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Relevant bibliographies by topics / Designing the assignment assessment criteria

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Academic literature on the topic 'Designing the assignment assessment criteria'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Designing the assignment assessment criteria"

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Hidayah, Rusly, Achmad Lutfi, and Dian Novita. "Designing Chemistry Learning Media to Train Ecopreneurship." Journal La Edusci 2, no. 1 (2021): 14–19. http://dx.doi.org/10.37899/journallaedusci.v2i1.266.

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The purpose of this research is to get the draft chemistry learning media design developed to support ecopreneurship. Ecopreneurship at FMIPA UNESA is broken down into eco-innovation (new ideas), eco opportunities, and eco commitment. Design of this research is giving the assignment to research objectives. The model development research with stages, SMK learning in class, students doing assignments, arrange learning media design, assessing game design, and data analysis. The assignment is compiling a plan for developing instructional media that can be applied in chemistry learning in SMK. That

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Setyawan, Rahmat, Tatag Yuli Eko Siswono, and Wiryanto . "Designing Assesment Task of Student Creative Thinking Assisted by Google Form." International Journal of Innovative Science and Research Technology 5, no. 7 (2020): 512–17. http://dx.doi.org/10.38124/ijisrt20jul507.

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This study aims to describe the process of developing and assessing the quality of mathematical creative thinking instruments for elementary school students assisted by Google Form. The method used is a 4-D model development research carried out through four stages, namely defining, designing, developing, and distributing. The subjects in this research were students of 6th grade Ketintang I /409 elementary school Surabaya, consisting of four classes (VI A, B, C, and D) of 115 students. Data collection is done through expert validation, teacher questionnaires, student response questionnaires, a

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Namazi, Sara, Rajashree Kotejoshyer, Dana Farr, et al. "Development and Implementation of a Total Worker Health® Mentoring Program in a Correctional Workforce." International Journal of Environmental Research and Public Health 18, no. 16 (2021): 8712. http://dx.doi.org/10.3390/ijerph18168712.

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Correctional officers (COs) are exposed to a number of occupational stressors, and their health declines early in their job tenure. Interventions designed to prevent early decline in CO health are limited. This article describes the development, implementation, and evaluation of a one-year peer health mentoring program (HMP) guided by Total Worker Health® principles and using a participatory action research to collectively address worker safety, health, and well-being of newly hired COs. The HMP aimed to provide new COs with emotional and tangible forms of support during their first year of em

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Wei, Yu, Matthew Thompson, Joe Scott, Christopher O’Connor, and Christopher Dunn. "Designing Operationally Relevant Daily Large Fire Containment Strategies Using Risk Assessment Results." Forests 10, no. 4 (2019): 311. http://dx.doi.org/10.3390/f10040311.

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In this study, we aim to advance the optimization of daily large fire containment strategies for ground-based suppression resources by leveraging fire risk assessment results commonly used by fire managers in the western USA. We begin from an existing decision framework that spatially overlays fire risk assessment results with pre-identified potential wildland fire operational delineations (PODs), and then clusters PODs into a response POD (rPOD) using a mixed integer program (MIP) model to minimize expected loss. We improve and expand upon this decision framework through enhanced fire modelin

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McKevitt, Conor Thomas. "Engaging students with self-assessment and tutor feedback to improve performance and support assessment capacity." Journal of University Teaching and Learning Practice 13, no. 1 (2016): 4–24. http://dx.doi.org/10.53761/1.13.1.2.

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Assessment is one of the most important elements of student life and significantly shapes their learning. Consequently, tutors need to ensure that student awareness regarding assessment is promoted. Students should get the opportunity to practise assessing work and receive tutor feedback so that they might improve on both the work and their assessment of it. The purpose of this paper is to investigate how student engagement with criteria, exemplars, self-assessment, and feedback influenced students’ performance, their assessment capacity, and also how students experienced the process. A mixed

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Lawrence, Japhet E. "Designing a Unit Assessment Using Constructive Alignment." International Journal of Teacher Education and Professional Development 2, no. 1 (2019): 30–51. http://dx.doi.org/10.4018/ijtepd.2019010103.

