Thematische Bibliographien / Assessment

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Assessment“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 25. Juli 2025

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Zeitschriftenartikel zum Thema "Assessment"

1

Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as ref
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Omarov, Sahib. "On agro-industrial assessment of territorial lands of Tartar region." International Journal of Agricultural Biotechnology and Food Sciences 1, no. 1 (2020): 1. http://dx.doi.org/10.5455/ijabfs.agro-industrial-assessment-tartar.

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Hassanpour, Badiossadat, Nangkula Utaberta, N. Abdullah, Spalie, and M. Tahir. "Authentic Assessments or Standardized Assessment New Attitude to Architecture Assessment." Procedia - Social and Behavioral Sciences 15 (2011): 3590–95. http://dx.doi.org/10.1016/j.sbspro.2011.04.340.

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Fitrisia, Tamara Carolin, and Primardiana Hermilia Wijayati. "SELF-ASSESSMENT AND PEER-ASSESSMENT FOR STUDENTS’ ESSAY ASSESSMENT IN THE AUFSATZ II COURSE." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 14, no. 1 (2021): 82. http://dx.doi.org/10.26858/retorika.v14i1.14523.

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Self-assessment and peer assessment is an essential alternative assessment in this 5.0 era and in this pandemic time. Thus, this study objectives are to examine differences between self-assessment and peer assessment, as well as to describe students' perceptions of the application of self-assessment and peer assessment in the Aufsatz II course. This study uses a correlational research design. From the results of the study, it is known that the self-assessment and peer assessment of Aufsatz's writing ability has some differences in the aspects of content and coherence, while self assessement an
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Jesus, Elaine Andrade de, Iapunira Catarina Sant'Anna Aragão, Felipe Matheus Sant'Anna Aragão, Vera Lúcia Correa Feitosa, Francisco Prado Reis, and José Aderval Aragão. "Assessment of postural balance in patients with stroke." Núcleo do Conhecimento 02, no. 07 (2023): 23–41. https://doi.org/10.32749/nucleodoconhecimento.com.br/health/assessment-of-postural.

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The Cerebral Vascular Accident (CVA) results in disabilities of paretic limbs, but few studies have investigated the impacts of CVA on perception deficits as well as related functional changes. Motor function alterations caused by CVA, such as the presence of associated reactions, loss of postural control mechanisms, and tone disorders, shift the body's center of gravity, generating a risk of falls. The aim of the present study was to evaluate postural balance changes in patients affected by CVA using the POMA-Brazil Scale (Performance Oriented Mobility Assessment). A cross-sectional study was
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Lawler, D. M., and M. A, Wilkes. "Towards Improved Fluvial Sediment Impact Assessment (FSIA) approaches within Environmental Impact Assessments." Hrvatski geografski glasnik/Croatian Geographical Bulletin 77, no. 02 (2016): 7–31. http://dx.doi.org/10.21861/hgg.2015.77.02.01.

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Gunawan, Sultan Hafiz, Erina Dwianti, and Gibran Suryantono. "Literacy assessment of English teachers: Need analysis for higher education contexts." Linguistics and Education Journal 3, no. 2 (2025): 046–51. https://doi.org/10.26877/lej.v3i2.22037.

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This paper is aimed to describe what knowledge and skills an English teacher should have to be assessment literate. The paper focuses on the following four basic knowledge areas of assessment literacy. First, English teachers should know what assessment is in general and what classroom assessment is. Second, the teachers should know the purposes of assessment. This knowledge will guide the teachers to create general learning goals, construct clear learning targets, and formulate clear rubrics. Third, the teachers should be aware of various assessment methods in ELT. Last, the teachers should c
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O Zubairu, T., Lawal Dalhatu Eneyemire, and Yahya Kauthar. "Building Performance Assessment Health Premises Assessment Model." International Journal of Scientific Engineering and Research 11, no. 6 (2023): 56–60. https://doi.org/10.70729/se23609183442.

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Grosse, MS, Susan J. "Assessment in aquatics." American Journal of Recreation Therapy 11, no. 2 (2012): 16–22. http://dx.doi.org/10.5055/ajrt.2012.0018.

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For assessments performed on land, there are a wide variety of assessment protocols available. However, for assessments performed in aquatics, the selection of assessments is much more limited. This article will provide a brief overview of the available assessments appropriate for the aquatic setting. Assessments discussed will include formally published assessment protocols as well as representative examples of authentic assessments that can be designed by aquatic professionals to meet individual participant needs. Directions will be given for how to design rubrics and examples of how this ty
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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an o
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Dissertationen zum Thema "Assessment"

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Verhaaren, Catharine C. "Improving Course Assessments Through a Product Assessment Template." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2338.pdf.

