows instructorswithout special computer knowledge to quickly create video-basedspeaking exercises and quizzes for their students to work on outside theclassroom. The instructor can access the oral productions that thestudents submit to the system, and grade them or give individualfeedback on them either in text or audio or both. Using its flexible andeasy-to-use authoring sub-system, it is possible to create exercises ofvarious formats (e.g. Q&A, repeat after the model, structure drills,role-play, and oral reading).

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26

Burkšaitienė, Nijolė. "Self-assessment of ESP oral performance." Journal of Education Culture and Society 11, no. 1 (June 27, 2020): 146–62. http://dx.doi.org/10.15503/jecs2020.1.146.162.

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Aim. Research to date acknowledges the learning, instructional and assessment advantages of self-assessment used in different fields of study in higher education contexts, yet little known research has focused on its use for learning and raising learner awareness while studying English for Specific Purposes (ESP). To this end, the present small-scale study examines the use of self-assessment of philology students’ ESP oral performance at a university in Lithuania. Method. The data for this research was collected from undergraduate students’ written reports on their project presentations on the chosen ESP topics. To analyse the data, qualitative methodology of inductive content analysis was used. Results. The study resulted in the identification of five major dimensions covering problem areas in the students’ ESP oral performance. The findings indicate that self-assessment enabled the students not only to identify some gaps and difficulties in their ESP oral performance that call for action but also to establish the reasons which caused them, foresee how the gaps can be closed or the difficulties coped with. Furthermore, it allowed the students to make decisions that reached far beyond the self-assessment task. The results also demonstrate that self-assessment raised the students’ awareness of themselves as learners by giving them direction on how to perform better in the future. Conclusion. Self-assessment, as used in the present research, proves to be a valuable tool both for the students of ESP and their teachers as it reveals areas in the students’ performance that call for improvement, which enables ESP teachers to support their students to achieve better results in the future.

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27

Skorupka, Wojciech, Karolina Żurek, Teresa Kokot, Ewa Nowakowska-Zajdel, Edyta Fatyga, Elżbieta Niedworok, and Małgorzata Muc-Wierzgoń. "Assessment of Oral Hygiene in Adults." Central European Journal of Public Health 20, no. 3 (September 1, 2012): 233–36. http://dx.doi.org/10.21101/cejph.a3712.

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28

A.M., Nurelova. "The oral form of assessment methods." Journal of Oriental Studies 72, no. 2 (2015): 200–204. http://dx.doi.org/10.26577/jos-2015-2-664.

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29

Gràcia, Marta, Jesús M. Alvarado, and Silvia Nieva. "Assessment of Oral Skills in Adolescents." Children 8, no. 12 (December 4, 2021): 1136. http://dx.doi.org/10.3390/children8121136.

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There is broad consensus on the need to foster oral skills in middle school due to their inherent importance and because they serve as a tool for learning and acquiring other competences. In order to facilitate the assessment of communicative competence, we hereby propose a model which establishes five key dimensions for effective oral communication: interaction management; multimodality and prosody; textual coherence and cohesion; argumentative strategies; and lexicon and terminology. Based on this model, we developed indicators to measure the proposed dimensions, thus generating a self-report tool to assess oral communication in middle school. Following an initial study conducted with 168 students (mean age = 12.47 years, SD = 0.41), we selected 22 items with the highest discriminant power, while in a second study carried out with a sample of 960 students (mean age 14.11 years, SD = 0.97), we obtained evidence concerning factorial validity and the relationships between oral skills, emotional intelligence and metacognitive strategies related to metacomprehension. We concluded that the proposed model and its derived measure constitute an instrument with good psychometric properties for a reliable and valid assessment of students’ oral competence in middle school.

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30

Dolger, Henry. "AN ASSESSMENT OF ORAL ANTIDIABETIC THERAPY." Annals of the New York Academy of Sciences 82, no. 2 (December 15, 2006): 531–36. http://dx.doi.org/10.1111/j.1749-6632.1959.tb44932.x.

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31

Barasch, Andrei. "SELF-ASSESSMENT PICTURE TESTS: ORAL DISEASE." Journal of the American Dental Association 128, no. 6 (June 1997): 708. http://dx.doi.org/10.14219/jada.archive.1997.0291.

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32

Carr, Alan B., Timothy J. Beebe, and Sarah M. Jenkins. "An Assessment of Oral Health Importance." Journal of the American Dental Association 140, no. 5 (May 2009): 580–86. http://dx.doi.org/10.14219/jada.archive.2009.0230.

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33

Eilers, June, and Joel B. Epstein. "Assessment and measurement of oral mucositis." Seminars in Oncology Nursing 20, no. 1 (February 2004): 22–29. http://dx.doi.org/10.1053/j.soncn.2003.10.005.

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34

Oliver, Rhonda, Yvonne Haig, and Judith Rochecouste. "Communicative Competence in Oral Language Assessment." Language and Education 19, no. 3 (May 15, 2005): 212–22. http://dx.doi.org/10.1080/09500780508668675.

