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Relevant bibliographies by topics / Formative assessment practices

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Academic literature on the topic 'Formative assessment practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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Journal articles on the topic "Formative assessment practices"

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Can, Duyen. "Towards Formative Assessment: Perceptions and Practices of ESP Teachers." International Journal of Science and Research (IJSR) 10, no. 6 (2021): 162–66. https://doi.org/10.21275/sr21601145456.

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Schafer, Adam G. L., Victoria M. Borland, and Ellen J. Yezierski. "Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”." Chemistry Education Research and Practice 22, no. 2 (2021): 457–75. http://dx.doi.org/10.1039/d0rp00179a.

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Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to requir

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Abell, Timothy N., and Hannah Sevian. "Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters." Journal of Chemical Education 97, no. 12 (2020): 4255–67. http://dx.doi.org/10.1021/acs.jchemed.0c00361.

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Widiastuti, Ida Ayu Made Sri, and Ali Saukah. "FORMATIVE ASSESSMENT IN EFL CLASSROOM PRACTICES." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya 45, no. 1 (2017): 050–63. http://dx.doi.org/10.17977/um015v45i12017p050.

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Fitrah, Muh, Muhammad Wajdi, Asrinan Asrinan, et al. "DISCLOSURE OF FORMATIVE ASSESSMENT PRACTICES IN THE MERDEKA CURRICULUM." JURNAL EDUSCIENCE 12, no. 2 (2025): 325–41. https://doi.org/10.36987/jes.v12i2.6899.

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Purpose – This research aims to analyze the experiences of middle school teachers in implementing formative assessment within the Merdeka Curriculum framework.Methodology—A qualitative case study was conducted from August to October at a Middle School in Bima City, West Nusa Tenggara, Indonesia. Ten Teacher Facilitators implementing the Merdeka Curriculum served as respondents. Data were collected through in-depth interviews, direct observations, and document analysis, then validated through triangulation and cross-checking. The data analysis included collection, condensation, display, and con

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Perry, Marcia, Andrew Linn, Brendan W. Munzer, et al. "Programmatic Assessment in Emergency Medicine: Implementation of Best Practices." Journal of Graduate Medical Education 10, no. 1 (2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.

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ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was co

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Justice, Enu. "Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom." Journal of Education and Learning (EduLearn) 15, no. 4 (2021): 483–89. https://doi.org/10.11591/edulearn.v15i4.20341.

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The purpose of this study was to look into the factors that influence mathematics teacher educators' formative assessment practices. This paper took a qualitative case study research design approach with six educators teaching mathematics in three teacher Colleges of Education in Ghana. The exploration focused on factors that hinders teacher educators use of formative assessment practices. Data were generated through the administration of semi – structured interviews and lesson observations. The qualitative data was analyzed using thematic analysis. Findings revealed that major facto

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Kazinyirako, John Peter, Philothère Ntawiha, Jean Leonard Buhigiro, and Ildephonse Ndayambaje. "Exploring Formative Assessment Practices in Public Secondary Schools in Kicukiro District." African Journal of Empirical Research 5, no. 2 (2024): 388–96. http://dx.doi.org/10.51867/ajernet.5.2.33.

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Various scholars acknowledged that formative assessment play a vital role in increasing students’ academic achievement. The main purpose of this study was to explore formative assessment practices in public secondary schools in Kicukiro District. The specific objectives of the study were to investigate how teachers plan for formative assessment in public secondary schools in Kicukiro district, to discover how teachers use formative assessment techniques in electing students learning evidence in public secondary schools in Kicukiro district and to assess how teachers provide formative assessmen

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Dr. Nazir Ahmad, Zainab Noorani, and Dr. Rozina Sewani. "Exploring Feedback and Assessment Practices: Perspectives from Prospective Teachers." Critical Review of Social Sciences Studies 3, no. 1 (2025): 953–66. https://doi.org/10.59075/c39z2h90.