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Constructive alignment is an outcomes-based approach for teaching, in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which they have achieved. It provides a framework for adjusting teaching and assessment to address the attainment of those outcomes and standards. Constructive alignment is effective in designing teaching and assessment that enable students to learn, rather than to leave them guessing as to what is involved in

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Gołda, Ilona Jacyna, Mariusz Izdebski, and Askoldas Podviezko. "ASSESSMENT OF EFFICIENCY OF ASSIGNMENT OF VEHICLES TO TASKS IN SUPPLY CHAINS: A CASE STUDY OF A MUNICIPAL COMPANY." Transport 32, no. 3 (2017): 243–51. http://dx.doi.org/10.3846/16484142.2016.1275040.

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The main purpose of the paper is to present criteria of efficiency of assignment of vehicles to tasks at municipal companies, which collect garbage from city inhabitants. Three types of criteria are introduced in the paper: garbage collection time, length of route allocation, and utilization of resources. A two-stage method of optimization of taskroutes is proposed. It generates tasks at the first stage and assigns vehicles to the tasks at the second stage. At municipal companies that are responsible for garbage, collection tasks are not pre-defined, and consequently tasks must be designated b

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Okhravi, Amirhossein, Alireza Pooya, Shamsodin Nazemi, and Mostafa Kazemi. "Designing a Framework for Target-Site Assignment in Naval Combat Management." Defence Science Journal 67, no. 1 (2016): 35. http://dx.doi.org/10.14429/dsj.67.10248.

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<p>In this study, using operational research techniques, a model has been presented to assess battlefield threat, to prioritise aggressive targets, to evaluate the capability of own sites and the risks of the conflict with the targets, to define conflict scenarios and finally to select the best scenario using an assignment model. The above proceedings were added as an intermediate phase of target-site assignment, called ‘deciding the best conflict scenario’, to the ‘threat assessment’ and ‘weapon-target assignment’ in the naval combat management system. For each of the own site, the data

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Liu, Yin, Huidong Su, Shuanghu Zhang, and Tiantian Jin. "Update of river health assessment indicator system, weight, and assignment criteria in China." Water Supply 21, no. 6 (2021): 3153–67. http://dx.doi.org/10.2166/ws.2021.087.

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Abstract Comprehensive assessment of river health is challenging due to the diversity of rivers, the complexity of their ecosystem and functional service. This paper updates the river health assessment indicator system, weight, and assignment criteria in China by reviewing and examining the peer-reviewed literature. We propose an indicator system, weight, and criteria, validated by nine case studies and able to assess the country-scale river health. Our analysis shows that the rule layer of indicator system includes hydrology, water quality, aquatic organism, physical habitats, and functional

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Hamlin, W. B. "The history of evaluation criteria for CAP surveys." Clinical Chemistry 39, no. 7 (1993): 1456–60. http://dx.doi.org/10.1093/clinchem/39.7.1456.

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Abstract I summarize the evolution of target-value assignment methods and laboratory performance assessment (evaluation) within the College of American Pathologists Interlaboratory Survey Programs and review the importance of, and longstanding interest in, medical relevance criteria in setting analytical goals.

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Dissertations / Theses on the topic "Designing the assignment assessment criteria"

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Čibinskaitė, Sandra. "Užduočių vertinimo kriterijų konstravimas technologijų pamokose." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120801_104955-78802.

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Technologijų pamokose didelė pamokos laiko dalis yra skiriama praktinių užduočių atlikimams. Dėl skirtingo mokinių praktinių gebėjimų lygio atliekamų užduočių mokytojams tampa sunku apibrėžti konkrečius vertinimo kriterijus, skirtus kūrybinių užduočių atlikimo sėkmei ir mokinių pasiekimams pamatuoti. Todėl konstruojant užduočių vertinimo kriterijus, kurie remiasi tarpusavio mokytojo ir mokinio lygiateisiais santykiais, išvengiama neaiškaus vertinimo kriterijų formulavimo. Esant lygiateisiams santykiams mokymas tampa lankstesnis, atsiranda galimybė mokiniams rinktis, daugiau atsakomybės perleid

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Englund, Björn. "Key aspects to consider when designing an IT-tool based on scoring rubrics to support formative assessment: an exploratory design-driven study." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-192367.