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35

Gosselin, Robert, and Jonathan Douxfils. "Laboratory Assessment of Direct Oral Anticoagulants." Seminars in Thrombosis and Hemostasis 43, no. 03 (March 1, 2017): 277–90. http://dx.doi.org/10.1055/s-0036-1597296.

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36

Gassó Sánchez, Amalia, José Manuel Real Campaña, José Miguel Franco Sorolla, Bienvenido Javier Povar Marco, and Maria Reyes Abad Sazatornil. "Safety assessment of new oral anticoagulants." Medicina Clínica (English Edition) 152, no. 12 (June 2019): 482–87. http://dx.doi.org/10.1016/j.medcle.2019.04.012.

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37

Grez, De, Valcke, and Berings. "Peer assessment of oral presentation skills." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 1776–80. http://dx.doi.org/10.1016/j.sbspro.2010.03.983.

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38

Hagiwara, Mari, Annette Nusbaum, and Brian L. Schmidt. "MR Assessment of Oral Cavity Carcinomas." Magnetic Resonance Imaging Clinics of North America 20, no. 3 (August 2012): 473–94. http://dx.doi.org/10.1016/j.mric.2012.05.003.

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39

Liow, Jong-Leng. "Peer assessment in thesis oral presentation." European Journal of Engineering Education 33, no. 5-6 (December 2008): 525–37. http://dx.doi.org/10.1080/03043790802564103.

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40

Bolaños, Daniel, Ronald A. Cole, Wayne H. Ward, Gerald A. Tindal, Paula J. Schwanenflugel, and Melanie R. Kuhn. "Automatic assessment of expressive oral reading." Speech Communication 55, no. 2 (February 2013): 221–36. http://dx.doi.org/10.1016/j.specom.2012.08.002.

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Jacobson, Marlene Carno. "Functional assessment after oral cavity reconstruction." Operative Techniques in Otolaryngology-Head and Neck Surgery 4, no. 2 (June 1993): 123–31. http://dx.doi.org/10.1016/s1043-1810(10)80138-1.

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42

Butler, Frances A., and Robin Stevens. "Oral language assessment in the classroom." Theory Into Practice 36, no. 4 (September 1997): 214–19. http://dx.doi.org/10.1080/00405849709543771.

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Deen, Darwin. "Nutritional Assessment of the Oral Cavity." Nutrition in Clinical Care 4, no. 1 (March 2001): 28–33. http://dx.doi.org/10.1046/j.1523-5408.2001.00108.x.

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44

Matsuo, Koichiro. "Oral Assessment Related to Rehabilitation Medicine." Japanese Journal of Rehabilitation Medicine 59, no. 9 (September 18, 2022): 877–83. http://dx.doi.org/10.2490/jjrmc.59.877.

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45

Yamamoto, Raquel Coube de Carvalho, Leila Sauer Prade, Geovana de Paula Bolzan, Angela Regina Maciel Weinmann, and Márcia Keske-Soares. "Readiness for oral feeding and oral motor function in preterm infants." Revista CEFAC 19, no. 4 (August 2017): 503–9. http://dx.doi.org/10.1590/1982-0216201719411616.

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ABSTRACT Objective: this study aimed at investigating the Schedule Oral Motor Assessment (SOMA) tool to be used with preterm infants and to compare its results with the Preterm Oral Feeding Readiness Assessment Scale (POFRAS) to start oral feeding. Methods: a cross-sectional and quantitative study, consisting in a sample of 45 healthy and clinically stable preterm infants, assessed at their first oral feeding with two tools: the Schedule Oral Motor Assessment and Preterm Oral Feeding Readiness Assessment Scale. Stata 10.0 software was used for data analysis. Results: 10 preterm infants with readiness for oral feeding showed normal oral motor function, and 16, presented with oral motor dysfunction, did not show readiness for feeding (p <0.05). The time of transition for full oral feeding was 13.5 (± 8.1) days for preterm infants with better results in both assessment tools, and 17.7 (± 10.9) days for those who did not show readiness for oral feeding and had oral motor dysfunction to initiate oral feeding, resulting in a given clinical relevance, even showing no significance (p> 0.05). Conclusion: these results suggest that the Schedule Oral Motor Assessment can be an adjunctive method for evaluation of the oral motor function at the first oral feeding in preterm infants.

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46

Pearce, Jacob, and Neville Chiavaroli. "Prompting Candidates in Oral Assessment Contexts: A Taxonomy and Guiding Principles." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052094888. http://dx.doi.org/10.1177/2382120520948881.

