Дисертації з теми "Assessment bias"
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Ataya, Alia. "Assessment of cognitive bias in social alcohol users." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555655.
Повний текст джерелаSwafford, Marshall. "Assessment of references to agriculture in a middle grade science textbook." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4316.
Повний текст джерелаThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 11, 2006) Includes bibliographical references.
Hall, Ritchie V. II. "The Role of Racial Bias in Family Assessment Measures." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243369253.
Повний текст джерелаRandall, Chelsea V. "An Assessment of Therapist Attitudes Toward Polyamorous People." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1624528180682492.
Повний текст джерелаMergelsberg, Enrique Laurent Paul. "An Investigation in Attention Bias Modification Training: Attention Bias Assessment, Acquisition and Change with the Dot-Probe Task." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/77426.
Повний текст джерелаDippenaar, Andre. "The Dangers of Speaking a Second Language: An Investigation of Lie Bias and Cognitive Load." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32623.
Повний текст джерелаBatistatou, Evridiki. "Optimal designs for cost-efficient assessment of exposure subject to measurement error." Thesis, University of Manchester, 2009. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:223498.
Повний текст джерелаShaw, Pamela. "Estimation methods for Cox regression with nonclassical covariate measurement error /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9544.
Повний текст джерелаDe, Beer Este. "The influence of introversion/extraversion bias on leadership assessment with behaviour observation." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/23650.
Повний текст джерелаDissertation (MCom)--University of Pretoria, 2011.
Human Resource Management
unrestricted
Rohrbacher, Heike. "Interpretation Bias in the Context of Depressed Mood: Assessment Strategies and the Role of Self-Generation in Cognitive Bias Modification." Doctoral thesis, Universitätsbibliothek Chemnitz, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-207298.
Повний текст джерелаEin negativer Interpretationsbias bezieht sich auf die Tendenz, mehrdeutige Reize (z.B. Situationen, Gesichtsausdrücke, Rückmeldung von anderen Personen) in einer pessimistischen Art und Weise zu interpretieren. Diese kognitive Verzerrung im Rahmen der Informationsverarbeitung wird als wichtiger Faktor für die Entstehung und Aufrechterhaltung von depressiven Störungen diskutiert. Insbesondere die Modifikation dieser Tendenz zu einem positiveren Interpretationsstil (Cognitive bias modification targeting interpretation; CBM-I) erweckte in den vergangenen Jahren großes Forschungsinteresse, da diese innovativen, computergestützten Techniken wirkungsvolle Behandlungsansätze für die Therapie von Depressionen bedeuten könnten. Nach aktuellem Forschungsstand besteht jedoch 1.) ein Mangel an hinreichend evaluierten Instrumenten für die Erhebung von depressionsbedingten Interpretationsverzerrungen und insbesondere deren Veränderbarkeit, 2.) eine inkonsistente Befundlage für die Existenz von depressionsbedingten Interpretationsverzerrungen in Abhängigkeit von der (direkten oder indirekten) Erhebungsmethode, 3.) ein Bedarf an genaueren Erkenntnissen über die zugrunde liegenden Wirkmechanismen und effektivsten Komponenten von CBM-I und 4.) ein Fehlen von CBM-I Materialien und Erhebungsmethoden in deutscher Sprache. Vor diesem Hintergrund wurden die Ziele dieser Dissertation formuliert, die neben einer kurzen Einführung in das Themengebiet und einer abschließenden Diskussion aus drei Studien besteht. Das Ziel der ersten Studie war die Entwicklung und Validierung eines pragmatischen Erhebungsinstrumentes zur Messung von depressionsbedingten Interpretationsverzerrungen, bestehend aus einem Fragebogen (Langfassung, 30 Items) und zwei Kurz- bzw. Parallelversionen (A und B, jeweils 15 Items). In den Items werden emotional mehrdeutig interpretierbare Szenarien beschrieben, deren Inhalte Beck‘s kognitive Triade (Beck et al., 1979) widerspiegeln. Den Ergebnissen zufolge können alle drei Versionen des Instruments als strukturell stabil, internal konsistent und valide bewertet werden. In Übereinstimmung mit der Theorie der kognitiven Triade (Beck et al., 1979) wurde mittels konfirmatorischer Faktorenanalyse eine Dreifaktorenlösung (Selbst, Erfahrungen, Zukunft) festgestellt. Signifikante Korrelationen wurden zwischen allen Skalenwerten und depressiver Symptomatik gefunden. Die beiden Parallelversionen weisen ähnliche psychometrische Eigenschaften sowie eine hohe Paralleltest-Konsistenz auf. Das Ziel der zweiten Studie war die Validierung eines indirekten, affektiven Priming- Verfahrens, in dem homophone Wörter als emotional zweideutige Stimuli eingesetzt wurden. Dieser Test wurde zusätzlich mit drei bereits etablierten Erhebungsparadigmen (Ambiguous Scenarios Test; Scrambled Sentences Test, Homophone-Test) verglichen. Hinsichtlich der Ergebnisse konnte keine empirische Unterstützung für den affektiven Priming-Test sowie für den Homophone-Test gefunden werden; beide Tests zeigten keinen Zusammenhang mit depressiven Symptomen. Der Ambiguous Scenarios Test und der Scrambled Sentences Test erwiesen sich als internal konsistent und valide und wiesen außerdem eine hohe Interkorrelation auf. Die Ergebnisse geben Aufschluss über die Vergleichbarkeit der unterschiedlichen Erhebungsparadigmen. Das Ziel der dritten Studie war die Entwicklung und Evaluation einer neuen, aktiveren CBM-I Variante, in der die Teilnehmer mittels eines computergestützten Trainings aufgefordert wurden, positive Interpretationen auf emotional mehrdeutige Szenarien eigenständig zu generieren. Die Ergebnisse der neuen CBM-I-Variante wurden mit den Ergebnissen einer herkömmlichen CBM-I-Variante (Standard-CBM-I) sowie den Ergebnissen einer Kontrollgruppe verglichen. Es zeigte sich, dass sowohl die neue CBM-I-Variante als auch Standard-CBM-I die Interpretationstendenz signifikant in eine positive Richtung verbesserten. Darüber hinaus konnte durch Standard-CBM-I eine stimmungsaufhellende Wirkung erzielt werden
Barboza, Marina. "The usefulness of the poreh nonverbal memory test for the assessment of response bias." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1529689005934252.
Повний текст джерелаMarshall, Matthew David Maceina Michael J. "Assessment of electofishing bias, angler exploitation, and a creel survey, and flathead catfish population assessment in Lake Wilson, Alabama." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Fisheries_and_Allied_Aquacultures/Thesis/Marshall_Matthew_55.pdf.
Повний текст джерелаWang, Dandan. "Bias assessment and reduction for limited information estimation in general dynamic simultaneous equations models." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/98538/.
Повний текст джерелаSoliday, Sharon Elise. "Cultural Bias in the Assessment of Phonological Processes in Conjunction with the APP-R." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4671.
Повний текст джерелаBallion, Tatiana. "THE EFFECT OF GENDER, CONFIRMATION BIAS, AND METACOGNITIVE SELF ASSESSMENT OVER VARYING LEVELS OF EXPERTISE IN A VISUOSPATIAL TA." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3658.
Повний текст джерелаM.A.
Office of Liberal and Interdisciplinary Studies
Arts and Sciences
Liberal Studies
Son, Min Hye. "Examining Rater Bias in Elicited Imitation Scoring: Influence of Rater's L1 and L2 Background to the Ratings." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2263.
Повний текст джерелаLindeman, Suzanna Alison. "Assessment of Model Forecast Temperature Bias During Cold Air Damming in the Central Appalachian Mountains." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83476.
Повний текст джерелаMaster of Science
Sun, Weimin. "Empirical comparison on performance of Ryan and Ritchken bound theories and assessment on pricing bias." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ48184.pdf.
Повний текст джерелаNeave, Heather Whittaker. "Cognitive bias as a method of pain assessment following hot-iron dehorning of dairy calves." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45249.
Повний текст джерелаPokhrel, Indira. "ANALYZING THE STREAMFLOW FOR FUTURE FLOODING AND RISK ASSESSMENT UNDER CMIP6 CLIMATE PROJECTION." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2785.
Повний текст джерелаKelly, Jeremy MacLaren. "Exploring Retrospective Biases In Obsessive Compulsive Disorder: An Experience-Sampling Study." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2212.
Повний текст джерелаHaupt, Genevieve Ruth. "The evaluation of the group differences and item bias of the English version of a standardised test of academic language proficiency for use across English and Xhosa first-language speakers." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9489_1297764429.