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Why this thesis is needed. This thesis is motivated by the falling school results of Swedish 15-year-olds, a lack of IT tools in Swedish schools and a call for turning the theory on formative assessment into practice. Previous research that is used in the thesis. This thesis mainly builds on the research done by John Hattie which is presented in his book Visible Learning from 2009, Wiliam & Thompson's research on effective formative assessment from 2007, Pachler et al. research on formative e-assessment from 2010 and Panadero & Jonsson's research on scoring rubrics from 2013. Research

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HWA, HUANG KUO, and 黃國華. "Project Assignment Using Multi-criteria Programming and Performance Management Assessment in GSS." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/16966171958876604258.

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碩士<br>輔仁大學<br>資訊管理學系<br>98<br>Effectiveness and efficiency of any project are significantly affected by assignment of human resources to all current projects implemented in each enterprise. For above issue, besides combining multi-criteria project assignment model with performance management model, an enterprise portal of group support systems (GSS) was developed such that a harmonious and consistent agreement of all members involved in all important decisions of each project can be obtained, and then total effectiveness and efficiency of all projects can be enhanced by integrating above subsy

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Books on the topic "Designing the assignment assessment criteria"

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Rastoskuev, Viktor, Vladislav Donchenko, Viktor Pitulko, and Varvara Ivanova. Basics of environmental impact assessment. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/23160.

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The analysis of the regulatory framework of environmental environment, wildlife, and environmental safety in Russia and abroad. Particular attention is paid to the presentation of the theory, methodology and practice cal techniques for geo-environmental study of economic activity level of a feasibility study, design, construction and operation, as well as designing principles tion and environmental protection facilities. The conceptual procedure environmental impact assessment (EIA), environmental risk analysis, assessment and auditing, which are

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(Foreword), Richard Felder, Joni Spurlin (Editor), Sarah A. Rajala (Editor), and Jerome P. Lavelle (Editor), eds. Designing Better Engineering Education through Assessment: A Practical Resource for Faculty and Department Chairs on Using Assessment and ABET Criteria to Improve Student Learning. Stylus Publishing, 2007.

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E, Spurlin JonI, Rajala Sarah A, and Lavelle Jerome P, eds. Designing better engineering education through assessment: A practical resource for faculty and department chairs on using assessment and ABET criteria to improve student learning. Stylus Pub., 2008.

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(Foreword), Richard Felder, Joni Spurlin (Editor), Sarah A. Rajala (Editor), and Jerome P. Lavelle (Editor), eds. Designing Better Engineering Education through Assessment: A Practical Resource for Faculty and Department Chairs on Using Assessment and ABET Criteria to Improve Student Learning. Stylus Publishing, 2007.

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Book chapters on the topic "Designing the assignment assessment criteria"

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do Carmo, Breno Barros Telles, Manuele Margni, and Pierre Baptiste. "Propagating Uncertainty in Life Cycle Sustainability Assessment into Decision-Making Problems: A Multiple Criteria Decision Aid Approach." In Designing Sustainable Technologies, Products and Policies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66981-6_35.

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"Designing assessment criteria and performance indicators." In 500 Tips for Tutors. Routledge, 2004. http://dx.doi.org/10.4324/9780203383889-46.

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Inoue-Smith, Yukiko. "Optimizing Learning Through Activities and Assessments." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7438-5.ch011.

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Developing an effective online learning environment requires course instructors to integrate technology, pedagogy, and content knowledge (TPACK) into teaching. Focusing on a TPACK-based design for a fully online course in qualitative research methods, this chapter provides a detailed description of developing an online course in three stages: (1) planning and designing a course, (2) preparing an effective course syllabus, and (3) developing activities and assessments. Rubrics as assessment tools are used extensively for grading competencies in the core assignments, addressing the issue of how best to evaluate learning outcomes based on the criterion referenced assessment. The chapter describes that learning activities and assessments are so closely intertwined that it is almost impossible to discuss one without discussing the other, as one seeks to optimize online learning. The description thus supports the principle of instructors who not only become facilitators of learning but also motivators for students in online courses.

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Aidan, Alexander J. "Students' Co-Ownership of Summative Assessment Marking Criteria Towards a More Democratic Assessment in Higher Education." In Advances in Higher Education and Professional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6445-5.ch011.

