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Готові списки джерел за темами / Abilities and Assessment

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Добірка наукової літератури з теми "Abilities and Assessment"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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Статті в журналах з теми "Abilities and Assessment"

1

Pitruzzella, Salvo. "Dramatic Abilities Assessment Grid." Dramatherapy 32, no. 2 (October 2010): 17–19. http://dx.doi.org/10.1080/21571430.2010.11675771.

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2

Nikolov, Marianne, and Veronika Timpe-Laughlin. "Assessing young learners’ foreign language abilities." Language Teaching 54, no. 1 (July 9, 2020): 1–37. http://dx.doi.org/10.1017/s0261444820000294.

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Анотація:

AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

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3

Cianciolo, Anna T., and Phillip L. Ackerman. "Touchpanel Assessment of Psychomotor Abilities." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 43, no. 11 (September 1999): 624–28. http://dx.doi.org/10.1177/154193129904301101.

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4

Elbert, Jean C. "Special Abilities Assessment in Children." Journal of Personality Assessment 51, no. 2 (June 1987): 278–80. http://dx.doi.org/10.1207/s15327752jpa5102_12.

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5

Singh, Charan. "Assessment of Physical Abilities and Competition Performance of Female Gymnasts." International Journal of Physical Education & Sports Sciences 13, no. 7 (October 1, 2018): 7–15. http://dx.doi.org/10.29070/13/57909.

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6

Bachman, Lyle F. "Assessment and Evaluation." Annual Review of Applied Linguistics 10 (March 1989): 210–26. http://dx.doi.org/10.1017/s0267190500001318.

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Анотація:

Research and development in the assessment of language abilities in the past decade have been concerned both with achieving a better understanding of the nature of language abilities and other factors that affect performance on language tests and with developing methods of assessment that are consistent with the way applied linguists view language use. The way language testers conceptualize language abilities has been strongly influenced by the broadened view of language proficiency as communicative competence that has emerged in applied linguistics. And while this view of language proficiency provides a much richer conceptual basis for characterizing the language abilities to be measured, it has presented language testers with a major challenge in defining these abilities and the interactions among them with sufficient precision to permit their measurement. Language testing researchers have also been influenced by developments in second language acquisition, investigating the effects on test performance of other factors such as background knowledge, cognitive style, native language, ethnicity, and sex. Finally, language testing research and practice have been influenced by advances in psychometrics, in that more sophisticated analytic tools are being used both to unravel the tangled web of language abilities and to assure thhat the measures of these abilities are reliable, valid, efficient, and appropriate for the uses for which they are intended.

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7

Douglas, Dan, John H. A. L. de Jong, and Douglas K. Stevenson. "Individualizing the Assessment of Language Abilities." Modern Language Journal 76, no. 1 (1992): 78. http://dx.doi.org/10.2307/329906.

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8

Carney, John J., and Grant Cioffi. "The Dynamic Assessment of Reading Abilities." International Journal of Disability, Development and Education 39, no. 2 (January 1992): 107–14. http://dx.doi.org/10.1080/0156655920390203.

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9

Chou, Kee-Lee. "Direct Assessment of Functional Abilities (DAFA)." Clinical Gerontologist 23, no. 1-2 (September 26, 2001): 55–63. http://dx.doi.org/10.1300/j018v23n01_06.

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10

Anderson, Ronald E., and Betty Collis. "International assessment of functional computer abilities." Studies in Educational Evaluation 19, no. 2 (January 1993): 213–32. http://dx.doi.org/10.1016/0191-491x(93)90008-f.

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Дисертації з теми "Abilities and Assessment"

1

Balazic, Josef. "Dynamic assessment of reading abilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28697.pdf.

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2

Rayner, Andrew. "The assessment of planning abilities in children." Thesis, University of Sheffield, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421124.

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3

Ramsey, Alvin L. (Alvin Lee). "Assessment of the modeling abilities of neural networks." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/34051.

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4

Lacroix, Serge. "The bilingual assessment of cognitive abilities in French and English." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2575.

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Анотація:

In this study the role that language plays in the expression of intelligence, bilingualism, and the process of assessing selected cognitive abilities was explored. The primary purpose of the study was to determine if individuals who are allowed to move from one language to another when they provide responses to test items produce results that are different than those obtained by bilingual examinees assessed in one language only. The results indicate that the Experimental Group obtained significantly higher results than the Control Group on all the tests and subtests used. The Experimental Group code-switched more frequently and the examiners only code-switched with that group. The frequency of the code-switching behaviours explains, in great part, all the differences noted in the results as very few other sources of differences were identified, even when groups were compared on sex, first language and relative proficiency in French and in English.

