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Journal articles on the topic 'Continuous assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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Neary, Mary. "Preparing assessors for continuous assessment." Nursing Standard 13, no. 18 (1999): 42–47. http://dx.doi.org/10.7748/ns1999.01.13.18.42.c2584.

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Condon, John, and Felicity Plunkett. "Continuous Assessment in Psychiatry Training." Australian & New Zealand Journal of Psychiatry 41, no. 1_suppl (2007): A12. http://dx.doi.org/10.1080/14401614070410s117.

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Shamsi Ara, Huda. "Reflective Teaching through Continuous Assessment:." DIU Journal of Business and Entrepreneurship 4, no. 01 & 02 (2009): 87–96. http://dx.doi.org/10.36481/diujbe.v04i1-2.ezkv0j05.

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In EFL context, teachers’ frequent adjustment with students’ particular needs is a pre-condition to facilitate students’ active learning of speaking skill. And only a systematic reflection can have a consistent adjustment. Continuous assessment is a process through which both the teachers and the students can feedback each-other and thus can elicit a two way reflection which can have a significant impact in improving both the students’ way of reception and the teachers’ way of instruction. This paper acknowledges the existing teacher and student assessment process of private universities in Ba

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Ganea, George, Ioana Verebi, and Radu Marinescu. "Continuous quality assessment with inCode." Science of Computer Programming 134 (February 2017): 19–36. http://dx.doi.org/10.1016/j.scico.2015.02.007.

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Penalvo, Francisco J. Garcia, Sergio Bravo Martin, and Miguel Angel Conde Gonzalez. "Continuous assessment in software engineering." International Journal of Teaching and Case Studies 3, no. 1 (2011): 47. http://dx.doi.org/10.1504/ijtcs.2011.038677.

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Russell, Jeffrey S., Edward J. Jaselskis, and Samuel P. Lawrence. "Continuous Assessment of Project Performance." Journal of Construction Engineering and Management 123, no. 1 (1997): 64–71. http://dx.doi.org/10.1061/(asce)0733-9364(1997)123:1(64).

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EKIUGBO, Uche Ken Emoefe (Ph.D). "Continuous Assessment as A Model of Evaluation in Social Studies Classroom in Nigerian Schools." International Journal of Academic Research in Business, Arts & Science (IJARBAS) ® 5, no. 5 (2023): 11–20. https://doi.org/10.5281/zenodo.7964264.

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The purpose of this study is to find out the place of continuous assessment in academic achievement of students in Nigerian secondary schools, as the introduction was described as motivation for scholars. It is observed that the assessment put forward at the end of the session, term or the course of study has some inherent weaknesses. Therefore, the New National Policy in Education emphasized the use of continuous assessment in schools. The write up looks at the continuous assessment as a model of Evaluation in Social Studies. Recommendations were made. <strong>Keywords: </strong>Continuous As

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Jamiu, Abdur-rafiu, A. Ajidagba U., and Kayode Rafiu Masood. "Correlation between continuous assessment and students' performance in Islamic studies." Journal of Education and Learning (EduLearn) 14, no. 2 (2020): 191–98. https://doi.org/10.11591/edulearn.v14i2.9213.

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This study investigated the correlation between continuous assessment scores and Islamic Studies students’ performance in WASSCE and NECO Examinations in Ilorin, Nigeria. The instruments used were the copy of cumulative continuous assessment scores for three consecutive years (2011- 2013) in Islamic Studies; (ii) the 2011-2013 Islamic Studies may/June SSCE computerized result sheets sent to each school by WAEC and NECO. The results of students were analysed using Pearson Product Moment Correlation Coefficient (r) and regression. The findings showed that: (i) Students’ performance i

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Elfaki, Omer Abdelgadir, Abdulaziz Alamri, Karimeldin A. Salih, et al. "Medical Students Views on Continuous Assessment." Journal of Biomedical Engineering and Medical Imaging 7, no. 5 (2020): 29–35. http://dx.doi.org/10.14738/jbemi.75.8892.

