Relevant bibliographies by topics / Continuous assessment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Continuous assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Continuous assessment"

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Sánchez-Ruiz, Luis-M., Santiago Moll-López, Jose-Antonio Moraño-Fernández, and María-Dolores Roselló. "Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment." Mathematics 9, no. 17 (2021): 2082. http://dx.doi.org/10.3390/math9172082.

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Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the syst
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Hopewell, Julia. "Continuous assessment fairest." Nursing Standard 9, no. 6 (1994): 35–36. http://dx.doi.org/10.7748/ns.9.6.35.s45.

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Dhungel, Pratigya. "Exploring Continuous Assessment in Private Schools of Kathmandu Valley: A Teachers’ Perspectives." NPRC Journal of Multidisciplinary Research 1, no. 6 (2024): 114–31. http://dx.doi.org/10.3126/nprcjmr.v1i6.71752.

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This study titled “Exploring Continuous Assessment in Private Schools of Kathmandu Valley: A Teachers’ Perspectives” explores the implementation of continuous assessment systems aiming to shed light on the context, problems, and rationale for investigating continuous assessment practices in private schools of Kathmandu Valley through narrative inquiry. It highlights the significance of the study in addressing the limitations of traditional assessment methods. My personal experience as a student serves as a backdrop to the research, emphasizing the impact of memorization-based assessments on in
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Dixon, Rob, and George Rawlings. "EXPERIENCES WITH CONTINUOUS ASSESSMENT." Assessment & Evaluation in Higher Education 12, no. 1 (1987): 24–36. http://dx.doi.org/10.1080/0260293870120103.

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Dr. Meenu. "Assessment Methods: Traditional Exams vs. Continuous Assessment." Universal Research Reports 11, no. 5 (2024): 26–31. https://doi.org/10.36676/urr.v11.i5.1447.

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Assessment methods play a crucial role in the educational process, providing a means to evaluate student learning, progress, and performance. This research paper explores the differences between traditional exams and continuous assessment, highlighting their respective advantages and disadvantages. Focusing on the Indian education system, the paper discusses the impact of these assessment methods on student learning outcomes and overall educational quality. The study also examines the current trends and challenges in assessment practices in India and proposes recommendations for a balanced app
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Bjælde, Ole Eggers, Tove Hedegaard Jørgensen, and Annika Büchert Lindberg. "Continuous assessment in higher education in Denmark." Dansk Universitetspædagogisk Tidsskrift 12, no. 23 (2017): 1–19. http://dx.doi.org/10.7146/dut.v12i23.25634.

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Designing fair and efficient ways of assessing student learning is a challenge to most teachers in higher education. It is possible that multiple graded, low-stake activities during the teaching period can either replace or supplement end-of-semester exams to measure student performance. Such a shift to continuous assessment has the potential not only to increase efficiency but, importantly, also enhance student learning. Continuous assessment is used widely internationally and now (since 2016) also allowed at Danish Universities. Here we review the advantages and disadvantages of this assessm
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del Caño, A. "Continuous project feasibility study and continuous project risk assessment." International Journal of Project Management 10, no. 3 (1992): 165–70. http://dx.doi.org/10.1016/0263-7863(92)90006-u.

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Didenko, Iryna, and Olena Filatova. "Continuous Assessment in ESP Context." European Journal of Multidisciplinary Studies 6, no. 1 (2017): 138. http://dx.doi.org/10.26417/ejms.v6i1.p138-141.

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Due to the globalization process and scarcity of learning hours Ukrainian higher educational standards in terms of English for Specific Purposes course are being reconsidered currently to enable university graduates to be highly competitive in the world labour market. Under these conditions assessment as an integrated part of any process of learning has to be reviewed as well. Earlier assessment was used as a tool for increasing extrinsic motivation of students and measuring their success, but nowadays, when the learning hours have been decreased dramatically, we have researched, how to reduce
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de Ridder, Huib, and Roelof Hamberg. "Continuous Assessment of Image Quality." SMPTE Journal 106, no. 2 (1997): 123–28. http://dx.doi.org/10.5594/j15812.

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Jeetun, Aboo Rashid. "Using continuous assessment in Oman." Nursing Standard 8, no. 4 (1993): 37–39. http://dx.doi.org/10.7748/ns.8.4.37.s42.

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Dissertations / Theses on the topic "Continuous assessment"

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Örnell, Philippa. "Security Assessment of Continuous Deployment Pipelines." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-281970.