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Lochner, Paul. "NM2002 impact assessment : impact assessment report." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/17325.

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Bibliography: p. 94-95.<br>The purpose of this report is to: * assess the biophysical and socio-economic impacts of closure of De Beers Namaqualand Mines (DBNM) * provide preliminary suggestions for mitigation measures. DBNM anticipate that they will close in approximately 10 years' time. By the year 2002, all diamond deposits which are currently economically viable to mine on a large-scale would have been exploited. Closure is anticipated to have a significant impact on DBNM employees, their households, and towns where the households of employees live. Furthermore, closure is anticipated to
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Rodgers, Paul A. "Product performance assessment." Thesis, University of Westminster, 1995. https://westminsterresearch.westminster.ac.uk/item/94998/product-performance-assessment.

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This thesis describes a formal methodology for defining and assessing product performance and its implementation in a prototype computer system. The methodology is based on abstract descriptions of the operations that are conducted within the design process. It is, consequently, extremely generic and creates a bridge between physical product performance and actual user requirements. The methodology is based on defining product attributes in terms of observable parameters of the product in use. Defining an attribute in this way inherently reflects its required interaction with the user and cons
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Edelstam, Johannes. "Language Assessment of anN Interoperability Assessment Language." Thesis, KTH, Industriella informations- och styrsystem, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-81478.

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In order to assure the usability, validity and reliability of an enterprise architecture analysis framework, it needs to be tested and evaluated. This report shows how such a test and evaluation can be performed using a real world scenario. The study will investigate a language for interoperability assessment proposed by Johan Ullberg et. al. in a construction project in Stockholm called the Royal Seaport project. The language is first used to evaluate the interoperability in the future IT-architecture in this project. Then the use of the language is evaluated according to best practices in a
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Avis, Jeremy Estrup. "LHDA 1000 impact assessment : impact assessment report." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/18877.

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Summary in English.<br>The purpose of this report is to present an impact assessment of two possible access routes to the Mohale Dam in Lesotho, namely the Western Access Road and the Least Cost Alternative Route. It is an academic work to demonstrate an adequate grasp of principles, methods and techniques appropriate to the assessment, termed LHDA 1000. The water resources of Lesotho are being exploited to augment the current supply to the PWV industrial area of the Republic of South Africa, in terms of the Lesotho Highlands Water Project. This project is being implemented in phases. Phase lA
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Chester, Simon David. "Electronic assessment systems & generic models of student assessment." Thesis, University of Portsmouth, 2009. https://researchportal.port.ac.uk/portal/en/theses/electronic-assessment-systems--generic-models-of-student-assessment(0855c511-8be7-46f5-85ae-2d1580c5b22f).html.

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This dissertation describes the creation of new and novel electronic assessment systems and the creation of a new generic model of assessment. The electronic assessment systems can be used by more than one teacher or student at any one time. Audio, visual and data recordings (including teachers comments) are immediately stored with student records so they are instantly available anywhere as a resource for monitoring progress and assisting student learning. Research work began by selecting a leading assessment system called ESAAMS Version 2. Although it was possible for that software to be inst
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Peldžius, Stasys. "Software process assessment using multiple process assessment models." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141230_153238-51806.

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Many software companies face such problems as projects being behind schedule, exceeding the budget, customer dissatisfaction with product quality. Most of the problems arise due to immature software process of the company. The most popular process assessment models worldwide are ISO/IEC 15504 and CMMI. Companies seeking wider official recognition choose between these two models. Companies face the problem that different customers require process assessment according to different models. Therefore, it is important for companies to have an instrument that would transform company’s assessment res
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LOMBAARD, DUPRÉ. "A critical assessment of the social and economic aspects of environmental impact of assessment in South Africa." University of the Western Cape, 2002. http://hdl.handle.net/11394/7507.

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>Magister Scientiae - MSc<br>MAGISTER SCIENTlAE IN THE FACULTY OF NATURAL SCIENCES OF THE UNIVERSITY OF THE WESTERN CAPE. This thesis focuses on Environmental Impact Assessments (EIA's) as prepared in the Western Cape Province. The thesis attempts to summarise the legal requirements for EIA's and then to analyse two recent assessmentsin the light of the concern raised by Alex Weaver, at the South African chapter of the International Association for Impact Assessment National Conference in 1999, that EIA's~l§_cLI>listoricaily _gisadvantag~and do not give sufficient attention to social im
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Hrdová, Edita. "Risk Assessment." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-194193.

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This diploma thesis is focused on companies risk evaluation before endorsement of Loan deriving from business relationships. The aim of this thesis is not only to describe individual steps of risk assessment, but also perfom analysis of particular companies based on available data, i.e. Balance sheet, Profit and Loss statement and external rating and after that propose solution for each company. My analysis will be based on theoretical knowledge, further on experience related to my job role as credit analyst. The aim will be to perform objective analysis of real companies and determine financi
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Lundborg, Lisa. "Organizational assessment." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lundborgl.pdf.