Повний текст джерелаSouth Africa&rsquo
s Language-in-Education Policy is one of additive multilingualism, but in reality this policy is not adhered to, in that most black children are being educated through the medium of English from Grade 4. This type of instruction affects the development of academic language proficiency in their primary language, as these children are not engaging in cognitively demanding tasks in their primary or first language. The Woodcock Muñ
oz Language Survey (WMLS) is a test to assess academic language proficiency in Additive Bilingual Education, and is extensively used in the United States of America (USA) for this purpose. It is important to note that the proposed study is a sub-study of a larger study, in which the original WMLS (American-English version) was adapted into English and Xhosa, to be used in South Africa to assess additive bilingual programmes. For this sub-study, the researcher was interested in examining the overall equivalence of the adapted English version of the WMLS. Owing to insufficient tests evaluating academic language proficiency in the South African context, the significance, as well as the overall aim, of the study is to ensure that the issues of group difference and item bias have been assessed to ensure that the adapted English version of the WMLS is suitable to be used across English first-language and Xhosa first-language speakers. Because this is a sub-study, the researcher (of the sub-study) has conducted an exploratory quantitative study with the use of Secondary Data. The researcher has used the framework of equivalence as a theoretical framework in order to examine the research question. Given the use of existing data, the procedures of the collection of the data by the researcher of the larger study have been outlined in the Methodology section of the present study. The sample consisted of 198 English and 197 Xhosa first-language speakers...
Gilabert, Gallart Alba. "Assessment of the bias introduced by the automatisation of climate records combining climatological and metrological approaches." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/401591.
Повний текст джерелаDes del último tercio del siglo XX, las estaciones meteorológicas automáticas (AWS) han ido sustituyendo gradualmente los sistemas de observación manual a nivel global. Esta transición tiene el potencial de introducir sesgos sistemáticos (sesgo AWS) a las series climáticas cuando estas están combinadas con medidas tomadas con sistemas de medida manuales (MAN) y constituye uno de los problemas más importantes a los que se enfrenta la comunidad climática, ya que la calidad y la homogeneidad de la mayoría de registros globales se ven comprometidos. El objetivo de este trabajo es la descripción estadística del sesgo y su minimización. Este estudio se puede dividir en cuatro partes. En la primera se examina gracias a las inusualmente largas series paralelas (AWS-MAN) del Observatorio del Ebro (Roquetes, España), del Observatorio Fabra (Barcelona, España) y del Observatorio de Murcia (Murcia, España) a escala diaria. De esta parte, se concluye que la principal característica del sesgo AWS es que este depende de la AWS instalada. La segunda parte muestra cómo la introducción de los procedimientos metrológicos de calibración reduce o cómo mínimo suaviza la transición a las AWS i da trazabilidad a los datos, mejorando la calidad y la fiabilidad de las series de temperatura. Para analizar estas hipótesis, se instalaron tres experimentos de campo. Con lo que se concluye que la introducción de estos procedimientos reduce el sesgo y mejora la calidad de las series temporales de temperatura. La tercera parte, analiza a escala horaria. Se observa que en esta la AWS calibrada (AWSc) también reduce el sesgo, pero otros factores cómo el distinto tiempo de respuesta de los sistemas tienen un efecto importante sobre las diferencias AWS-MAN. A la cuarta parte, se consigue dar trazabilidad a las series de temperatura ajustadas mediante la estimación combinada de la incertidumbre instrumental más la de la homogeneización. Este estudio muestra como la consideración de esta incertidumbre combinada también tiene un efecto sobre la tendencia de las series de temperatura largas. Como se ha descrito, esta tesis doctoral intenta combinar tres disciplinas – la climatología, la metrología y la meteorología – para hacer frente a un problema complejo, la transición a las AWS, es una contribución a la comunidad climática global.