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Continuous deployment pipelines assist in achieving the goal of rapid, repeatable, and reliable software releases. A deployment pipeline automatically builds, deploys, tests and releases software. Since the pipeline is a significant part of an organisations end-to-end software delivery process, the security of the pipeline is essential. This study investigates potential threats and vulnerabilities in a continuous deployment pipeline and evaluates the severity of them in a quantitative way. Threats and vulnerabilities were identified by assessing previous literature on the subject and by having
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Chewang, Karma. "Continuous assessment in Bhutan, science teachers' perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ46239.pdf.

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Norwood, Matthew Rowan 1977. "Affective feedback devices for continuous usability assessment." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86537.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.<br>Includes bibliographical references (leaves 52-53).<br>by Matthew Rowan Norwood.<br>M.Eng.
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Nghiueuelekuah, Soini Tuhafeni. "Continuous assessment in Oshikwanyama: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003346.

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This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding.
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Andersson, Anna. "Assessment : A Continuous Process that Takes Place at the End?" Thesis, Jönköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-8045.

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<p>     The hypothesis for this essay is: ”Teachers use assessment methods that are mainly summative and as a consequence student involvement in the assessment process is low, with too little focus on the goals of the education.” The primary aim is to investigate whether or not this hypothesis is true. To answer this, students were asked their opinions about assessment. Also, teachers were asked questions about assessment, to see if there is a correlation between students' and teachers' thoughts. The investigation was conducted through a questionnaire, which 46 students and three teachers answ
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Järvinen, Janne. "Measurement based continuous assessment of software engineering processes /." Espoo [Finland] : Technical Research Centre of Finland, 2000. http://www.vtt.fi/inf/pdf/publications/2000/P426.pdf.

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Poh, Ming-Zher. "Continuous assessment of epileptic seizures with wrist-worn biosensors." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/68456.

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Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2011.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 145-159).<br>Epilepsy is a neurological disorder characterized predominantly by an enduring predisposition to generate epileptic seizures. The apprehension about injury, or even death, resulting from a seizure often overshadows the lives of those unable to achieve complete seizure control. Moreover, the risk of sudden death in people with epilepsy is 24 times higher compared to the general population and the pathophysiology of sudden
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Wangchuk, Karma. "The feasibility of rubrics and portfolio assessment for use in continuous assessment in Bhutan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/MQ62161.pdf.

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Calhoun, Lisa. "The feasibility of rubrics and portfolio assessment for use in continuous assessment in Bhutan." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/727.

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Perucca, David. "Divided Timed and Continuous Timed Assessment Protocols and Academic Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1067.

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Children from a low socioeconomic status (SES) are exposed to numerous stress factors that are negatively associated with sustained attention and academic performance. This association suggests that the timed component of lengthy assessments may be unfair for students from such backgrounds, as they may have an inability to sustain attention during lengthy tests. Research has also found academic disparities between gender. The purpose of this quasi-experimental study was to investigate the relationship between continuous and divided timed tests in terms of student test scores, with additional a
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Books on the topic "Continuous assessment"

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Purvis, Robert F. Continuous assessment. Scottish Central Institutions Committee for Educational development, 1990.

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Institute, National Teachers'. Guidelines on continuous assessment. N.T.I., 2000.

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Nigeria. Federal Ministry of Education. and Nigeria. Federal Ministry of Science and Technology., eds. A Handbook on continuous assessment. Published for Federal Ministry of Education, Science, and Technology by Heinemann Educational Books (Nigeria), 1985.

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von, Gadow Klaus, Nagel Jürgen 1942-, and Saborowski Joachim 1950-, eds. Continuous cover forestry: Assessment, analysis, scenarios. Kluwer Academic Publishers, 2002.

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Flintsch, Gerardo, Brian Ferne, Brian Diefenderfer, et al. Assessment of Continuous Pavement Deflection Measuring Technologies. Transportation Research Board, 2013. http://dx.doi.org/10.17226/22766.

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Järvinen, Janne. Measurement based continuous assessment of software engineering processes. Technical Research Centre of Finland, 2000.

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Grange, Lesley Le. Continuous assessment: An introduction and guidelines to implementation. Juta, 1998.

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Limited, TQM International, ed. A guide to continuous improvement through self assessment. 3rd ed. TQM International, 1996.