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Bücher zum Thema "Assessment"

1

Robinson, Sharon. Assessment. Aspects Publications, 1996.

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Forman, Avraham. Assessment. National Institute on Drug Abuse, 1994.

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Lippincott Williams & Wilkins., ed. Assessment. Lippincott Williams & Wilkins, 2006.

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Connor, Colin. Assessment. Primary File Publishing, 1995.

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Cliff, Allan, D'Andrea Vaneeta, and Learning and Teaching Support Network., eds. Assessment. LTSN, 2003.

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Salvia, John. Assessment. 5th ed. Houghton Mifflin Co., 1991.

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Trigwell, Keith. Assessment. University of Technology, 1992.

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Salvia, John. Assessment. 6th ed. Houghton Mifflin Co., 1995.

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Corporation, Springhouse, ed. Assessment. Springhouse Corp., 1988.

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Foundation, Open Learning, ed. Assessment. Open Learning Foundation, 1996.

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Buchteile zum Thema "Assessment"

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Chen, Yang, Myura Nagendran, and Adam Feather. "Assessment for assessment's sake." In Thinking About Thinking. CRC Press, 2024. http://dx.doi.org/10.1201/9780429323843-8.

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Kiosoglous, Cameron. "Assessment of Assessment." In Sport Coach Education, Development, and Assessment. Routledge, 2024. http://dx.doi.org/10.4324/9781003472438-15.

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Atherton, Chris. "How has assessment been most effectively implemented?" In Assessment. Routledge, 2025. https://doi.org/10.4324/9781041054306-8.

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Atherton, Chris. "Putting assessment into practice." In Assessment. Routledge, 2025. https://doi.org/10.4324/9781041054306-9.

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Atherton, Chris. "Assessment and memory." In Assessment. Routledge, 2025. https://doi.org/10.4324/9781041054306-4.

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Atherton, Chris. "Assessment and curriculum design." In Assessment. Routledge, 2025. https://doi.org/10.4324/9781041054306-7.

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Atherton, Chris. "Assessment and peer learning." In Assessment. Routledge, 2025. https://doi.org/10.4324/9781041054306-6.

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Atherton, Chris. "Metacognition and assessment." In Assessment. Routledge, 2025. https://doi.org/10.4324/9781041054306-5.

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Atherton, Chris. "Introduction." In Assessment. Routledge, 2025. https://doi.org/10.4324/9781041054306-1.

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Atherton, Chris. "Mapping the area." In Assessment. Routledge, 2025. https://doi.org/10.4324/9781041054306-2.

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Konferenzberichte zum Thema "Assessment"

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Beile, Penny. "Aligning Textbook Affordability with State Performance Funding Metrics." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.2.

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Deschenes, Amy. "Redesigning Harvard Library’s Website with User Research at Every Step." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.72.

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Castro Gessner, Gabriela, and Zoe Chao. "From Indifference to Delight: Gauging Users’ Preferences Using the Kano Model." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.30.

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Clarke, Rachel Ivy. "From Default to Design: Design-Based Assessment for Libraries and Librarianship." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.31.

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Bradley, Doreen R., and Jo Angela Oehrli. "Assessing Student Learning in Library Instruction: A Faculty Perspective." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.73.

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Clarke, Kathy, and Carolyn Radcliff. "Information Literacy Assessment for Instruction Improvement and Demonstration of Library Value: Comparing Locally-Grown and Commercially-Created Tests." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.74.

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Gerwig, Katherine, and Carolyn Bishoff. "Headcounts on Steroids: A Lightweight Method for Evaluating Space and Furniture Use." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.19.

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Ackermann, Eric, Sara Goek, and Emily Plagman. "Outcome Measurement in Academic Libraries: Adapting the Project Outcome Model." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.1.

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Grabowsky, Adelia, and Juliet Rumble. "Assessing the User Needs of STEM Graduate Students: A Comparative Analysis." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.10.

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Bernal, Liz. "Library Impact with International Rankings—One Library’s Continuous Journey to Figure it Out." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.11.

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Berichte der Organisationen zum Thema "Assessment"

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Fusco, Judi, Sarah DiMaria, Beverly Yeadon, Janet Kolodner, and Alison Shell. Assessment During Collaborative Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/252.

