Sentences with phrase «scale assessment studies»

Large scale assessment studies typically aim at investigating the relationship between persons competencies and explaining variables.

Not exact matches

«Our study is the first long - term and large - scale assessment of the impacts of dams and diverting water from the rivers and wetlands of the Murray - Darling Basin,» says study lead author UNSW Professor Richard Kingsford.

«There hasn't been a large - scale assessment of just the simple full topographic impact of mountaintop mining, which occupies more than 10 percent of the land in the region we studied,» said Matthew Ross, an ecology PhD student and lead author on the study.

Field - scale experiments with HTC reactor should be conducted to confirm the assessments from this laboratory - scale study.»

A large - scale study of two strains of lab mouse by Viola André, Martin Hrabé de Angelis and co-authors shows that the inclusion of nesting material and shelters as environmental enrichment does not impair the scientific assessment of a battery of 164 physiological parameters in mice.

Reproducibility, power and validity of visual analog scales in assessment of appetite sensations in single test meal studies

Some studies developed by JISC (Joint Information Systems Committee) in the UK pointed out that there are interesting innovations in assessment methods being performed in limited circles, but these have not yet been transferred to a larger scale.

Studies also identify the impact technology can have and is having on both classroom and large - scale assessments.

The studies range from large - scale assessments (National Assessment of Educational Progress [NAEP] and Trends in International Mathematics and Science Study [TIMSS]-RRB-, to evaluations of specific interventions (class - size reduction and vouchers), to commission reports (National Reading Panel, National Commission on Teaching and America's Future), to data analyses (Education Trust on teacher quality, Jay Greene on graduation rates).

The paper grew out of their work on a National Academy of Education steering committee, chaired by Singer, that studied the purposes, methods, and policy uses of so - called international large - scale assessments, or ILSAs — tests like the Programme for International Student Assessment (PISA) or the Progress in International Reading Literacy Study (PIRLS).

Just try to decipher this recent press release about a new study proving «rubric - based assessment can be taken to scale and can produce valid findings with credible and actionable information about student learning that can be used to improve curricular and assignment designs and to increase effectiveness of programs and classes in advancing the most important learning outcomes of college.»

A new study from the Stanford Center for Opportunity Policy in Education (SCOPE) and the Stanford Center for Assessment, Learning, and Equity's (SCALE) looks to «provide guidance to educators, assessment developers, and policymakers on how to increase student engagement in performance - based assessments.»

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

A large - scale study published by the Bill and Melinda Gates Foundation (2011, 2012) concluded that student surveys should be a significant part of an array of assessments used to judge teacher quality.

This study combines 30 international large - scale assessments over 51 years, representing 100 countries and about 5.8 million students.

Karin draws upon a decade of experience designing and conducting alignment studies for general education and alternate assessments to propose some new coding and analysis protocols for use with both large - scale assessment and locally - developed assessments.

Transforming Learning from the Ground Up Through New Hampshire's PACE Assessments: This case study describes New Hampshire's efforts at implementing a large - scale assessment system and the challenges and opportunities it poses for students with disabilities.

Dr. Gandhi also serves as project director for a study funded by the Institute of Education Sciences that examines the validity of accommodations on large - scale reading assessments for students with disabilities.

A large scale study of the assessment of the social environment of middle and secondary schools: the validity and utility of teachers» ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement.

She is a nationally recognized expert on accountability for early childhood programs, assessment, and large - scale studies of children with disabilities, serving on national advisory boards and consulting to major evaluations to help create designs that adequately address such issues as oversampling and measurement of disability.

Their scores, and the scores of eighth graders on the 2011 NAEP in mathematics, will be linked to the Trends in International Mathematics and Science Study (TIMSS) assessment scale.

The socioeconomic index in the analysis of large - scale assessments: case study in Baja California (Mexico)

We find (i) measurements at all scales show that official inventories consistently underestimate actual CH4 [methane] emissions, with the natural gas and oil sectors as important contributors; (ii) many independent experiments suggest that a small number of «super-emitters» could be responsible for a large fraction of leakage; (iii) recent regional atmospheric studies with very high emissions rates are unlikely to be representative of typical natural gas system leakage rates; and (iv) assessments using 100 - year impact indicators show system - wide leakage is unlikely to be large enough to negate climate benefits of coal - to - natural gas substitution.

The study also highlighted information gaps that are blocking further assessments of impacts, and found that bycatch rates in small - scale fisheries in nearshore areas rival those of large - scale fisheries in the open ocean....

In this paper, af - ter a brief tutorial on the basics of climate nonlinearity, we provide a number of illustrative examples and highlight key mechanisms that give rise to nonlinear behavior, address scale and methodological issues, suggest a robust alternative to prediction that is based on using integrated assessments within the framework of vulnerability studies and, lastly, recommend a number of research priorities and the establishment of education programs in Earth Systems Science.

13.5.1 Key Uncertainties in Climate Scenarios 13.5.1.1 Specifying alternative emissions futures 13.5.1.2 Uncertainties in converting emissions to concentrations 13.5.1.3 Uncertainties in converting concentrations to radiative forcing 13.5.1.4 Uncertainties in modelling the climate response to a given forcing 13.5.1.5 Uncertainties in converting model response into inputs for impact studies 13.5.2 Approaches for Representing Uncertainties 13.5.2.1 Scaling climate model response patterns 13.5.2.2 Defining climate change signals 13.5.2.3 Risk assessment approaches 13.5.2.4 Annotation of climate scenarios

Large scale technical and economical assessment of wind energy potential with a GIS tool: Case study Iowa.

I have done quantitative bibliometric studies with 14.000 empirical units and 41 variables, using multidimensional scaling to produce a two dimension image of the lack of whole system assessment in the IPCC assessment).