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5

Leung, Cheuk-fai, and 梁灼輝. "The assessment of problem-solving abilities of design and technology students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958795.

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6

Lee, Matthew L. "Task-based Embedded Assessment of Functional Abilities for Aging in Place." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/88.

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Анотація:

Many older adults desire to maintain their quality of life by living and aging independently in their own homes. However, it is difficult for older adults to notice and track the subtle changes in their own abilities because these abilities can change gradually over a long period of time. Technology in the form of ubiquitous sensors embedded in objects in the home can play a role in keeping track of the functional abilities of individuals unobtrusively, objectively, and continuously over a long period of time. This work introduces a sensing technique called “task-based embedded assessment” that monitors how well specific tasks important for independence are carried out using everyday objects found in the home with which individuals regularly interact. Following formative studies on the information needs of older adults and their caregivers, a sensing system called “dwellSense” that can monitor, assess, and provide feedback about how well individuals complete tasks, such as taking medications, using the phone, and making coffee, was designed, built, and evaluated. Multiple longterm (over 10 months) field deployments of dwellSense were used to investigate how the data collected from the system could support greater self-awareness of abilities and intentions to improve in task performance. Presenting and reflecting on data from ubiquitous sensing systems such as dwellSense is challenging because it is both highly dimensional as well as large in volume, particularly if it is collected over a long period of time. Thus, this work also investigates the time dimension of reflection and has identified that real-time feedback is particularly useful for supporting behavior change, and longer-term trended feedback is useful for greater awareness of abilities. Traditional forms of assessing the functional abilities of individuals tend to be either biased, lacking ecological validity, infrequent, or expensive to conduct. An automated sensor-based approach for assessment is compared to traditional performance testing by a trained clinician and found to match well with clinician-generated ratings that are objective, frequent, and ecologically valid. The contributions from this thesis not only advance the state of the art for maintaining quality of life and care for older adults, but also provide the foundations for designing personal sensing systems that aim to assess an individual’s abilities and support behaviors through the feedback of objective, timely sensed information.

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7

Hoelzle, James B. "Neuropsychological Assessment and the Cattell-Horn-Carroll (CHC)Cognitive Abilities Model." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216405861.

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8

Leung, Cheuk-fai. "The assessment of problem-solving abilities of design and technology students." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811322.

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9

Olivier, Ilze. "A factor analysis of the career adapt-abilities inventory." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1015687.

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In understanding the importance of career adaptability in an individual‟s career development, career counsellors require a valid assessment technique for measuring career adaptability. The Career Adapt-Abilities Inventory (CAI) was originally developed by Mark Savickas (2008) as a measure of career adapt-abilities. The present study forms part of an international collaboration investigating the psychometric properties and construct validity of the CAI. The aims of the present study involved the following: conducting exploratory factor analysis in order to determine whether interrelationships within the items of the CAI can be explained by the presence of unobserved variables; conducting confirmatory factor analysis in an attempt to confirm the hypothesised factor structures of the CAI; and to explore and describe South African university students‟ perceptions of the underlying constructs of the CAI in terms of the language usage and comprehension of the inventory‟s item content. A sample of South African first-year university students were employed in this current study. In an exploratory factor analysis of the CAI, preference was given to the a priori criterion forcing the extraction of five factors. The oblique rotation method was employed using the OBLIMIN method provided by the statistical package in order to derive the simplest and most interpretable factor structure. Exploratory factor analysis supported a five factor solution after the fourth iteration, reflecting the underlying dimensions of Curiosity, Concern, Confidence, Cooperation and Control. These factors support the five scales presented by Savickas (2008). Confirmatory factor analyses were subsequently performed in order to test both the original CAI factor model as well as the factor model that emerged through exploratory factor analysis. After using several goodness-of-fit indices, it can be concluded that the inventory items adequately represent the five CAI scales based on the value obtained using the Root Mean Square Error of Approximation index. The factor model derived through EFA demonstrated a slightly better fit when compared to the original CAI factor model using other fit indices. In terms of the qualitative findings of this current study, participants indicated that the meaning of several items were unclear to them causing comprehension difficulty. Items 8 and 50 were marked by participants several times and can be viewed as the items causing most difficulty with regard to comprehension, with participants pointing out the words „keeping upbeat‟ (item 8) and „conscientious‟ (item 50). Participants were also asked to provide additional comments with regard to the readability, comprehension and applicability of the CAI. On investigation of these comments, three main themes were generated relating to: the comprehension and clarity of the CAI; the CAI enhancing participants‟ understanding of themselves; and the structure, length and general layout of the CAI. In essence, the current study provided useful information regarding the psychometric properties of the CAI using a sample of South African first-year university students. Factor analyses provided some support for the validity of the CAI while the qualitative results provided aspects for consideration in making the CAI more applicable for South African usage. Moreover, a foundation has been laid for further research to be conducted in South Africa regarding the validity and applicability of the CAI for South African populations.