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This primer explores assessment during collaborative learning, shifting the focus from traditional summative evaluation to ongoing formative assessment for learning. It addresses key questions regarding what should be assessed, individual knowledge, group dynamics, collaborative skills, or both; and how assessments can be designed to align with learning objectives. The document outlines effective practices for incorporating self- and peer-assessment to empower students and provides guidance on delivering meaningful feedback. It discusses the importance of balancing individual and group assessm
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Kiefner and Haines. QI1L4BF Comparison of Direct Assessment to Other Pipeline Integrity Assessment Methods. Pipeline Research Council International, Inc. (PRCI), 2008. http://dx.doi.org/10.55274/r0010932.

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The purpose of this project is to compare the attributes of three pipeline integrity assessment methods: direct assessment, hydrostatic testing, and in-line inspection. Technical Perspective: In conjunction with on-going work by others to establish methods for conducting direct assessments and to establish the reliability of those assessments, this report shows how the evolution of direct assessment has brought it to a level that makes it comparable to other pipeline integrity assessment methods. Technical Approach: The benefits and limitations of hydrostatic testing, in-line inspection, and e
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Namada, Juliana Mulaa, and Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

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Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought
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Badrinarayan, Aneesha. Instructionally relevant assessment systems: What is the role of performance assessments? Learning Policy Institute, 2025. https://doi.org/10.54300/177.512.

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This report defines performance assessments and discusses what features of performance assessments make them particularly compelling to system leaders who are centering instructional impact in their assessment system design. It also discusses major features of performance assessments that are intended to be used as part of assessment designs that generate trustworthy and comparable student scores. Finally, it highlights existing systems that leverage performance assessments as part of high-stakes assessment designs.
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Badrinarayan, Aneesha. Instructionally relevant assessment systems: What is the role of performance assessments? Learning Policy Institute, 2025. https://doi.org/10.54300/411.469.

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This report defines performance assessments and discusses what features of performance assessments make them particularly compelling to system leaders who are centering instructional impact in their assessment system design. It also discusses major features of performance assessments that are intended to be used as part of assessment designs that generate trustworthy and comparable student scores. Finally, it highlights existing systems that leverage performance assessments as part of high-stakes assessment designs.
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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, Eleanor J. Sterling, and Julia Watkins. Classroom Assessment Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0130.

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Assessments are the primary feedback mechanism in the educational process. They provide feedback to students on how well they are meeting expectations, to teachers on how well the students are learning, and to administrators on the effectiveness of their programs. This feedback, in turn, stimulates changes and improvements and promotes continuous learning. Assessments in a conservation biology course occur before, during, and after an activity, and aim to empower both teachers and students to improve the quality of learning. This module offers an introduction to classroom assessment, describin
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Fleishman, Erica. Sixth Oregon climate assessment. Oregon Climate Change Research Institute, Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1161.

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Consistent with its charge under Oregon House Bill 3543, the Oregon Climate Change Research Institute (OCCRI) conducts a biennial assessment of the state of climate change science, including biological, physical, and social science, as it relates to Oregon and the likely effects of climate change on Oregon. This sixth Oregon Climate Assessment builds on the previous assessments by continuing to evaluate past and projected future changes in Oregon’s climate and water supply. Like the fifth assessment, it is structured with the goal of supporting the state’s mitigation planning for natural hazar
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Green, Crystal, Clara Garcia-Millan, and Alicia Lucendo-Noriega. Formative Assessment: Improving Learning for Every Child. HundrED, 2022. http://dx.doi.org/10.58261/qfyv1635.

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Formative assessment is a powerful way to enhance student learning. All types of assessments form important aspects of the learning process. However, formative assessment provides a particular way of evaluating student learning as part of the learning process. The aim of formative assessment is to evaluate students’ learning in a way that promotes the developmental aspects of learning and teaching. In this report we take a look at the research behind formative assessment and highlight 14 innovations working to promote it globally.
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Dalton, Meghan M., and Erica Fleishman. Fifth Oregon climate assessment. Oregon Climate Change Research Institute, Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1160.

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Consistent with its charge under Oregon House Bill 3543, the Oregon Climate Change Research Institute (OCCRI) conducts a biennial assessment of the state of climate change science, including biological, physical, and social science, as it relates to Oregon and the likely effects of climate change on Oregon. This fifth Oregon Climate Assessment builds on previous assessments (Dello and Mote 2010; Dalton et al. 2013, 2017; Mote et al. 2019) by continuing to evaluate past and projected future changes in Oregon’s climate and hydrology. This Assessment is structured with the goal of serving as a re
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Badrinarayan, Aneesha. Design principles for instructionally relevant assessment systems. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/647.623.

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Based on evidence from assessment system design and implementation as well as lessons learned working alongside various states, a set of design principles emerge that govern assessments intended to support teaching and learning.Instructionally relevant assessment systems are intentionally designed to be authentic, curriculum-anchored, educative, developmental and asset-oriented, reflective of and responsive to learners, and useful for informing decisions that impact instruction.
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