Relevant bibliographies by topics / Experience assessment

Contents

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

Academic literature on the topic 'Experience assessment'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Experience assessment"

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Haidar, Ola M., Paul A. Lamarche, Jean-Frederic Levesque, and Robert Pampalon. "The Influence of Individuals’ Vulnerabilities and Their Interactions on the Assessment of a Primary Care Experience." International Journal of Health Services 48, no. 4 (2018): 798–819. http://dx.doi.org/10.1177/0020731418768186.

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This study examines the relationship between the vulnerabilities of individuals and their assessments of their primary care experiences in the setting of a universal care system. It focuses on 2 specific objectives: (1) evaluating the influence of each of the 5 vulnerabilities on the assessment of the care experience; (2) evaluating the influence of the interactions between the different types of vulnerabilities on the assessment of the care experience. The study identifies the primary care experience of 9,206 people. The health-related, biological, material, relational, and cultural vulnerabi
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Kumar, Devendra. "Psychosomatic Assessment of Street Children: A Gorakhpur Experience." Journal of Medical Science And clinical Research 04, no. 11 (2016): 14247–52. http://dx.doi.org/10.18535/jmscr/v4i11.116.

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Pisanty-Levy, Julieta. "Mexico's environmental assessment experience." Environmental Impact Assessment Review 13, no. 4 (1993): 267–72. http://dx.doi.org/10.1016/0195-9255(93)90036-b.

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Lucas, Shawn. "Assessing Transcendental Experiences vs Mental Illnesses." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, no. 4 (2017): 267–73. http://dx.doi.org/10.1177/1542305017737780.

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In our experience, being able to differentiate between mental illness and transcendent experiences has led patients to remain engaged in treatment. This is important since those who have experienced religious preoccupation are the least likely to seek out mental health care. We have developed a “Transcendent Assessment Tool” to assist clinicians and clients in discerning whether an experience is a delusion or part of a transcendent experience.
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Ouellette, Brittany. "Autism Assessment Referral: A Mother’s Experience." LEARNing Landscapes, no. 29 (June 24, 2025): 159–72. https://doi.org/10.36510/learnland.vi29.1148.

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In this paper I engage in an autobiographical inquiry into my experience of my son’s autism assessment referral and how this experience has continued to guide me in my learning journey as a mother, educator, friend, and family member. Thinking about how a parent’s greatest gift in this world is their children, I inquire into the messiness of life-making that occurs when parents are informed by a school specialist that their child should undergo an autism assessment. I share my experiences as a parent receiving information.
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Hadibarata, Tony, and Achmad Syafiuddin. "ENGINEERING STUDENTS’ PERCEPTION ABOUT LEARNING AND ITS VARIOUS TYPES OF ASSESSMENT." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 23, no. 1 (2018): 71–75. http://dx.doi.org/10.18269/jpmipa.v23i1.8930.

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Students’ perception of assessments can serve as a guiding light for improving overall educational practices. A questionnaire was collected from 80 engineering student to discover students' perceptions of different types of assessment and their overall perceptions of various type of assessments advantages in enhancing learning experiences. The majority of students strongly agreed that quiz and case study was beneficial and helpful for enhancing learning experience in engineering courses. On the contrary, project presentation, journal review, essay, interview, and demonstration was seemed unhel
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Vighnarajah, S., and Lim Shing Yu Jolene. "Assessment of Diversity Through Student Isolation." International Journal of Teacher Education and Professional Development 1, no. 2 (2018): 1–13. http://dx.doi.org/10.4018/ijtepd.2018070101.

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As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences a
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Agoglia, Christopher P., Cathy Beaudoin, and George T. Tsakumis. "The Effect of Documentation Structure and Task-Specific Experience on Auditors' Ability to Identify Control Weaknesses." Behavioral Research in Accounting 21, no. 1 (2009): 1–17. http://dx.doi.org/10.2308/bria.2009.21.1.1.

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ABSTRACT: Our study matches workpaper preparers with reviewers to investigate whether task-specific experience moderates the effect of fraud assessment documentation structure on the audit review team's ability to identify control weaknesses. Consistent with expectations, we find that preparers using a component documentation structure provided more favorable (and lower quality) assessments of control weaknesses than those using either a supporting or balanced documentation structure. Results indicate that preparer task-specific experience moderated this effect. Results also indicate that revi
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Norhusyairi, Hawari, Hidayah Mat Zain Nurul, and Baharum Aslina. "The need of gamified assessment for engaging learning experience." Bulletin of Electrical Engineering and Informatics 9, no. 2 (2020): 722–28. https://doi.org/10.11591/eei.v9i2.2083.