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10

Keil, Michael M. "Brief Neuropsychological Assessment in the Prediction of Everyday Functional Abilities of Older Adults." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1113582582.

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Книги з теми "Abilities and Assessment"

1

Jong, John H. A. L. de, 1947-, Stevenson Douglas K. 1944-, and International Congress of Applied Linguistics (8th : 1987 : Sydney, N.S.W.), eds. Individualizing the assessment of language abilities. Clevedon, Avon, England: Multilingual Matters, 1990.

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2

Lowman, Rodney L. Career assessment: Integrating interests, abilities, and personality. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-000.

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3

Essentials of WJ III cognitive abilities assessment. 2nd ed. Hoboken, N.J: John Wiley & Sons, 2010.

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4

A, Schrank Fredrick, ed. Essentials of WJ III cognitive abilities assessment. New York, NY: Wiley, 2002.

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5

Miller, Lynda. Dynamic assessment and intervention: Improving children's narrative abilities. Austin, Tex. (8700 Shoal Creek Boulevard, Austin 78757-6897): Pro-Ed, 2001.

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6

Miller, Lynda. Dynamic assessment and intervention: Improving children's narrative abilities. Austin, TX: Pro-Ed, 2001.

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7

Richard, Rogers. SAMA: Standardized Assessment of Mianda Abilities : professional manual. Lutz, FL: PAR, 2012.

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8

Lowman, Rodney L. The clinical practice of career assessment: Interests, abilities, and personality. Washington, DC: American Psychological Association, 1991.

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9

Stuart, Joy. The development and assessment of critical abilities in art criticism. Leicester: Leicester Polytechnic, 1989.

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10

Lowman, Rodney L. The clinical practice of career assessment: Interests, abilities, and personality. Washington: American Psychological Association, 1991. http://dx.doi.org/10.1037/10091-000.

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Частини книг з теми "Abilities and Assessment"

1

Lowman, Rodney L. "Spatial abilities." In Career assessment: Integrating interests, abilities, and personality., 155–67. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-008.

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2

Caplan, Bruce M., and Sarah Romans. "Assessment of Spatial Abilities." In Neuropsychology, 379–419. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-1950-2_18.

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3

Arnott, Gareth. "Evolution of Fighting Assessment Abilities." In Encyclopedia of Evolutionary Psychological Science, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2517-1.

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4

Arnott, Gareth. "Evolution of Fighting Assessment Abilities." In Encyclopedia of Evolutionary Psychological Science, 2500–2508. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_2517.

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5

Lowman, Rodney L. "Mechanical and physical abilities." In Career assessment: Integrating interests, abilities, and personality., 147–54. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-007.

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6

Lowman, Rodney L. "Managerial and leadership abilities." In Career assessment: Integrating interests, abilities, and personality., 207–22. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-011.

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7

Lowman, Rodney L. "Artistic and creative abilities." In Career assessment: Integrating interests, abilities, and personality., 169–96. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-009.

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8

Aiken, Lewis R. "Individual and Group Differences in Mental Abilities." In Assessment of Intellectual Functioning, 275–304. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9304-8_11.

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9

Lowman, Rodney L. "Perceptual, computational, and other abilities." In Career assessment: Integrating interests, abilities, and personality., 223–34. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000254-012.

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10

Bell, Sherry Mee. "Two Nonverbal Screeners: The Universal Multidimensional Abilities Scales and the Universal Nonverbal Intelligence Test-Group Abilities Test." In Handbook of Nonverbal Assessment, 217–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50604-3_13.

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Тези доповідей конференцій з теми "Abilities and Assessment"

1

Sudeendra Thirtha Koushik, K. S. "Innovation abilities." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654518.

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2

Anderson, Steven W., Matthew Rizzo, Qian Shi, Ergun Y. Uc, and Jeffrey D. Dawson. "Cognitive Abilities Related to Driving Performance in a Simulator and Crashing on the Road." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2005. http://dx.doi.org/10.17077/drivingassessment.1173.

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3

Del Duchetto, Francesco, Paul Baxter, and Marc Hanheide. "Automatic Assessment and Learning of Robot Social Abilities." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371382.3377430.

