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Assessments Used (assessment + used)

Distribution by Scientific Domains

Medical Sciences	33%
Humanities and Social Sciences	25%
Education	25%

Selected Abstracts

The Quality of Local District Assessments Used in Nebraska's School-Based Teacher-Led Assessment and Reporting System (STARS)

EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2005
Susan M. Brookhart
A sample of 293 local district assessments used in the Nebraska STARS (School-based Teacher-led Assessment and Reporting System), 147 from 2004 district mathematics assessment portfolios and 146 from 2003 reading assessment portfolios, was scored with a rubric evaluating their quality. Scorers were Nebraska educators with background and training in assessment. Raters reached an agreement criterion during a training session; however, analysis of a set of 30 assessments double-scored during the main scoring session indicated that the math ratings remained reliable during scoring, while the reading ratings did not. Therefore, this article presents results for the 147 mathematics assessments only. The quality of local mathematics assessments used in the Nebraska STARS was good overall. The majority were of high quality on characteristics that go to validity (alignment with standards, clarity to students, appropriateness of content). Professional development for Nebraska teachers is recommended on aspects of assessment related to reliability (sufficiency of information and scoring procedures). [source]

An investigation of Detect, Practice, and Repair to remedy math-fact deficits in a group of third-grade students

PSYCHOLOGY IN THE SCHOOLS, Issue 4 2010
Brian C. Poncy
A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced assessment used to identify specific facts in need of repair. Next, Cover, Copy, and Compare (CCC) procedures are used to enhance automaticity with those specific facts. Lastly, students complete a 1-min speed drill and self-graph their fluency performance. Results showed large level and trend increases in fact fluency after DPR was applied across all three sets of multiplication problems. Discussion focuses on the importance of developing effective and efficient basic-skill-remediation procedures and directions for future research. © 2010 Wiley Periodicals, Inc. [source]

Integration of psychological assessment approaches in school psychology

PSYCHOLOGY IN THE SCHOOLS, Issue 3 2007
Cynthia A. Riccio
There are multiple existing and emerging models and methods of psychological assessment derived from a variety of theoretical or empirical perspectives. Integration of information relating to personality, behavior, and social-emotional competence as part of the psychological assessment with psychoeducational data can better inform service delivery and the outcomes of the children and families served. The various models and methods of psychological assessment used by school psychologists are reviewed in this article. The advantages and complexities of integrating information using actuarial and clinical judgment are explored. Finally, a discussion and model of how psychological and psychoeducational data can be used to aid in the understanding of the child and facilitate intervention planning is provided. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 243,255, 2007. [source]

Assessing Tribal Youth Physical Activity and Programming Using a Community-Based Participatory Research Approach

PUBLIC HEALTH NURSING, Issue 2 2010
Cynthia Perry
ABSTRACT Objective: American Indian youth experience a greater prevalence of obesity compared with the general U.S. population. One avenue to reverse the trend toward increasing obesity prevalence is through promoting physical activity. The goal of this project was to understand tribal youths' current patterns of physical activity behavior and their beliefs and preferences about physical activity. Design and Sample: This assessment used a community-based participatory research approach. Sample included 35 Native youth aged 8,18. Measures: A Community Advisory Board was created that specifically developed an exercise survey for this assessment to explore physical activity patterns, preferences, and determinants. Twenty-six youth completed the survey. Descriptive statistics were analyzed, exploring differences by age group. Nine youth participated in 2 focus groups. Qualitative data were analyzed with thematic analysis. Results: Youth distinguished between sports and exercise, with each possessing different determinants. Common motivators were friends, coach, and school, and barriers were lack of programs and school or work. None of the youth reported meeting the recommended 60 min of strenuous exercise daily. Conclusions: This tribal academic partnership responded to a tribal concern by developing an exercise survey and conducting focus groups that addressed tribal-specific questions. The results are informing program development. [source]

Maritime Risk Assessment and its Current Status

QUALITY AND RELIABILITY ENGINEERING INTERNATIONAL, Issue 1 2006
J. Wang
Abstract In this paper, following a brief review of some notable marine and offshore accidents, the current status of maritime risk assessment is examined. Both the offshore safety case approach and formal safety assessment used in shipping are described. Discussions on relevant current research progress in maritime risk assessment are then given. Copyright © 2006 John Wiley & Sons, Ltd. [source]

Neurobehavioral assessment from fetus to infant: The NICU network neurobehavioral scale and the fetal neurobehavior coding scale

DEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 1 2005
Amy L. Salisbury
Abstract This review provides an overview and definition of the concept of neurobehavior in human development. Two neurobehavioral assessments used by the authors in current fetal and infant research are discussed: the NICU Network Neurobehavioral Assessment Scale and the Fetal Neurobehavior Coding System. This review will present how the two assessments attempt to measure similar processes from pre to post-natal life by examining three main components of neurobehavior: neurological, behavioral and stress/reactivity measures. Assessment descriptions, strengths and weaknesses, as well as cautions and limitations are provided. © 2005 Wiley-Liss, Inc. MRDD Research Reviews 2005;11:14,20. [source]