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Gamification described as the use of game elements for purposes beyond games. As an extension of that, gamified assessment is defined as the use of gamification for assessment purposes. However, the traditional method of assessment remains the standard for student performance assessment, and this raises two assumptions. First, the current gamification implementation is still in its infancy. Thus, it is still unappealing enough for practical use. Second, there is a lack of study that brings forward the desire to have gamification implemented in the assessment. Hence, this study intends to explo
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Mahabeer, Pryah, and Fathima Firoz Akoo. "Connecting assessment and feedback: A customised and personalised experience for knowledge-building." Journal of Education, no. 83 (August 6, 2021): 1–24. http://dx.doi.org/10.17159/2520-9868/i83a05.

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Formative assessment coupled with effectual feedback is instrumental in enhancing student-learning experience and contributing to knowledge-building. However, feedback does not always translate into the desired outcomes for students receiving feedback and this compromises educational experiences and goals. In this small-scale empirical study, we worked with five postgraduate Honours students at a university in South Africa to explore their experiences of feedback on formative assessments in the learning space. We focused in a nuanced way on innovative opportunities and practices of feedback in
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Dissertations / Theses on the topic "Experience assessment"

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Osinenko, O. V. "Enviromental impact assessment (foreign experience)." Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/21603.

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Stein, Alisha Sarah. "A real-time assessment of customer experience." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/1273.

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We have now entered into the age of the customer, a time where competing through traditional methods is no longer valid; it is the customer experience that is crucial to gaining a competitive advantage. Despite the recognition of the importance of customer experience, there is a considerable dearth of knowledge among both academics and practitioners on aspects relating to customer experience including the drivers, measurement and value it provides to firms. In an attempt to move forward the body of knowledge on customer experience, the researcher set out to answer the following research questi
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Smith, Timothy. "How do culturally deaf people experience neuropsychological assessment?" Thesis, University of East London, 2010. http://roar.uel.ac.uk/3693/.

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The lack of consideration of cultural factors within neuropsychological literature has been argued to be due to the assumption that assessment tools are measuring universal constructs (Nell, 2000), supported by the medical discourse with which neuropsychology has aligned itself and the subsequent implications of neutrality. However, evidence suggests that people experience assessments differently which may undermine the validity of the assessments. This is increasingly likely for participants from a different culture to that in which the assessment tool was developed, due to a greater degree o
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Toomey, Nisha. "Literacy on Lockdown: An Ethnographic Experience in English Assessment." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20470.

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This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct aff
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Blake, Noelle. "The experience of neuropsychological assessment : an interpretative phenomenological analysis." Thesis, Canterbury Christ Church University, 2004. http://create.canterbury.ac.uk/16871/.

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Objectives. This study investigated the experience of neuropsychological assessment from the patient’s perspective. It sought to gain an understanding of how the patient viewed the purpose of assessment and how the patient experienced the assessment process. It explored the impact of the assessment of the patient’s sense of self and elicited patients’ views about what was particularly helpful or unhelpful about the assessment process. Design. A within-group qualitative design was employed to investigate the experiences of nine men and women who presented for neuropsychological assessment in th
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Crick, Paula Jane. "Exploring student nurses' first assessment experience : an illuminative evaluation." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14972/.

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This illuminative evaluation utilises a mixed-method design to explore the first assessment experience of first year student nurses and consider how aspects of this experience impact on their self-beliefs regarding academic ability. The study investigates the experience of a cohort of student nurses as they go through their first summative assessment of theory on their Nursing diploma course at a post-1992 University in the West Midlands of the United Kingdom. It aims to elicit, from their perspective, aspects of the assessment process that enhance their confidence and self-belief about abilit
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Hoffman, Teresa. "The Student Experience of Psychoeducational Assessment: A Phenomenological Study." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629334058213182.

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Joughin, Gordon Rowland, and n/a. "Oral Assessment From the Learner's Perspective: The Experience of Oral Assessment in Post-Compulsory Education." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031125.091403.

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This thesis examines the experience of oral assessment in post-compulsory education from the student's perspective. A considerable literature has developed over the past three decades describing and analysing how students experience various aspects of learning, including various forms of assessment. Until recently, none of this literature has addressed how students experience oral assessment, and recent studies that have done so are limited in their scope and methodology - it would be true to say that very little is known about oral assessment from the student's perspective. The starting point
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Joughin, Gordon Rowland. "Oral Assessment From the Learner's Perspective: The Experience of Oral Assessment in Post-Compulsory Education." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366532.

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This thesis examines the experience of oral assessment in post-compulsory education from the student's perspective. A considerable literature has developed over the past three decades describing and analysing how students experience various aspects of learning, including various forms of assessment. Until recently, none of this literature has addressed how students experience oral assessment, and recent studies that have done so are limited in their scope and methodology - it would be true to say that very little is known about oral assessment from the student's perspective. The starting point
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Morrow, John W. "Law students with dyslexia and their experience of academic assessment." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/621044.