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4

Al-Rajhi, Laila, Reda Salama, and Shehab Gamalel-Din. "Personalized Intelligent Assessment Model for Measuring Initial Students Abilities." In the 2014 Workshop. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2643604.2643606.

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5

Beard, Bettina L., Jon Holbrook, Colleen Geven-Sowul, and Albert J. Ahumada. "Assessment of Cognitive Abilities in Simulated Space Ascent Environments." In International Conference On Environmental Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2009. http://dx.doi.org/10.4271/2009-01-2425.

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Beard, Bettina L. "Effects of visual training on parafoveal Vernier and resolution acuity." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1993. http://dx.doi.org/10.1364/navs.1993.ntub.4.

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Repetitively discriminating between visual patterns can substantially improve visual abilities including standard visual acuity (Saugstadt and Lie, 1964) and Vernier acuity (McKee and Westheimer, 1978; Poggio, Fahle and Edelman, 1992). Since vision training research may increase our understanding of the processing and plasticity of underlying neural mechanisms, it is important to determine if training is generalized to other stimulus conditions.

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7

Wirth, Markus, Stefan Gradl, Dino Poimann, Hannes Schaefke, Julia Matlok, Harald Koerger, and Bjoern M. Eskofier. "Assessment of Perceptual-Cognitive Abilities among Athletes in Virtual Environments." In DIS '18: Designing Interactive Systems Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3196709.3196780.

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Di Libero, T., C. Carissimo, A. Zagaglia, G. Cerro, L. Ferrigno, and A. Rodio. "Assessment of coordinative abilities through upper extremity wearable device technology." In 2022 IEEE International Workshop on Sport, Technology and Research (STAR). IEEE, 2022. http://dx.doi.org/10.1109/star53492.2022.9859646.

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9

Del Corso, Dante. "Integrating the assessment of contents, skills, and abilities in curricula design." In 2008 19th EAEEIE Annual Conference. IEEE, 2008. http://dx.doi.org/10.1109/eaeeie.2008.4610188.

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10

Chen, Haibao, Long Yang, Yuyan Zhao, Ting Zhao, Siying Li, and Shenghui Zhao. "Deep Learning and Wearable Sensors-Enabled Assessment Method for Elderly Abilities." In 2022 IEEE International Conference on Consumer Electronics - Taiwan. IEEE, 2022. http://dx.doi.org/10.1109/icce-taiwan55306.2022.9869010.

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Звіти організацій з теми "Abilities and Assessment"

1

Ackerman, Phillip L. New Approaches to Assessment and Evaluation of Perceptual Speed Abilities. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada419862.

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2

Schoen, Robert C., Daniel Anderson, and Charity Bauduin. Elementary Mathematics Student Assessment: Measuring Grade 3, 4, and 5 Students’ Performace in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Spring 2016. Florida State University Library, May 2018. http://dx.doi.org/10.33009/fsu.1653497279.

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Анотація:

This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades 3, 4, and 5 student abilities. The test was administered to 2,754 participating grade 3, 4, and 5 students in 55 schools located in 10 public school districts in Florida during spring 2016. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.

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3

DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.

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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.

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Kennedy, Marie, Aisha Conner-Gaten, Jamie Hazlitt, Javier Garibay, and Marisa Ramirez. Assessing the Diversity of the E-collection of the William H. Hannon Library; a Phased Project. William H. Hannon Library, 2018. http://dx.doi.org/10.15365/whhl.librarian.2018.1022.

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The American Library Association’s 1982 statement on Diversity in Collection Development reminds librarians of our professional responsibility “to select and support the access to materials on all subjects that meet, as closely as possible, the needs, interests, and abilities of all persons in the community the library serves. This includes materials that reflect political, economic, religious, social, minority, and sexual issues.” The William H. Hannon (WHH) Library’s vision statementaffirms that the library views itself as Bridge, Gateway, Agora, and Enterprise. To ensure that our materials collection aligns with our institutional vision and meets the research needs of our diverse campus population, the project team proposed an assessment of our electronic collection through the lens of diversity. The assessment was to determine if the library’s online databases (most often the first point of research consultation for our students and faculty) are adequately “bridging disciplines” (Bridge) and “representing diverse topics and perspectives” (Gateway). What the team learns will inform the library collection strategy, to ensure that it builds collections that deliberately and positively contribute to an inclusive campus climate. [1] http://library.lmu.edu/aboutthelibrary/libraryvisionmission/

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LI, Zhendong, Chengcheng Zhang, Hangjian Qiu, Xiaoqian Wang, and Yuejuan Zhang. Different Acupuncture Intervention Time-points for Rehabilitation of Post-Stroke Cognitive Impairment：Protocol For a Network Meta-analysis of Randomized Controlled Trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0043.