During the last third of the 20th century, Automatic Weather Stations (AWS) have gradually replaced manual observations systems in many places around the world. This transition has the potential to introduce a systematic bias (AWS bias) into climate time-series when combined with measurements taken from manual (MAN) observing systems and constitutes one of the most striking problems which the climate community faces, as the quality and homogeneity of most global records is compromised. The objective of this work is the statistical description bias and its minimisation from derived climate series. This study can be divided into four parts. In the first parts the transition to AWS is examined with the exceptionally long parallel records of Ebro Observatory (Roquetes, Spain), Fabra Observatory (Barcelona, Spain) and Murcia Observatory (Murcia, Spain) at the daily scale. For this part is found that the main characteristic of the AWS bias is highly dependent on the AWS installed. The second part demonstrates how the introduction of metrological calibration procedures can reduce or smooth the transition to AWS and give traceability and improve the quality and reliability of the temperature time-series. To achieve this, three field trials are installed. As result is concluded that the introduction of these procedures reduces the bias and improves the quality of the temperature time-series. In the third part, the bias is analysed at the hourly scale. Here it is noted that the calibrated AWS (AWSc) reduces the bias at this scale, but other factors like the different response time of both sensors has a high effect on the differences AWSc – MAN. In the fourth part, the traceability of the adjusted temperature series by estimating the combined homogenisation plus instrumental uncertainty is estimated. This study shows that the consideration of these uncertainties also has an effect on the long-term temperature trend. As described in the previous paragraphs, this PhD thesis attempts to combine three disciplines -metrology, climatology and meteorology- to deal with the complex problem of automatic weather station transition, as a contribution to the global climate community.
Greenberg, Ariela Caren. "Fighting Bias with Statistics: Detecting Gender Differences in Responses on Items on a Preschool Science Assessment." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/665.
Повний текст джерелаFederer, Meghan Rector. "Investigating Assessment Bias for Constructed Response Explanation Tasks| Implications for Evaluating Performance Expectations for Scientific Practice." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731329.
Повний текст джерелаAssessment is a key element in the process of science education teaching and research. Understanding sources of performance bias in science assessment is a major challenge for science education reforms. Prior research has documented several limitations of instrument types on the measurement of students' scientific knowledge (Liu et al., 2011; Messick, 1995; Popham, 2010). Furthermore, a large body of work has been devoted to reducing assessment biases that distort inferences about students' science understanding, particularly in multiple-choice [MC] instruments. Despite the above documented biases, much has yet to be determined for constructed response [CR] assessments in biology and their use for evaluating students' conceptual understanding of scientific practices (such as explanation). Understanding differences in science achievement provides important insights into whether science curricula and/or assessments are valid representations of student abilities.
Using the integrative framework put forth by the National Research Council (2012), this dissertation aimed to explore whether assessment biases occur for assessment practices intended to measure students' conceptual understanding and proficiency in scientific practices. Using a large corpus of undergraduate biology students' explanations, three studies were conducted to examine whether known biases of MC instruments were also apparent in a CR instrument designed to assess students' explanatory practice and understanding of evolutionary change (ACORNS: Assessment of COntextual Reasoning about Natural Selection).
The first study investigated the challenge of interpreting and scoring lexically ambiguous language in CR answers. The incorporation of 'multivalent' terms into scientific discourse practices often results in statements or explanations that are difficult to interpret and can produce faulty inferences about student knowledge. The results of this study indicate that many undergraduate biology majors frequently incorporate multivalent concepts into explanations of change, resulting in explanatory practices that were scientifically non-normative. However, use of follow-up question approaches was found to resolve this source of bias and thereby increase the validity of inferences about student understanding.
The second study focused on issues of item and instrument structure, specifically item feature effects and item position effects, which have been shown to influence measures of student performance across assessment tasks. Results indicated that, along the instrument item sequence, items with similar surface features produced greater sequencing effects than sequences of items with dissimilar surface features. This bias could be addressed by use of a counterbalanced design (i.e., Latin Square) at the population level of analysis. Explanation scores were also highly correlated with student verbosity, despite verbosity being an intrinsically trivial aspect of explanation quality. Attempting to standardize student response length was one proposed solution to the verbosity bias.
The third study explored gender differences in students' performance on constructed-response explanation tasks using impact (i.e., mean raw scores) and differential item function (i.e., item difficulties) patterns. While prior research in science education has suggested that females tend to perform better on constructed-response items, the results of this study revealed no overall differences in gender achievement. However, evaluation of specific item features patterns suggested that female respondents have a slight advantage on unfamiliar explanation tasks. That is, male students tended to incorporate fewer scientifically normative concepts (i.e., key concepts) than females for unfamiliar taxa. Conversely, females tended to incorporate more scientifically non-normative ideas (i.e., naive ideas) than males for familiar taxa. Together these results indicate that gender achievement differences for this CR instrument may be a result of differences in how males and females interpret and respond to combinations of item features.