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The importance of assessment in the educational process is well emphasized in medical education. The system of continuous assessment (CA) used in the College of medicine, KKU can be described as frequent summative assessments in each course since there was no regular feedback. The CA adopted carries 50% of the total marks. Achievement of students in CA is critical to their pass or failure of any course. Excessive use of summative assessment was identified as problematic by some research work. But, at the same time a single terminal summative assessment is not recommended. The objective of this

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Holmes, Naomi. "Engaging with assessment: Increasing student engagement through continuous assessment." Active Learning in Higher Education 19, no. 1 (2017): 23–34. http://dx.doi.org/10.1177/1469787417723230.

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Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virt

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ISIORHOVOJA, Serome Peter, Osadebe P. U. Prof., and OSSAI P.A.U. Professor. "Differential Impact of Gender and Location on Teachers' Implementation of Continuous Assessment in Basic Schools in Delta State." Open Access Journal of Social Sciences Research 2, no. 3 (2024): 29–42. https://doi.org/10.5281/zenodo.13859038.

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<em>The study examined the differential impact of gender and location on teachers’ implementation of continuous assessment in basic schools in Delta State. For the purpose of this study, three research questions and two hypotheses guided the study. An expo-facto research design was adopted for the study, and 13600 public primary school teachers in Delta State make up the study's population. The sample size of 486 primary school teachers picked from 54 primary schools was utilised. The sample size was (486 primary school teachers selected from 45 primary schools. The multi-stage sampling

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SANGONIYI, Sunday Oloruntoyin, and Adeniyi Musibau GBOLAGADE. "RELATIONSHIP CONNECTING CONTINUOUS ASSESSMENT AND EXAMINATION SCORES IN MATHEMATICS IN SOUTH-WEST NIGERIA COLLEGES OF EDUCATION." Journal of Education and Practice 6, no. 1 (2022): 35–47. http://dx.doi.org/10.47941/jep.859.

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Nigeria Colleges of Education have been conducting regular and steady internal assessments in order to determine the progress of learning and strengths of students achievement via continuous assessment. This study correlate the performance of internal assessment termed continuous assessment with the final assessment scores called semester examination in Mathematics courses in Colleges of Education in South-west, Nigeria. Ten public colleges of education in south-west, Nigeria comprising of four federal colleges of Education and six state Colleges of Education were randomly sampled for the stud

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AKINNODI, Phillips Akinrotimi (Ph.D), Adesoji Kayode (Ph.D) ADELOKUN, and Abayomi Joseph (Ph.D) ADEWUMI. "Mathematics Continuous Assessment Scores as Predictors of Students' Performance in Junior Secondary School Mathematics Examinations in Ekiti State, Nigeria." International Journal of Academic Research in Business, Arts & Science (IJARBAS) ® 4, no. 2 (2022): 20–27. https://doi.org/10.5281/zenodo.6327245.

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This study examined Mathematics Continuous Assessment Scores as predictors of students' performance in Junior Secondary School Mathematics Examinations in Ekiti State. The subjects consisted of 360 Junior Secondary School Students sampled from twelve selected Junior Secondary Schools in Ekiti State. Descriptive research design of expo-facto type was adopted. The scores of the students were collected from the selected schools and analysed using correlation analysis. Three null hypotheses were tested using correlation analysis at 0.05 level of significance. Results revealed that there were s

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ADETAYO, Janet Oyebola. "An Appraisal of the Perception of the Continuous Assessment Practice among Primary School Teachers in Ogun State." Journal of Business 7, no. 2 (2020): 7–14. http://dx.doi.org/10.31578/.v7i2.139.

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The study sought to examine primary school teachers’ perception of the Continuous Assessment Practice in Ogun State. Four research questions were raised. The sample for the study consists of two hundred (200) teachers who were randomly selected from the four geopolitical zones in the Ogun State. The questionnaire was the only instruments used for data collection. Data collected were analyzed descriptively and inferentially using t-test of significance at 0.05 level of confidence. The result of the findings reveals that primary school teachers have high perception of continuous assessment pract

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Moon, Daehyun, and John Peter Krahel. "Continuous Risk Monitoring and Assessment: New Component of Continuous Assurance." Journal of Emerging Technologies in Accounting 17, no. 2 (2020): 173–200. http://dx.doi.org/10.2308/jeta-18-01-09-1.