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This chapter focuses on the second iteration of a longitudinal action research project that culminates in students acting as partners in the assessment process by co-creating their summative assessment marking criteria. The research argues that the co-ownership of marking criteria increases assessment literacy and helps students to understand how their assignment will be marked. The research limitations are presented, and future research pathways are defined. The findings are analyzed from a social-constructivist and critical pedagogy window. The research concludes that actively engaging students in their assessment leads to an enhanced learning experience and creates space for a more democratic assessment in the classroom.

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Soltani, Saeed. "“Designing Optimal Valuation Model of Bank Stocks”." In Advances in Business Information Systems and Analytics. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1086-5.ch012.

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The growth and diversification of investment and management property have development requirements, so achieving first place economically requires transfer of share of ownership from government to private sector. One of the major requirements of these operations is pricing of shares through stock exchange. The accurate and transparent assessment in assignment of stock value has great importance. So, it has been tried to design optimal model and then determine the bank stock value in public offerings. In this regard, the review of conventional models of stock valuation has been analyzed and the effect of functional variables and balance sheet on the value of bank stocks is investigated. In the statistical stage, the relevant tests have been accepted for 16 banks in Tehran Stock Exchange and Iranian OTC market on a three-year timeframe. The results of research lead to design and specify the optimal model for evaluating of Bank stock.

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Mawhinney, Hanne. "Artifacts of Expansive Learning in Designing a Web-Based Performance Assessment System." In Cases on Interactive Technology Environments and Transnational Collaboration. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch012.

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Recent evidence of the adoption of technologically mediated systems of knowledge management as part of the trend to accountability in the Institutions of Higher Education around the world has been widely disseminated in World Bank and UNESCO reports, and the effects of assessment driven accountability on preparation programs extensively debated in scholarly communities. Less scholarly attention has been paid to the institutional effects of the technology enhanced performance assessment evidentiary demands on university programs undergoing review by national accrediting bodies. The lack of scholarly attention is addressed by presenting a case study examining the institutional dynamics of accreditation review experienced by faculty in one department that offered graduate programs leading to certification for education leaders. Drawing from institutional analysis (Scott, 2008a, 2008b) a conceptual framework is established in a discussion of conditions of enactment of the regulative, normative and cognitive facets of the institutional dynamics evident in the implementation ecology of accountability systems. The case study analysis outlines four phases of development of the essential elements of a web-based assessment system, and describes the questions raised by faculty about performance evidence, the assessment of that evidence, and the nature of measures of program outcome effectiveness. Classic theories of organizations fail to fully explain the concerns and questions that were raised by faculty. In contrast, Engeström’s (1999, 2001, 2008) theory of expansive learning grounded in Cultural Historical Activity Theory (CHAT) provides insights into faculty responses to questions raised by the criteria for program review established by the accrediting body. Artifacts of expansive learning evident in the development of a performance assessment system can be viewed as reflecting institutionalization of regulative, normative, and cognitive dimensions of the emergent evaluative state of leadership preparation around the world. Implications are suggested for understanding the development of information technology (IT) enhanced knowledge management systems (KMS).

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Hsiung, Wong Yau. "Designing an Interactive and Engaging Module Sites Using the RASA Model." In Preparing the Next Generation of Teachers for 21st Century Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4080-9.ch005.

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In Taylor's University, Taylor's integrated Moodle e-learning system (TIMeS) is the learning management system (LMS) that instructors use to deliver and manage module site. The purpose of this chapter is to summarize the R.A.S.A. (resources, activities, supports, and assessments) model, an innovative technique used in designing module site which led to improved student achievement. The resources are visually engaging and interactive. They are followed by both facilitated and self-paced activities, which enable students to learn at anytime and anywhere. The simulation and scenario-based activities engages the student's intellect and imagination, while the game-based activities create a fun and motivating experience to the student. These activities are supported by synchronous and asynchronous communication tools. Students can use forum, discussion board to collaborate, and social apps to comment and exchange ideas. Assessment tools such as quiz, assignment, and student response systems are used to gather real-time feedback on student performance.

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Bobkowska, Anna E. "Integrating Quality Criteria and Methods of Evaluation for Software Models." In Software Applications. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-060-8.ch159.