To date these remain the only large - scale driver risk assessment validation studies of their kind — conducted by applied university - level research experts with up to 26,000 participants.

As previously described, 25 the SES of the study members» parents was measured on a scale that placed occupations into one of 6 categories (with 1 indicating professional and 6, unskilled laborer) based on education and income associated with that occupation in data from the New Zealand census.45 To define childhood SES, we first identified at each assessment the highest SES of either parent and then averaged those measures over repeated assessments from study members» birth to age 15 years.

Families were required to meet 4 inclusion criteria to participate: (1) the child was aged 8 to 11 years at baseline; (2) the child received a study diagnosis of major depressive disorder, dysthymic disorder, or bipolar disorder type I, type II, or not otherwise specified; (3) the child had a full - scale IQ score of 70 or higher; and (4) 1 or 2 parents or caregivers (hereafter referred to as parents) completed the baseline assessment and were willing to participate.

Evidence shows that chronic social isolation predicts poor prognosis, and repeated assessment of children's peer experiences is therefore recommended for research purposes.47 As previously described, 37 2 items of the Rutter Child Scale that measure social isolation («tends to do things on his / her own; is rather solitary» and «not much liked by other children») were reported about each study member at ages 5, 7, 9, and 11 years by their parents and teachers.

The study used a repeated - measures design to assess change at pre - and post-intervention and five - month follow - up using the Strengths and Difficulties Questionnaire (parent and adolescent rated), McMaster General Functioning Scale (parent - and adolescent - rated), Parent Stress Scale, and Kansas Parenting Satisfaction Scale as assessment measures.

Interpreting the results of studies that employ a range of different clinical assessment scales and burden instruments makes it challenging to provide a valid summary of caregiver burden in PD.

Contrary to the meta - analyses of Crits - Christoph5 andAnderson and Lambert, 7 studies of IPT werenot included (eg, Elkin et al30 and Wilfleyet al31), because the relation of IPT to STPPis controversial, and empirical results suggest that IPT is very close toCBT.9 Thus, this review includes only studiesfor which there is a general agreement that they represent models of STPP.As it is questionable to aggregate the results of very different outcome measuresthat refer to different areas of psychological functioning, we assessed theefficacy of STPP separately for target symptoms, general psychiatric symptoms (ie, comorbid symptoms), and social functioning.32 Thisprocedure is analogous to the meta - analysis of Crits - Christoph.5 Asoutcome measures of target problems, we included patient ratings of targetproblems and measures referring to the symptoms that are specific to the patientgroup under study, eg, measures of anxiety for studies investigating treatmentsof anxiety disorders.33 For the efficacy ofSTPP in general psychiatric symptoms, broad measures of psychiatric symptomssuch as the Symptom Checklist - 90 and specific measures that do not refer specificallyto the disorder under study were included; eg, the Beck Depression Inventoryapplied in patients with personality disorders.34, 35 Forthe assessment of social functioning, the Social Adjustment Scale and similarmeasures were included.36

Therefore, further studies are needed to improve the family nursing practice assessment scale for PHN.

Nevertheless, the paper also highlights several important issues that remain to be addressed by further studies of ADHD rating scales, including conflicting results of teacher versus parent ratings, gender differences, and assessment of symptoms in younger children.

KIPS: An Evidence - Based Tool for Assessing Parenting Strengths and Needs in Diverse Families (PDF - 344 KB) Comfort, Gordon, & Naples (2011) Infants & Young Children: An Interdisciplinary Journal of Early Childhood Intervention, 24 (1) Describes studies on and results of the Keys to Interactive Parenting Scale (KIPS), an observational assessment of parenting quality, with 397 families.

In the validation study (Olson, Gorall & Tiesel, 2007), scale reliabilities were reported to be acceptable for research purposes and applicable for clinical purposes only if combined with other methods of assessment, ranging from alpha =.77 to alpha =.89 (Olson et al., 2007).

This would be the best way to ensure comparability of future data to those of earlier studies that relied on the Ho scale for data assessment.

The purpose of this study was to investigate the effectiveness of the mindfulness - based cognitive therapy - assessment scale (MBCT - AS) tool to measure treatment fidelity in the delivery of mindfulness - based cognitive therapy (MBCT) in an Australian setting.

Mothers and fathers separately compiled the Edinburgh Postnatal Depression Scale (EPDS) and the Parenting Stress Index - Short Form (PSI - SF).18, 19,40,41 Informed consent was obtained from each participant before beginning the assessment during explanation of study purpose.

During the initial assessment which occurred on school grounds, students completed a demographics form and the following questionnaires: (1) Center for Epidemiologic Studies Depression Scale (Radloff 1977), (2) Adolescent Life Event Questionnaire — Revised (Hankin and Abramson 2002), and (3) the Perceived Control Scale for Children (Weisz et al. 1998).

Reports from parents and teachers about peer functioning, as well as self reports, are often collected in the form of rating scales, for example, the Social Skills Rating System (SSRS) 21 or the Self - Perception Profile for Children.22 Recent studies examining self - reports of competence in children with ADHD, however, indicate overly inflated reports that are at odds with both others» perspectives23, 24 and inconsistent with actual performance.15 These studies question the utility of self - report measures for children with ADHD when the goal of assessment is to obtain accurate competence information.

As part of a comprehensive diagnostic assessment, participants completed the Centre for Epidemiological Studies - Depression Scale (CES - D; Radloff, 1977), the Beck Anxiety Inventory (BAI; Beck et al., 1988) and the externalizing component of the Child Behavior Checklist (CBCL; Achenbach, 1991).