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ABSTRACT We propose a methodology for Continuous Risk Monitoring and Assessment (CRMA). As a new component of Continuous Assurance (CA), CRMA converts static CA systems into dynamic and adaptable systems that respond to changes in audit risks from client business risks, thereby improving the relevance and robustness of CA systems to changes in client business risks and possible business failures. The present methodology proposes to develop relevant leading and lagging indicators to monitor and assess a client's business risks and recognize emerging business risks or harmful impacts of material

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Oguejiofor, Chidumebi Ngozi, Patience Chiamaka Ogbuanya, and Helen Chinelo Onuorah. "Impact of Continuous Assessment Implementation on Academics Performance of Secondary School Students in Enugu South Local Government Area of Enugu State." GPH-International Journal of Educational Research 06, no. 04 (2023): 26–33. https://doi.org/10.5281/zenodo.7821116.

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This study investigated the challenges of continuous assessment implementation on the academic performance of senior secondary school students in Enugu South Local Government Area of Enugu State. The researchers adopted a descriptive survey research design for the study. The study was carried out in Enugu South Local Government Area of Enugu State. The population of the study was made up of 820 permanent teaching staff from nine public secondary schools in Enugu South Local Government Area of Enugu State. The sample was drawn using a simple random sampling technique. A questionnaire titled &ld

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Ardern, J. C., K. Hyde, L. Hickman, et al. "Continuous assessment of performance in External Quality Assessment Schemes." Journal of Clinical Pathology 44, no. 1 (1991): 17–20. http://dx.doi.org/10.1136/jcp.44.1.17.

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Walser, Tamara M. "Evaluability Assessment in Higher Education: Supporting Continuous Improvement, Accountability, and a Culture of Assessment." Journal of Assessment and Institutional Effectiveness 5, no. 1 (2015): 58–77. http://dx.doi.org/10.5325/jasseinsteffe.5.1.58.

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Abstract The purpose of this article is to describe the use of evaluability assessment, an approach to program evaluation, to inform continuous improvement efforts, support accountability requirements, and facilitate a culture of assessment in higher education. Examples of two evaluability assessments conducted in a college of education are discussed, including the key activities carried out for each component of the evaluability assessments, findings and recommendations from each evaluability assessment, and how results of the evaluation work have been used. The examples demonstrate the utili

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Ogunode, Niyi Jacob. "CONSTRAINTS TO EFFECTIVE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN GOVERNMENT SECONDARY SCHOOL IN FCT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (2021): 139–48. http://dx.doi.org/10.21009/jisae.v7i2.22570.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic asses

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Van Heerden, Dalize, and Mmafani Serote. "Exploring the Validity of Continuous Assessment in a First-Year Programming Course at a Comprehensive Open Distance e-Learning University." European Conference on e-Learning 22, no. 1 (2023): 341–47. http://dx.doi.org/10.34190/ecel.22.1.1467.

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Continuous assessments are commonly used to determine students’ level of understanding to implement measures to address any shortcomings. Assessment practices of programming courses at distance universities have always had numerous drawbacks due to large student bodies and time constraints. The large student body, in most instances, creates questions related to the validity and authenticity of the assessments. Time constraints in grading large numbers of assessments create questions related to the validity and authenticity of the feedback on assessments. The assumption is that the more assessm

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Bleyzac, Nathalie, Philippe Barou, Bruno Massenavette, et al. "Assessment of Acyclovir Intraindividual Pharmacokinetic Variability During Continuous Hemofiltration, Continuous Hemodiafiltration, and Continuous Hemodialysis." Therapeutic Drug Monitoring 21, no. 5 (1999): 520. http://dx.doi.org/10.1097/00007691-199910000-00005.

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Ali, Imtiaz, Manzoor Hussain Shah, and Aijaz Ahmed Gujjar. "Continuous Classroom Assessment At Primary Level." i-manager's Journal of Educational Technology 11, no. 1 (2014): 15–21. http://dx.doi.org/10.26634/jet.11.1.2670.

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Namba, Seiichiro, and Sonoko Kuwano. "Continuous multidimensional assessment of musical performance." Journal of the Acoustical Society of America 84, S1 (1988): S144. http://dx.doi.org/10.1121/1.2025839.

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LIPP, M., and A. THIERBACH. "Quality assessment in continuous medical education." European Journal of Anaesthesiology 14, no. 1 (1997): 100–101. http://dx.doi.org/10.1097/00003643-199701000-00069.