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Successful realization of the model-driven software development visions in practice requires high quality models. This chapter focuses on the quality of models themselves. It discusses context-free and context-dependent quality criteria for models and then moves on to methods of evaluation which facilitate checking whether a model is good enough. We use linguistic theories to understand groups of criteria and their impact on other models, software product and the process of software development. We propose a strict distinction of the impacts of visual modeling languages, models of the system and tools for quality criteria. This distinction is helpful when designing the methods of evaluation and making decision about the point in time, scope and personnel responsible for quality assessment. As the quality criteria and several methods of evaluation has usually been considered separately we propose a methodology which integrates them. Such an integrated approach provides the following benefits. It allows for designing methods of evaluation based on quality criteria and elements of the model (or modeling language) in the context of specific needs. It can be applied for management of the scope of evaluation with quality criteria as well as configuration of the method to a specific situation. It allows for flexible and efficient conduct of the evaluation with selection of the methods of evaluation. Finally, this chapter presents case studies which illustrate the approach.

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Bobkowska, Anna E. "Integrating Quality Criteria and Methods of Evaluation for Software Models." In Model-Driven Software Development. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-006-6.ch004.

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Successful realization of the model-driven software development visions in practice requires high quality models. This chapter focuses on the quality of models themselves. It discusses context-free and context- dependent quality criteria for models and then moves on to methods of evaluation which facilitate checking whether a model is good enough. We use linguistic theories to understand groups of criteria and their impact on other models, software product and the process of software development. We propose a strict distinction of the impacts of visual modeling languages, models of the system and tools for quality criteria. This distinction is helpful when designing the methods of evaluation and making decision about the point in time, scope and personnel responsible for quality assessment. As the quality criteria and several methods of evaluation has usually been considered separately we propose a methodology which integrates them. Such an integrated approach provides the following benefits. It allows for designing methods of evaluation based on quality criteria and elements of the model (or modeling language) in the context of specific needs. It can be applied for management of the scope of evaluation with quality criteria as well as configuration of the method to a specific situation. It allows for flexible and efficient conduct of the evaluation with selection of the methods of evaluation. Finally, this chapter presents case studies which illustrate the approach.

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Kang, Hyeon-Suk, and Kang-Ye Na. "A Re-Evaluation of Backward Design in Goal Setting, Assessment and Instruction Planning in International Baccalaureate." In Educational Reform and International Baccalaureate in the Asia-Pacific. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5107-3.ch002.

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Much research in the field of International Baccalaureate (IB) education has focused on the strengths and weaknesses of this innovative system of education. In contrast, this chapter aims to return the discussion to the more fundamental aspects of IB by considering more deeply the issue of “backward design” and its relevance to the IB in the Korean and Asian contexts. The backward design consists of a) setting goals for learning, b) designing evaluation criteria to assess mastery of the course materials, and c) planning of the instruction in order to attain the learning goals.

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Conference papers on the topic "Designing the assignment assessment criteria"

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Wilczynski, Vincent, and Andrew C. Foley. "Designing a Capstone Design Course to Achieve Student Outcomes." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36749.

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The assessment of Student Outcomes is an import component for program evaluation and improvement. Though not proposed as the only tool a program should employ to measure the achievement of outcomes, the capstone design course can be a valuable mechanism to measure performance with regards to Student Outcomes. Because of the expansive reach of the engineering design process, capstone design projects present a natural environment to structure assessment activities that directly map to Student Outcomes. This paper presents versions of the Mechanical Engineering capstone design course that have be

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Milanovic, Ivana, Tom A. Eppes, and Kamau Wright. "Unified Assessment Approach for Courses With Simulation Component [And Professors in Hurry]." In ASME 2020 Fluids Engineering Division Summer Meeting collocated with the ASME 2020 Heat Transfer Summer Conference and the ASME 2020 18th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/fedsm2020-20161.