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Hole, B. J. Assessment of a continuous miner wet-head system. HSE Books, 2000.

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E, Humphrey Gregg, and Reinhardt Karen, eds. Weaving science inquiry and continuous assessment: Using formative assessment to improve learning. Corwin Press, 2003.

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Book chapters on the topic "Continuous assessment"

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Furnham, Adrian. "Continuous assessment." In Management and Myths. Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9781403990037_11.

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Köhl, Michael, and Thomas Baldauf. "Resource Assessment Techniques for Continuous Cover Forestry." In Continuous Cover Forestry. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2202-6_9.

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Zhou, J., and W. Jia. "Accuracy Assessment of Continuous Glucose Monitoring Technology." In Continuous Glucose Monitoring. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7074-7_3.

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Köhl, Michael. "Resource assessment techniques for Continuous Cover Forests systems." In Continuous Cover Forestry. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9886-6_2.

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Weindorf, Norbert, Ulrich Schultz-Ehrenburg, and Peter Altmeyer. "Diagnostic Assessment of Diabetic Microangiopathy by TCPO2 Stimulation Tests." In Continuous Transcutaneous Monitoring. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1927-6_15.

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Downs, J. B. "Continuous Assessment of Cardiopulmonary Function." In Update 1990. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84125-5_46.

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Shriyans, Swati Dhoundiyal, Nitin Rakesh, Neha Tyagi, Parma Nand, and Mandeep Kaur. "Continuous Assessment Analyzer Using Django." In Lecture Notes in Electrical Engineering. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8484-5_4.

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Philippe, Anne, and Christian P. Robert. "Linking Discrete and Continuous Chains." In Discretization and MCMC Convergence Assessment. Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-1716-9_3.

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Nickelsen, Carsten, and Tom Weber. "Continuous Fetal Acid-Base Assessment During Labour by tc-pCO2 Monitoring." In Continuous Transcutaneous Monitoring. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1927-6_23.

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Wang, Liang-Jen, and Shoou-Lian Hwang-Gu. "Continuous Performance Tests." In The SAGE Handbook of Clinical Neuropsychology: Clinical Neuropsychological Assessment and Diagnosis. SAGE Publications Ltd, 2023. http://dx.doi.org/10.4135/9781529789539.n31.

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Conference papers on the topic "Continuous assessment"

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Rajasekar, Arjun, Sakshi Mallenahalli, Inzela Mirza, et al. "AI Framework for Scalable Automated Continuous Formative Assessment." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834316.

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Medici, Ada Robinson, Mohammad Reza Boskabadi, Pedram Ramin, Seyed Soheil Mansouri, and Stavros Papadokonstantakis. "Dynamic Life Cycle Assessment in Continuous Biomanufacturing." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.193590.

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This work introduces a Python-based interface that couples cradle-to-gate Life Cycle Assessment (LCA) with advanced process simulations in continuous biomanufacturing, resulting in dynamic process inventories and thus to dynamic LCA (dLCA). The open-source Brightway2.5 framework is used to dynamically track environmental inventories of the foreground process and LCA indicators (e.g. damage to ecosystems according to ReCiPE 2016) from the v3.10 cut-off ecoinvent database. The framework is applied to KTB1, a dynamic MATLAB�Simulink benchmark model of continuous Lovastatin production. 580 data po
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Werthwein, Mario, Bjoern Annighoefer, and Zamira Daw. "Towards Continuous Security Assessment: Integrating Model-Based Risk Assessment and Large Language Models." In 2025 Integrated Communications, Navigation and Surveillance Conference (ICNS). IEEE, 2025. https://doi.org/10.1109/icns65417.2025.10976786.

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Allen, R. Wade, Thomas D. Marcotte, Theodore J. Rosenthal, and Bimal L. Aponso. "Driver Assessment with Measures of Continuous Control Behavior." In Driving Assessment Conference. University of Iowa, 2005. http://dx.doi.org/10.17077/drivingassessment.1157.

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Luther, Michael, and Jen Wells. "Library Continuous Improvement through Collaboration on an Institution-Wide Assessment Initiative." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.5.

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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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van Leeuwen, Peter, Stefan de Groot, Riender Happee, and Joost de Winter. "Effects of Concurrent Continuous Visual Feedback on Learning the Lane Keeping Task." In Driving Assessment Conference. University of Iowa, 2011. http://dx.doi.org/10.17077/drivingassessment.1436.