Overall, the results presented in the subsequent chapters suggest that as science education shifts toward the evaluation of fused scientific knowledge and practice (e.g., explanation), it is essential that educators and researchers investigate potential sources of bias inherent to specific assessment practices. This dissertation revealed significant sources of CR assessment bias, and provided solutions to address these problems.
Erler, Antje. "Bias in retrospective assessment of perceived dental treatment effects when using the Oral Health Impact Profile." Springer International Publishing AG, 2018. https://ul.qucosa.de/id/qucosa%3A35213.
Повний текст джерелаHeery, Eliza Crenshaw. "The impact of bias in length frequency data on an age structured fisheries stock assessment model." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/32865.
Повний текст джерелаMaster of Science
Federer, Meghan Rector. "Investigating Assessment Bias for Constructed Response Explanation Tasks: Implications for Evaluating Performance Expectations for Scientific Practice." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374058610.
Повний текст джерелаHerrick, Laura Kathryn. "Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Herrick_LMITthesis2009.pdf.
Повний текст джерелаLocker, Taylor. "Testing a model of counselor bias in the assessment of and planning treatment for overweight clients." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0025103.
Повний текст джерелаGaasedelen, Owen J. "The development and initial validation of the cognitive response bias scale for the personality assessment inventory." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/3225.
Повний текст джерелаHandsel, Vanessa A. "Psychological variables in battered women's stay/leave decisions : risk-taking perceived control, and optimistic bias /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-1/handselv/vanessahandsel.pdf.
Повний текст джерелаJohnston, Kathleen. "The Actor's Self Serving Bias: An Exploration of Various Acting Techniques in the Creation of the Role of Kate in Dancing at Lughnasa." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/521.
Повний текст джерелаToan, Duong Duc. "Assessment of river discharge changes in the Indochina Peninsula region under a changing climate." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/195976.
Повний текст джерелаDe, Villiers Christine Marguerite. "Demographic similarity effects in assessment centre ratings : an investigation of assessor bias in the South African context." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20411.
Повний текст джерелаENGLISH ABSTRACT: Assessor bias remains an interesting and important topic for Assessment Centre (AC) practitioners, candidates and clients, but it has received relatively little research attention. By using social identity theory, this research project studied the effects of demographic characteristics (gender, age and race) on ratings in assessment centres. We studied main and interaction effects of assessor and assessee demographic variables on ratings in a national sample of managers (N = 220). Descriptive statistics (means, SD) and inferential statistical analysis (moderated multiple regression) were used to test for both main and interaction effects (between assessor and assessee characteristics) of demographic variables on ratings. The regression analysis revealed a highly statistically significant (p < .001.) gender main effect (for assessor) — male assessors consistently rated assessees higher that female assessors did. Neither assessor nor assessee race had a main effect on ratings (p > .05). Age showed no main or interaction effects, although evidence of possible interaction effects was seen in descriptive statistics. Demographic similarity did not seem to affect assessment centre ratings in the present study. Recommendations for future research and AC practice are made.
AFRIKAANSE OPSOMMING: Assessorsydigheid het tot dusver betreklik min navorsingsaandag ontvang, alhoewel dit steeds 'n interessante en belangrike onderwerp vir alle takseersentrumbelanghebbendes verteenwoordig. Vanuit ‘n sosiale identiteitsteorieraamwerk, het hierdie navorsingsprojek die invloed van demografiese kenmerke (geslag, ouderdom en ras) op takseersentrumbeoordelings ondersoek. Beide die hoofeffekte en interaksie-effekte van assessors en assessees se demografiese veranderlikes op beoordelings is ondersoek. Die studie het ‘n nasionale steekproef van bestuurders (N = 220) gebruik om die hipoteses te toets. Beskrywende statistiek (gemiddelde en standaardafwykings) en inferensiële analises (gemodereerde meervoudige regressie-analise) is gebruik om beide hoofen interaksie-effekte (tussen die assessor en assessee se demografiese veranderlikes) op beoordelings te toets. Die regressie-analise het hoogs statisties betekenisvolle (p < .001) geslagshoofeffekte (assessor) aan die lig gebring - manlike assessors het konsekwent hoër tellings as vroulike assessors aan assessees toegeken het. Rasgroep (van beide assessor en assessee) het geen hoofeffek op beoordelingstellings gehad nie (p > .05). Ouderdom het nie hoof- of interaksieeffekte getoon nie, alhoewel bewyse van moontlike interaksie-effekte bespeur is in beskrywende statistiek. Die resultate van die studie toon dat demografiese gelyksoortigheid tussen die assessee en assessor nie ‘n beduidende effek op takseersentrumbeoordelings het nie. Aanbevelings vir toekomstige navorsing en takseersentrumpraktyk word gemaak.