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Abstract In support of the digital transformation of our programs, simulation assignments are embedded in undergraduate fluid mechanics and heat transfer lecture-based courses, as well as in the Computational Engineering technical electives. Each course integrates simulations, application building, and inquiry-based learning (IBL) with ten assignments performed outside the class and documented in technical reports. FEA and CFD tools are employed to teach thermo-fluids, and in turn, course material is used to teach CFD and FEA. This new, high-impact practice facilitates a deeper understanding o

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Arlianty, Widinda Normalia, Beta Wulan Febriana, Artina Diniaty, and Lina Fauzi’ah. "Designing assignment using authentic assessment." In INTERNATIONAL CONFERENCE AND WORKSHOP ON MATHEMATICAL ANALYSIS AND ITS APPLICATIONS (ICWOMAA 2017). Author(s), 2017. http://dx.doi.org/10.1063/1.5016009.

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Bannerot, Richard. "Addressing Most of ABET Criterion 3 Issues First in an Early Design Class." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12474.

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The Accreditation Board for Engineering and Technology (ABET) Criterion 3 requires that students attain an ability, knowledge and/or understanding in a variety of areas. Most engineering programs select the ABET Criterion 3 issues plus a few more as their Program Outcomes when defining their program, as have we. The faculty have identified at least three courses for each of our Program Outcomes in which to document assessment of student learning. The sophomore design class is responsible for assessing student learning related to seven of the eleven Criterion 3 issues plus the ME Program Criter

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Love, Terence, and Trudi Cooper. "Designing Online Information Systems for Portfolio-Based Assessment: Design Criteria and Heuristics." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2724.

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This paper reports the main findings of an exploratory investigation into the key factors necessary to designing information systems for online portfolio-based assessment in tertiary, professional, secondary and primary education that maximize benefits for all stakeholders. A review of contemporary practice in designing online portfolio assessment systems showed a widespread neglect of several key factors necessary to formulating designs that maximize benefits for all stakeholders. In addition, it was found that design processes were marked by an over-emphasis on technical issues to facilitate

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Marukhina, Olga, Olga Berestneva, Elena Mokina, Elena Berestneva, and Natalia Kozlova. "Designing the cumulative indicators and criteria for educational process subjects competence assessment." In IV International research conference "Information technologies in Science, Management, Social sphere and Medicine" (ITSMSSM 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/itsmssm-17.2017.95.

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Cildoz, Marta, Fermin Mallor, Cristina Azcarate, and Amaia Ibarra. "Assessment of patient-physician assignment criteria in Emergency Department by using discret-event-simulation." In 2016 Winter Simulation Conference (WSC). IEEE, 2016. http://dx.doi.org/10.1109/wsc.2016.7822397.

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Dudar, Zoya, and Alexander Medovoy. "Internet- projects Assessment Criteria Validity, Problems and Perspectives for Proceedings of International Conference CADSM 2007." In 2007 9th International Conference - The Experience of Designing and Applications of CAD Systems in Microelectronics. IEEE, 2007. http://dx.doi.org/10.1109/cadsm.2007.4297623.

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Chi, Sung Goo, Seok Jeong Park, Chul Jin Choi, S. E. Ritterbusch, and M. C. Jacob. "Risk-Informed Assessment Methodology Development and Application." In 10th International Conference on Nuclear Engineering. ASMEDC, 2002. http://dx.doi.org/10.1115/icone10-22320.

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Westinghouse Electric Company (WEC) has been working with Korea Power Engineering Company (KOPEC) on a US Department of Energy (DOE) sponsored Nuclear Energy Research Initiative (NERI) project through a collaborative agreement established for the domestic NERI program. The project deals with Risk-Informed Assessment (RIA) of regulatory and design requirements of future nuclear power plants. An objective of the RIA project is to develop a risk-informed design process, which focuses on identifying and incorporating advanced features into future nuclear power plants (NPPs) that would meet risk go

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Bannerot, Richard. "Assessment of Design and Build Projects in Sophomore Design." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46651.

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One requirement in our sophomore design class is for the students to work in teams to design and build devices that satisfy several requirements subject to physical constraints. The evaluation of these devices is based on how individuals and the team perform on written documents as well as how well the device performs during testing and satisfies given design criteria. The performances in various parts of this assignment are used as a basis for student outcomes assessment. The paper will provide an example of a team project description including the figure of merit that assesses the functional

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Reports on the topic "Designing the assignment assessment criteria"

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Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, 2019. http://dx.doi.org/10.46850/sofia.9783941627727.

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20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the ba

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