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The research explores the experience that students with Dyslexia, on law degrees, have of academic assessment, and the environmental factors that influence their experience and perceptions. The research is situated in one HEI (the Research Institution), which has a student population of 18,800, of which 634 had declared a Specific Learning Difficulty (SpLD) (including Dyslexia) during the academic year 2014/15. Previous research has shown that students with Dyslexia are disadvantaged by traditional forms of academic assessment. Whilst little research has been carried out on Dyslexia and law de
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Books on the topic "Experience assessment"

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Coles, T. F. Environmental assessment; experience to date. Institute of Environmental Assessment, 1991.

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Agency, Canadian Environmental Assessment, ed. Environmental assessment: The Canadian experience. The Agency, 1997.

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Galindo, Linda A. The accountability experience: Self-assessment. Jossey-Bass, 2011.

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Arledge, Perry. People-- are just desserts: Experience the sweet rewards! : a life embracing experience. 5th ed. Perry Productions, 1995.

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Chatterton, David. The assessment of supervised work experience. [Ealing College of Higher Education], 1988.

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B, Whitney Joseph, and Maclaren Virginia White 1953-, eds. Environmental impact assessment: The Canadian experience. Institute for Environmental Studies, University of Toronto, 1985.

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Troy, Tucker W., and New York Academy of Sciences., eds. Strategies for risk communication: Evolution, evidence, experience. Blackwell Pub. on behalf of the New York Academy of Sciences, 2008.

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Sutton, Ruth. Assessment in secondary schools: The Manchester experience. Longman, 1986.

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Kē, Hennāyaka Śānta, University of Peradeniya. Centre for Environmental Studies., USAID/Sri Lanka Natural Resources & Environmental Policy Project., and International Resources Group, eds. Environmental impact assessment: The Sri Lankan experience. Centre for Environmental Studies, University of Peradeniya, 1997.

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Geall, Vicki. Student expectations, perceptions and experience of assessment. University of Central England in Birmingham, 1996.

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Book chapters on the topic "Experience assessment"

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Vingerhoets, Ad. "The Assessment of Stress." In Probing Experience. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6593-4_10.

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Boucsein, Wolfram, and Florian Schaefer. "Objective Emotional Assessment of Industrial Products." In Probing Experience. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6593-4_6.

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Uzzell, David. "The interpretative experience." In Environmental Policy, Assessment and Communication. Routledge, 2024. http://dx.doi.org/10.4324/9781003500681-17.

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Glöe, G., and G. Rabe. "Experience with Computer Assessment." In Safety and Reliability of Programmable Electronic Systems. Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4317-9_16.

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Vera-Munoz, Cecilia, Laura Pastor-Sanz, Guiseppe Fico, Maria Teresa Arredondo, Francesca Benuzzi, and Angel Blanco. "A Wearable Emg Monitoring System for Emotions Assessment." In Probing Experience. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6593-4_13.

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Catriona, Robinson, Bingle Branwen, and Howard Colin. "Planning and assessment." In Your Primary School-based Experience, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781041058014-7.

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Mutweleli, Samuel, Grace Mwathe, and Scolastica Mundi. "Scenario-Based Assessments: Experience from East Africa." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_9.

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AbstractHow to assess twenty-first century skills continues to challenge measurement experts in education. Scenario-based assessment, a strategy used in the Assessment of Lifeskills and Values in East Africa (ALiVE) project, offers some benefits for these performance-based skills. In this chapter, scenario-based assessment is defined and described together with a discussion of assumptions made in developing such assessments. The creation of tools for assessing three life skills and the value of respect is used to illustrate issues encountered in the process. The daily life activities of adoles
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Stoddart, Jennifer. "Auditing Privacy Impact Assessments: The Canadian Experience." In Privacy Impact Assessment. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2543-0_20.

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deBoer, Mark. "Expansive Learning: Assessment Recapitulates Experience." In Teaching English for Academic Purposes (EAP) in Japan. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1_8.

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Tang, Zilu, Hongyi Hu, and Marcelo M. Soares. "Usability Assessment of Nintendo Switch." In Design, User Experience, and Usability. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35702-2_26.

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Conference papers on the topic "Experience assessment"

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Adorjan, Alejandro. "Blockchain Hackatons: Reflections From a Learning Experience." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834359.

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Hines, Tobi, and Sara E. Wright. "Discovering Access: Uncovering the Connection between Office Spaces and the User Experience." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.23.

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Young, Scott W. H., David Swedman, Haille Fargo, Steve Borrelli, Zoe Chao, and Carmen Gass. "Assessing and Improving the Experience of Underrepresented Populations: A Participatory Design Approach." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.60.