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White, Ethelrene E. "A scheme for continuous practical assessment." Nursing Management 9, no. 3 (1989): 27–29. http://dx.doi.org/10.7748/nm.9.3.27.s16.

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Trotter, Eileen. "Student perceptions of continuous summative assessment." Assessment & Evaluation in Higher Education 31, no. 5 (2006): 505–21. http://dx.doi.org/10.1080/02602930600679506.

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GLOVER, PETER, and ROSEMARY THOMAS. "Coming to Grips with Continuous Assessment." Assessment in Education: Principles, Policy & Practice 6, no. 1 (1999): 117–27. http://dx.doi.org/10.1080/09695949993035.

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Hamberg, Roelof, and Huib de Ridder. "Continuous assessment of perceptual image quality." Journal of the Optical Society of America A 12, no. 12 (1995): 2573. http://dx.doi.org/10.1364/josaa.12.002573.

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Singh, Rajkumar Arbind. "Redefining evaluation: Programmatic assessment in Indian medical education." International Journal of Recent Innovations in Medicine and Clinical Research 6, no. 2 (2024): 30–33. http://dx.doi.org/10.18231/j.ijrimcr.2024.044.

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Programmatic assessment represents a modern approach to evaluation and learning, emphasizing continuous data collection and analysis of a learner's skills and development. This method integrates various assessment tools to provide comprehensive feedback, supporting both learners and mentors in making informed decisions. Unlike traditional methods that focus heavily on summative evaluations and knowledge acquisition, programmatic assessment aims to holistically assess competencies, including affective and practical skills. This review explores the principles of programmatic assessment, particul

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Adadu, Paulinus M. A., Hannah Sunday Ani, and Emilia Etim Okon. "Most appropriate assessment methods in early childhood education and sustainable development: counselling implications." AFRREV IJAH: An International Journal of Arts and Humanities 7, no. 3 (2018): 65–69. http://dx.doi.org/10.4314/ijah.v7i3.7.

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The thrust of this paper is most appropriate assessment methods in Early Childhood Education and sustainable Development: Counselling Implications. It discussed the concepts: assessment, continuous assessment, objectives of continuous assessment, most appropriate continuous assessment methods, sustainability of continuous assessment, counselling implications and conclusion.

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Van der Berg, Servaas, and Debra Shepherd. "Continuous assessment and matriculation examination marks – An empirical examination." South African Journal of Childhood Education 5, no. 2 (2015): 17. http://dx.doi.org/10.4102/sajce.v5i2.391.

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<p>This study analyses information and feedback from matriculation level continuous assessment in the South African education system. Continuous assessment (CASS) at the time carried a 25% weight in the final matriculation (Grade 12) mark, and it provides feedback that affects examination preparation and effort. Weak assessment in schools sends wrong signals to students that may have important consequences for the way they approach the final examination. Moreover, similarly wrong signals earlier in their school careers may also have affected their subject choice and career planning.<b

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N. Gohil, Surendra, Prateek G. Shilpkar, Mayur C. Shah, Amitkumar J. Shah, and Pradip B. Acharya. "Methane from Human Excreta: Comparative Assessment of Batch and Continuous Biomethanation Process." Journal of Pure and Applied Microbiology 12, no. 4 (2018): 2143–48. http://dx.doi.org/10.22207/jpam.12.4.52.

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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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Kikwato, Kakyofwa Fredson, H. Mwanapabu Neroh, and Chansa Thelma Chanda. "Exploring the Continuous Assessment Activities and Learners' Academic Performance: A Case of Selected Secondary Schools in Solwezi District of North-Western Province, Zambia." International Journal of Novel Research in Education and Learning 10, no. 6 (2023): 42–59. https://doi.org/10.5281/zenodo.10394528.

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<strong>Abstract:</strong> The purpose of the study was to explore continuous assessment activities and learners’ academic performance: A case of six selected secondary schools in Solwezi District of North-Western province. The objectives of the study were: (1) To identify the types of continuous assessment activities undertaken in selected secondary schools in Solwezi District; (2) To determine the extent to which Headteachers support continuous assessment activities in selected secondary schools in Solwezi District; (3) To establish challenges faced by schools in undertaking the contin

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AKINNODI, Phillips Akinrotimi (PhD), and Olumide AKINGBADE. "Influence of Continuous Assessment in Enhancing Academic Achievement of Students in Tertiary Education Institutions In Ondo State, Nigeria." EURO GLOBAL CONTEMPORARY STUDIES JOURNAL (EGCSJ) 4, no. 6 (2024): 29–43. https://doi.org/10.5281/zenodo.14602166.