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Shahin, Mojtaba, Mansooreh Zahedi, Muhammad Ali Babar, and Liming Zhu. "Adopting Continuous Delivery and Deployment." In EASE'17: Evaluation and Assessment in Software Engineering. ACM, 2017. http://dx.doi.org/10.1145/3084226.3084263.

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Shorey, Christy. "Building the Measuring Stick: A Model for Continuous Review and Improvement of Institutional Repository Policies." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.51.

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Rempel, Patrick, and Patrick Mäder. "Continuous assessment of software traceability." In ICSE '16: 38th International Conference on Software Engineering. ACM, 2016. http://dx.doi.org/10.1145/2889160.2892657.

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Reports on the topic "Continuous assessment"

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Cai, Yongyang, Kenneth Judd, and Thomas Lontzek. Continuous-Time Methods for Integrated Assessment Models. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18365.

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Dempsey, Kelley, Victoria Pillitteri, Chad Baer, Ron Rudman, Robert Niemeyer, and Susan Urban. ISCMA: An Information Security Continuous Monitoring Program Assessment. National Institute of Standards and Technology, 2021. http://dx.doi.org/10.6028/nist.ir.8212.

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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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Seok, Seungwook, Faezeh Ravazdezh, Ghadir Haikal, and Julio A. Ramirez. Strength Assessment of Older Continuous Slab and T-Beam Reinforced Concrete Bridges. Purdue University, 2020. http://dx.doi.org/10.5703/1288284316924.

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Dempsey, Kelley, Victoria Yan Pillitteri, Chad Baer, Robert Niemeyer, Ron Rudman, and Susan Urban. Assessing Information Security Continuous Monitoring (ISCM) Programs: Developing an ISCM Program Assessment. National Institute of Standards and Technology, 2020. http://dx.doi.org/10.6028/nist.sp.800-137a.

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Powell. L52196 Practical Guidelines for Conducting an External Corrosion Direct Assessment (ECDA) Program. Pipeline Research Council International, Inc. (PRCI), 2008. http://dx.doi.org/10.55274/r0011369.

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The purpose of integrity assessments of gas transmission or liquids pipelines is to minimize hazards to the general public, minimize pipeline leaks and spills, ensure continuous operations of the pipelines, optimize expenditures for reducing risk, and satisfying governmental regulatory requirements. The purpose of this document is to provide a bridge to help pipeline professionals follow NACE RP 0502-2002 (Standard Recommended Practice Pipeline External Corrosion Direct Assessment Methodology) and conduct pipeline integrity assessments for their pipeline systems. This document presents the fou
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Gilbert, E. S. The effects of errors in the measurement of continuous exposure variables on the assessment of risks. Office of Scientific and Technical Information (OSTI), 1988. http://dx.doi.org/10.2172/7024791.

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Katkin, Edward S. A Comparison of the Traditional Polygraphic Cardio Measure with Two New Techniques for Continuous Blood Pressure Assessment. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada330101.

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Wang, Bo. PR-350-144502-R01 Assessment of Cracks Clusters with Intelligent Interaction. Pipeline Research Council International, Inc. (PRCI), 2020. http://dx.doi.org/10.55274/r0011743.

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This project developed intelligent flaw interaction rules that can account more accurately the impact of multiple cracks without being overly conservative. These rules use the principles of equivalent impact among multiple interacting cracks and represent the magnitude of the impact by a single virtual crack. These rules do not rely on a critical spacing to determine whether there is an interaction. The magnitude of the interaction is a continuous function of the size of adjacent cracks and the spacing between them. There is a related webinar.
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Tutumluer, Erol, Bill Spencer, Riley Edwards, Kirill Mechitov, Syed Husain, and Issam Qamhia. Sensing Infrastructure for Smart Mobility—Wireless Continuous Monitoring for I-ACT. Illinois Center for Transportation, 2022. http://dx.doi.org/10.36501/0197-9191/22-019.

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This report proposes a suite of wireless sensing solutions for continuous transportation-infrastructure monitoring. First, various traditional and modern sensors and sensing platforms are described in detail, based on their principles of operation, suitability for transportation-infrastructure monitoring, and issues concerning their use. Then, a suitability-assessment survey conducted to select suitable inter-sensor and sensor-to-cloud communication technology for lower bandwidth and higher bandwidth requiring sensors is presented. Important observations are made, and conclusions are drawn bas
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