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Allen, R. Wade, George Park, Marcia Cook, Dary Fiorentino, and Erik Viirre. "Novice Driver Training Results and Experience with a PC Based Simulator." In Driving Assessment Conference. University of Iowa, 2005. http://dx.doi.org/10.17077/drivingassessment.1115.

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Pradhan, Anuj, Bruce Simons-Morton, Suzanne Lee, and Sheila Klauer. "Hazard Perception and Distraction in Novice Drivers: Effects of 12 Months Driving Experience." In Driving Assessment Conference. University of Iowa, 2011. http://dx.doi.org/10.17077/drivingassessment.1454.

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Mueller, Alexandra S., and Lana M. Trick. "Effect of Driving Experience on Change Detection Based on Target Relevance and Size." In Driving Assessment Conference. University of Iowa, 2013. http://dx.doi.org/10.17077/drivingassessment.1510.

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Tleis, A. N. D. "Experience in transmission systems." In IEE Colloquium on Fault Level Assessment - Guessing with Greater Precision? IEE, 1996. http://dx.doi.org/10.1049/ic:19960079.

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Toxopeus, Ryan, Robert Ramkhalawansingh, and Lana Trick. "The Influence of Passengers on Driving in Young Drivers with Varying Levels of Experience." In Driving Assessment Conference. University of Iowa, 2013. http://dx.doi.org/10.17077/drivingassessment.1530.

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Cattaneo, Fabiano, Alfonso Fuggetta, and Luigi Lavazza. "An experience in process assessment." In the 17th international conference. ACM Press, 1995. http://dx.doi.org/10.1145/225014.225025.

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Langer, Peter, M. Kopp, B. Holzner, and W. Magnet. "The Influence of Conversation, Low-Dose Alcohol and Driving Experience on the Peripheral Vision System." In Driving Assessment Conference. University of Iowa, 2001. http://dx.doi.org/10.17077/drivingassessment.1068.

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Reports on the topic "Experience assessment"

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Sathaye, J., B. Atkinson, and S. Meyers. Alternative fuels assessment: The international experience. Office of Scientific and Technical Information (OSTI), 1988. http://dx.doi.org/10.2172/6979980.

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Marnay, Chris, Nan Zhou, Min Qu, and John Romankiewicz. International Microgrid Assessment. Governance, INcentives, and Experience (IMAGINE). Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1210909.

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Shiller, Robert. Indexed Units of Account: Theory and Assessment of Historical Experience. National Bureau of Economic Research, 1998. http://dx.doi.org/10.3386/w6356.

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Hammersley, R. J. Assessment of light water reactor accident management programs and experience. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10173535.

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Mix, Scott. Solar Industry Manufacturer Experience with The SD2-C2M2 Assessment Tool. Office of Scientific and Technical Information (OSTI), 2024. http://dx.doi.org/10.2172/2446940.

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Care, Naomi, and Bryan Maddox. Improving Test Validity and Accessibility with Digital-First Assessments. Duolingo, 2022. http://dx.doi.org/10.46999/rnqv8188.

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Digital-first high stakes assessments invite us to rethink the standards, user experience, and vocabulary of assessment validity. We explore the disruptive potential of digital-first high stakes assessments to set higher standards in test performance and validity. In this paper we describe the new lexicon that digital-first assessments have introduced into high stakes digital assessments such as personalisation, user experience, and accessibility. The features of digital high stakes assessments have the potential to reduce sources of construct-irrelevant variation and improve test validity. In
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Ibarra, J. G., W. R. Jones, G. F. Lanik, H. L. Ornstein, and S. V. Pullani. Operating experience feedback report: Assessment of spent fuel cooling. Volume 12. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/453755.

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Semaan, Joelle, and Alastair Stewart. Sharing Oxfam’s Experience of Using Two Approaches for Network Assessment: Social Network Analysis and Qualitative Assessment Scorecard. Oxfam GB, 2017. http://dx.doi.org/10.21201/2017.1152.

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Armitage, Nicole H. Experience of Postpartum Active Duty Women in Training for the Fitness Assessment. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada616283.

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Burstein, Jill, Geoffrey LaFlair, Antony Kunnan, and Alina von Davier. A Theoretical Assessment Ecosystem for a Digital-First Assessment - The Duolingo English Test. Duolingo, 2022. http://dx.doi.org/10.46999/kiqf4328.

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The Duolingo English Test is a groundbreaking, digital­first, computer­adaptive measure of English language proficiency for communication and use in English­medium settings. The test measures four key English language proficiency constructs: Speaking, Writing, Reading, and Listening (SWRL), and is aligned with the Common European Framework of Reference for Languages (CEFR) proficiency levels and descriptors. As a digital­first assessment, the test uses “human­in­the­loop AI” from end to end for test security, automated item generation, and scoring of test­taker responses. This paper presents a
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