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This research work investigated the influence of continuous assessment in enhancing academic achievement of students in tertiary education institutions in Ondo West Local Government Area of Ondo State. The rationale of the study is to examine the attitude of tertiary institution students toward continuous assessment; explore the perception of lecturer towards the attitude of students towards C.A, and examine the influence of continuous assessment on student’s academic achievement. The survey design of descriptive research was adopted for the study. The research instrument used was an ada

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Dong, Yumin, Ziyang Li, and Changzuo Xie. "Enhancing Forest Fire Risk Assessment: An Ontology-Based Approach with Improved Continuous Apriori Algorithm." Forests 15, no. 6 (2024): 967. http://dx.doi.org/10.3390/f15060967.

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Forest fires are sudden and difficult to extinguish, so early risk assessment is crucial. However, there are currently a lack of suitable knowledge-mining algorithms for forest fire risk assessment. This article proposes an improved continuous Apriori algorithm to mining forest fire rules by introducing prior knowledge to classify input data and enhance its ability to process continuous data. Meanwhile, it constructs an ontology to provide a standardized expression platform for forest fire risk assessment. The improved continuous Apriori algorithm cooperates with ontology and applies the minin

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Reboredo, Juan Carlos. "Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course." Multidisciplinary Journal for Education, Social and Technological Sciences 4, no. 1 (2017): 88. http://dx.doi.org/10.4995/muse.2017.6548.

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<p>Continuous assessment aims to enhance student learning and understanding of a subject and so achieve better educational outcomes. We investigated how continuous assessment grades affected final exam grades. Using a dataset for six academic post-Bologna Process years (2009-2015) for a first-year undergraduate microeconomics course offered at a Spanish public university, we examined conditional dependence between continuous assessment and final exam grades. Our results would indicate a limited contribution of continuous assessment results to final exam results: the probability of the fi

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Ljutić, Branko, and Radovan Samardžić. "Continuous Fraud Assessment within the External Auditing." Journal of Forensic Accounting Profession 2, no. 1 (2022): 43–54. http://dx.doi.org/10.2478/jfap-2022-0004.

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Abstract This paper is dealing with the first pioneering steps to introduce continuous fraud risk assessment tools and techniques in the medium size audit clients in Montenegro. Based on the available experience and audit evidence data gathered in the period 2019 to 2021 statutory audits of medium size enterprise the clients were open and perceptive to adopt simple techniques of the continuous fraud assessment by applying the MS Excel templates. The beforementioned approach is improving the quality of internal control, lowering the levels of asset’s misappropriation, improving the quality of f

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Verma, Alok. "Institutionalizing Continuous Improvement Plan for Program Assessment." Journal of Engineering Education Transformations 32, no. 2 (2018): 30. http://dx.doi.org/10.16920/jeet/2018/v32i2/139496.

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Continuous improvement is a corner stone of a quality engineering or engineering technology program. Accreditation Board of Engineering and Technology requires that a well-planned and implemented continuous improvement plan should be in place.A successful continuous improvement plan that is institutionalized is self-driven and does not require external stimuli. For example, if an outcome assessment goal is not reached in an academic term, a sequence of events/actions are set in motion to address the deficiency. Evidence of existence of an institutionalized continuous improvement plan include b

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IJsselsteijn, W. A., J. Freeman, S. E. Avons, J. Davidoff, H. de Ridder, and R. Hamberg. "Continuous Assessment of Presence in Stereoscopic Displays." Perception 26, no. 1_suppl (1997): 186. http://dx.doi.org/10.1068/v970359.

Full text

Abstract:

Presence, a sense of ‘being there’ evoked by a display, can be regarded as a concept of central importance in the evaluation of broadcasting and entertainment services in general and virtual reality applications in particular. Subjective methods of assessing presence that have either been used or proposed to date do not provide a measure of temporal variation in observers' presence. To overcome this limitation, we have applied the method of continuous assessment (ITU-R, BT 500-7) to the measurement of presence. Thirty observers (twelve at IPO, eighteen at UoE) with normal or corrected-to-norma

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