The Quality of Local District Assessments Used in Nebraska's School-Based Teacher-Led Assessment and Reporting System (STARS)

Assessment of behavioural recovery following spinal cord injury in rats

EUROPEAN JOURNAL OF NEUROSCIENCE, Issue 9 2000
Gillian D. Muir
Abstract Behavioural recovery is one of the primary goals of therapeutic intervention in animal models of disease. It is necessary, therefore, to have the means with which to quantify pertinent behavioural changes in experimental animals. Nevertheless, the number and diversity of behavioural measures which have been used to assess recovery after experimental interventions often makes it difficult to compare results between studies. The present review attempts to integrate and categorize the wide variety of behavioural assessments used to measure recovery in spinal-injured rats. These categories include endpoint measures, kinematic measures, kinetic measurements, and electrophysiological measurements. Within this categorization, we discuss the advantages and disadvantages of each type of measurement. Finally, we make some recommendations regarding the principles for a comprehensive behavioural analysis after experimental spinal cord injury in rats. [source]

Test-based accountability: Potential benefits and pitfalls of science assessment with student diversity

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2010
Randall D. Penfield
Abstract Recent test-based accountability policy in the U.S. has involved annually assessing all students in core subjects and holding schools accountable for adequate progress of all students by implementing sanctions when adequate progress is not met. Despite its potential benefits, basing educational policy on assessments developed for a student population of White, middle- and upper-class, and native speakers of English opens the door for numerous pitfalls when the assessments are applied to minority populations including students of color, low SES, and learning English as a new language. There exists a paradox; while minority students are a primary intended beneficiary of the test-based accountability policy, the assessments used in the policy have been shown to have many shortcomings when applied to these students. This article weighs the benefits and pitfalls that test-based accountability brings for minority students. Resolutions to the pitfalls are discussed, and areas for future research are recommended. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 6,24, 2010 [source]

A review of clinical upper limb assessments within the framework of the WHO ICF

MUSCULOSKELETAL CARE, Issue 3 2007
Cheryl Metcalf BA (Hons) MSc
Abstract This paper is intended to provide a practical overview for clinicians and researchers involved in assessing upper limb function. It considers 25 upper limb assessments used in musculoskeletal care and presents a simple, straightforward comparative review of each. The World Health Organization International Classification on Functioning, Disability and Health (WHO ICF) is used to provide a relative summary of purpose between each assessment. Measurement properties of each assessment are provided, considering the type of data generated, availability of reliability estimates and normative data for the assessment. Copyright © 2007 John Wiley & Sons, Ltd. [source]

USE OF COMMUNITY HEALTH NEEDS ASSESSMENT FOR REGIONAL PLANNING IN COUNTRY SOUTH AUSTRALIA

AUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 1 2001
Jeff Fuller
ABSTRACT: This study examined the impact of community health needs assessments used in country South Australian health service planning between 1995 and 1999. Data were collected from regional health planning officers during a Search Conference and a series of Delphi rounds. The needs assessments were found to vary from regionally to locally driven approaches. Locally driven approaches ensured local involvement but the process was slower and required more effort from the planner. It was also felt that locally driven approaches could exacerbate tension between a community's imperatives and the regional focus of regional decision-makers. In the overall regional budgets, the reallocation of health service funds according to the needs assessment findings was only small because of difficulties in refocusing from traditional clinical services in the short term. In contrast, the impact on health service thinking about population health issues was thought to have been more significant, for example, in the development of regional women's health plans. The use of community health needs assessments was useful, but for greater impact these should not now be so ,broad-brushed', but be more focused on feasible changes that health services could support. Other priority-setting techniques, such as marginal analysis, should also be used to determine where maximum health gains can be obtained. [source]

Predicting the experience of dentinal caries or restorative dental treatment in adolescents using D1 and D3 visual caries assessments

COMMUNITY DENTISTRY AND ORAL EPIDEMIOLOGY, Issue 5 2002
Nigel Nuttall
Abstract Standardised epidemiological caries assessments used in oral health surveys have been shown to be poor at predicting whether a tooth surface will be treated restoratively when a patient visits a dentist. However, it has been argued that oral health surveys may be more relevant in determining needs at the level of an individual or groups of individuals. The objective of this study was to determine the discriminatory power of visual caries assessments at two thresholds (D1 & D3) in adolescents of average age 12.1 years to predict experience of dentinal caries 3 years later or the experience of restorative treatment (not re-treatment) during the 3-year period. The data was derived from a prospective 3-year longitudinal study in which the dental care provided by 41 dentists for 403 adolescents was monitored. Dental caries experience was monitored by annual standardised assessments of caries undertaken by a single trained examiner. ROC analysis showed that caries assessed visually at the D1 threshold in 12-year-olds was a better predictor (P < 0.001) of experiencing some dentinal caries after 3 years (Az = 0.781) than was caries assessed visually at D3 threshold in 12-year-olds (Az = 0.670). Assessing caries visually at either the D1 or the D3 threshold had no discriminatory power for predicting whether an individual would experience some restorative treatment during the ensuing 3-year period (Az for D1 = 0.507; Az for D3 = 0.518). [source]