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Prompting is an aspect of oral assessment that deserves more attention. There appears to be considerable variation in how practitioners conceptualise prompting and how it is deployed in practice. In order to unpack the term and promote the validity of its use in performance assessments, we present a taxonomy of prompting as a continuum of types, namely: presenting the task; repeating information; clarifying questions; probing questions; and finally, leading questions. We offer general principles for consideration when using prompting in oral assessment: neutrality; consistency; transparency; and reflexivity. Whenever oral assessment is planned, assessors should be appropriately trained in the type and degree of prompting required, and candidates suitably briefed to know what to expect. Overall, we aim to raise awareness that quite different behaviours tend to be subsumed under the general term ‘prompting’. This paper provides concrete guidelines for implementing the defensible and effective use of prompting in oral examinations, applicable to a wide range of assessment contexts.

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47

Nejad, Ali Mansoori, and Omer Hassan Ali Mahfoodh. "Assessment of Oral Presentations: Effectiveness of Self-, Peer-, and Teacher Assessments." International Journal of Instruction 12, no. 3 (July 3, 2019): 615–32. http://dx.doi.org/10.29333/iji.2019.12337a.

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48

Putri, Nikmah Sistia Eka, Bambang Widi Pratolo, and Fatimah Setiani. "The Alternative Assessment of EFL Students’ Oral Competence: Practices and Constraints." Ethical Lingua: Journal of Language Teaching and Literature 6, no. 2 (September 3, 2019): 72–85. http://dx.doi.org/10.30605/25409190.v6.72-85.

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This study investigates the current practices and challenges of alternative assessment for the teachers. While oral competence remains a productive skill in learning language process, the concept of alternative assessment or teacher-made assessment (classroom assessment) is another more authentic method of assessments which is different from the traditional ones. This study involved two EFL teachers who had more than five years teaching experience and used to give alternative assessment practice in the same Islamic Boarding School (IBS). An in-depth semi-structured interview and class observation was conducted with these two key aims: (1) to describe how English teachers are currently using alternative assessment practices on EFL students’ oral competence; and (2) to describe the difficulties faced by English teachers in implementing alternative assessment on EFL students’ oral competence. The results revealed that English Teacher in IBS has widely employed several methods such as peer assessment in collaborative work, and class students’ observation. In applying alternative assessment strategies, the teachers focused on oral skills which used many group activities and gave authentic materials as topic. The teachers increased the students’ involvement by giving activities such as role-play, assigning them to memorize short dialogue, drama, conversation, and presentation. The teachers also collected students’ notebooks as additional scores, raised students’ cases or problems to solve, and shared the components that would be assessed. The teachers gave some recommendations in order to use oral presentation to stimulate students’ oral competencies in their class and evaluate or control students to practice English outside of the classrooms as well. English teachers also faced several difficulties in implementing alternative assessment on EFL students’ oral competence, such as students’ lack of vocabulary, students’ weak of pronunciation and grammar which makes the students less confidence and motivation, and some slow-learners. In addition, teachers also had limited time to assess all student competencies.

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Fitch, JA, CL Munro, CA Glass, and JM Pellegrini. "Oral care in the adult intensive care unit." American Journal of Critical Care 8, no. 5 (September 1, 1999): 314–18. http://dx.doi.org/10.4037/ajcc1999.8.5.314.

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BACKGROUND: Nurses have not been formally trained in assessing the oral status of patients in intensive care units, and no oral care protocols for these patients are available. OBJECTIVES: To assess the oral status of patients in an intensive care unit, evaluate the effects of a defined oral care protocol on the oral health status of patients in an intensive care unit, and compare oral assessments of a dental hygienist with those of intensive care nurses. METHODS: A nonequivalent comparison group, longitudinal design with repeated measures was used. In phase 1, oral assessment data on the comparison group were collected by a dental hygienist. In phase 2, nurses were instructed in oral assessment and an oral care protocol. In phase 3, the oral care protocol was implemented in the treatment group, and oral assessment data were collected separately by the dental hygienist and by nurses. RESULTS: The mean inflammation score was significantly lower (t test P = .03) in the treatment group (mean, 3.9; SEM, 3.0) than in the comparison group (mean, 12.4; SEM, 2.2). Although not significant, the mean scores of the treatment group were also lower than those of the comparison group on scales of candidiasis, purulence, bleeding, and plaque. Correlations between scores for individual items on the oral assessment tool obtained by the dental hygienist and those obtained by nurses were all greater than 0.6386. CONCLUSION: Implementation of a well-developed oral care protocol by bedside nurses can improve oral health of patients in the intensive care unit.

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Gisel, Erika G., and Nancy A. Pollock. "Eating Skills: A Review of Current Assessment Practices." Occupational Therapy Journal of Research 8, no. 1 (January 1988): 38–51. http://dx.doi.org/10.1177/153944928800800104.

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Occupational therapists in pediatric practice are often required to evaluate and treat children with eating problems. The lack of a standardized eating assessment has hindered therapists' ability to define normal oral-motor development, identify unequivocally those children who will benefit from intervention, refine treatment procedures using information gained through accurate assessment, and monitor progress in clinical and research settings. The purposes of this review are to (a) outline the scope of eating problems in children with oral-motor impairments, (b) establish the need for a quantitative eating assessment, (c) review the assessments currently available, and (d) suggest directions for future development.

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