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Review question / Objective: This study will provide evidence-based references for the efficacy of different acupuncture interventions time-point in the treatment of post-stroke cognitive impairment(PSCI). 1. Types of studies. Only randomized controlled trials (RCTs) of acupuncture for PSCI will be recruited. Additionally, Studies should be available in full papers as well as peer-reviewed and the original data should be clear and adequate. 2. Types of participants. All adults with a recent or previous history of ischaemic or hemorrhagic stroke and diagnosed according to clearly defined or internationally recognized diagnostic criteria, regardless of nationality, race, sex, age, or educational background. 3. Types of interventions and controls. The control group takes non-acupuncture treatment, including conventional rehabilitation or in combination with symptomatic support therapy. The experimental group should be treated with acupuncture on basis of the control group. 4. Types of outcomes. The primary outcomes are measured with The Mini-Mental State Examination (MMSE) and/or The Montreal Cognitive Assessment Scale (MoCA), which have been widely used to evaluate cognitive abilities.

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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.

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Badrinarayan, Aneesha. Performance assessments in college admission: Designing an effective and equitable process. Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/150.937.

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At the same time that many colleges and universities are seeking new ways to more equitably admit and support students, a growing number of schools and districts are using performance assessments to prepare for and monitor deeper learning in high school. Performance assessments measure students’ knowledge, skills, and abilities by asking students to use them in the real-world contexts in which they are required. Student performance on well-designed assessments provides a reflection of deeper learning practices and offers rigorous and equitable ways to surface important academic and nonacademic knowledge and skills.

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Tyshchenko, Yelyzaveta Yu, та Andrii M. Striuk. Актуальність розробки моделі адаптивного навчання. [б. в.], грудень 2018. http://dx.doi.org/10.31812/123456789/2889.

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The learning process can be made most effective by transferring the educational process to the electronic environment. Thanks to adaptive testing, the accuracy, quality, reliability of training and student interest are enhanced, which allows him to be more motivated. This is a new approach for the student to master most of the information. The introduction of an adaptive testing system ensures the improvement of student learning performance. From the proper organization of the control of knowledge depends on the effectiveness of the educational process. Adaptive testing involves changing the sequence of tasks in the testing process itself, taking into account the answers to the tasks already received. In the process of passing the test, a personality model is built that learns for later use in selecting the following testing tasks, depending on the level of knowledge of the student and his individual characteristics. When calculating the assessment, the adaptive testing system takes into account the probability that the student can guess the answer, the number of attempts to pass the test and the average result achieved during all attempts. The complex of tasks for adaptive testing can be developed taking into account a separate type of perception of information by each student, that is, the student is offered tasks that he is able to cope with and which are interesting for him, which means he is more confident in his abilities and aims at successful completion of the course.

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Kelly, Elish, and Bertrand Maître. Identification Of Skills Gaps Among Persons With Disabilities And Their Employment Prospects. ESRI, September 2021. http://dx.doi.org/10.26504/sustat107.

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In 2013, the Irish Government published its National Disability Strategy Implementation Plan 2013-2015. As part of this strategy, a number of goals were set around participation, including job access for people with disabilities. This specific objective recommended a number of actions, including the commitment to publish a comprehensive employment strategy (CES) for people with disabilities. This strategy, the Comprehensive Employment Strategy for People with Disabilities, was published in 2015 for the period 2015-2024. The objective of this strategy, which is cross-governmental, is to support people with disabilities in accessing the labour market. Building on existing actions in the CES, the National Disability Authority (NDA) commissioned the Economic and Social Research Institute (ESRI) to undertake quantitative research into the workplace skills and abilities of persons with disabilities. To undertake this research, a number of nationally representative data sources were utilised to characterise the skills/educational endowments and gaps among persons with disabilities compared to those without. Specifically, data from the Survey on Income and Living Conditions (SILC), the Programme for the International Assessment of Adult Competencies (PIAAC), the Census of Population, and the European Union Statistics on Income and Living Conditions (EU-SILC) were examined. Where the data permitted, we differentiated those with a disability by type, everyday difficulties (e.g. difficulty dressing), and/or severity level. We also examined the employment characteristics of people with disabilities compared to persons without, and investigated the impact of having a disability on an individual’s employment prospects. What follows is a summary of the principal findings from this research, including some discussion on future directions.

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