Zhang, Feng. "Climate change assessment for the southeastern United States." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/45770.
Повний текст джерелаMeltzer, Shelly Tracy. "Sources of error and bias in the assessment of dietary intake : 24-hour recalls and food records." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/26735.
Повний текст джерелаJones, Peggy K. "A comparability analysis of the National Nurse Aide Assessment Program." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001752.
Повний текст джерелаWandall, Birgitte. "Influences on toxicological risk assessments." Licentiate thesis, Stockholm : Filosofi och teknikhistoria, Kungliga Tekniska högskolan, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4365.
Повний текст джерелаHartman, Jennifer S. "ARE CLINICIANS BIASED? THE ROLE OF CLIENT VARIABLES IN CLINICIAN ASSESSMENT AND DIAGNOSIS OF DEPRESSIVE DISORDERS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin998321388.
Повний текст джерелаJefferies-Sewell, Kiri. "An exploration of barriers and facilitators to risk assessment in mental health professionals." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/17109.
Повний текст джерелаGrubb, Henry Jefferson. "Intellectual assessment and prediction: an analysis of cultural involvement based on the culutrual-distance hypothesis." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52294.
Повний текст джерелаPh. D.
Zimmermann, Johannes, Simon Schindler, Geraldine Klaus, and Daniel Leising. "The Effect of Dislike on Accuracy and Bias in Person Perception." Sage, 2018. https://tud.qucosa.de/id/qucosa%3A35395.
Повний текст джерелаHuston, Chloe Ann. "Validation of the Tri-Choice Naming and Response Bias Measure." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu16194338067807.
Повний текст джерелаRohrbacher, Heike [Verfasser], Stephan [Akademischer Betreuer] Mühlig, Stephan [Gutachter] Mühlig, and Mike [Gutachter] Rinck. "Interpretation Bias in the Context of Depressed Mood: Assessment Strategies and the Role of Self-Generation in Cognitive Bias Modification : Interpretation Bias in the Context of Depressed Mood:Assessment Strategies and the Role of Self-Generation in Cognitive Bias Modification / Heike Rohrbacher ; Gutachter: Stephan Mühlig, Mike Rinck ; Betreuer: Stephan Mühlig." Chemnitz : Universitätsbibliothek Chemnitz, 2016. http://d-nb.info/1214648606/34.
Повний текст джерелаUschner, Diane [Verfasser], Ralf-Dieter Akademischer Betreuer] Hilgers, and Klaus [Akademischer Betreuer] [Willmes. "The assessment of bias in randomized controlled clinical trials / Diane Uschner ; Ralf-Dieter Hilgers, Klaus Willmes-von Hinckeldey." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://d-nb.info/1186069406/34.
Повний текст джерелаNishikawa, Haruo. "Influence of verification bias on the assessment of MRI in the diagnosis of meniscus and cruciate ligament tears." Kyoto University, 2014. http://hdl.handle.net/2433/189636.
Повний текст джерелаUschner, Diane Verfasser], Ralf-Dieter [Akademischer Betreuer] Hilgers, and Klaus [Akademischer Betreuer] [Willmes. "The assessment of bias in randomized controlled clinical trials / Diane Uschner ; Ralf-Dieter Hilgers, Klaus Willmes-von Hinckeldey." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://d-nb.info/1186069406/34.
Повний текст джерелаRefsland, Lucie Tuckwiller. "The use of attitudinal variables to reduce potential prediction bais [i.e. bias] of ACT mathematics test scores for non traditional-age students." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40144.
Повний текст джерелаHoque, Jawad Mahmud. "An Assessment of Historical Traffic Forecast Accuracy and Sources of Forecast Error." UKnowledge, 2019. https://uknowledge.uky.edu/ce_etds/79.
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