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Assessment and feedback are essential components of teaching and learning, serving as tools to evaluate progress, guide improvement, and enhance student outcomes. This study examines prospective teachers' perceptions of assessment and feedback in the teaching-learning process. Using purposive sampling, eight prospective teachers from a private college in Karachi, Sindh, participated in the research. Data were collected through semi-structured interviews guided by an interview protocol and analyzed thematically. The findings revealed four key themes: assessment, formative assessment, summative

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AlAli, Rommel Mahmoud, and Ali Ahmad Al-Barakat. "Assessing the quality of science teachers' practices in employing formative assessment as a learning tool to enhance children's primary science learning." International Journal of Innovative Research and Scientific Studies 8, no. 2 (2025): 12–25. https://doi.org/10.53894/ijirss.v8i2.5090.

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This study examined the quality of science teachers' practices in employing formative assessment as a learning tool to enhance children's primary science learning. The research sample consisted of 30 randomly selected male and female teachers from Jordanian primary schools during the second semester of the 2023/2024 academic year. To assess these practices, a verbal rating scale was developed as a classroom observation instrument, incorporating ten criteria for assessing the quality of formative assessments. Each criterion included several performance indicators, totaling 38 indicators that re

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Dissertations / Theses on the topic "Formative assessment practices"

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Albusaidi, Amal A. "Changing assessment practices in Omani basic education schools : stakeholders' perceptions and teachers' practices of formative assessment." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401000.

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Hegazy, Hind. "Teachers’ perceived understanding of formative assessment and how it impacts their classroom practice: A case-study investigation." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/388967.

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This study examined Junior Secondary teachers’ perceived understanding of formative assessment and how it influenced teachers’ pedagogical choices and practices in the classroom. The study adopted a qualitative approach to research using interpretive phenomenological and analytical approaches to provide in-depth insight into the ways in which Junior Secondary teachers perceive, understand and apply formative assessment in their classrooms and how these practices impact student engagement with learning. Three key questions steered the research; 1) What are Junior Secondary teachers’ perceived u

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Dargusch, Joanne Mary. "Formative Assessment as Contextualised Practice: Insider Accounts." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366739.

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This thesis draws on a socio-cultural framework to investigate the nature and function of the formative assessment practices of Queensland teachers of Year 12 English. The thesis presents case reports that examine two teachers’ accounts of the practices they rely on in their Year 12 English classrooms to use assessment for learning. The final chapter of the thesis presents a reflection on the cases, examined against a critical review of literature and an examination of Queensland assessment policy relating to formative assessment. It provides key insights into the teachers’ formative assessmen

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Calveric, Sarah. "Elementary Teachers' Assessment Beliefs and Practices." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2332.

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Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers’ assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers’ (n = 79) define their assessment beliefs (conceptions) and how th

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Mohamed, Niuma. "Assessment in Male’ Schools: Three Maldivian Primary Teachers' Knowledge, Beliefs, & Typical Assessment Practices." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8686.

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Assessment practice in Maldivian schools is undergoing change. The newly developed draft of Maldivian National Curriculum with associated documents aligns assessment, instruction, and curriculum to provide optimum learning conditions for students. The Maldivian Ministry of Education (MOE), in collaboration with UNICEF, has introduced quality indicators for the Child Friendly Baraabaru School (CFBS) based on the Maldivian National Curriculum. These indicators stress the importance of maintaining a balance between assessment for learning (formative assessment) and assessment of learning (summati

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Compton, Stephen. "Assessment For Learning : a comparative study of formative assessment practices in two upper-secondary schools." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85302.

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Formative assessment lies not in enhancing what is, but in advancing toward what will be. Little research has been conducted on formative assessment practices, nor collegial practices in an EFL context. The purpose of the current study is to determine what formative assessment practices are in place in two upper-secondary schools and the impact that collegial learning plays in the adoption of these practices. This qualitative research design comprises four teachers and ten pupils using the focus group interview method. The findings reveal that there are several disparities in the two schools w

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Nordberg, Parekh Noopur, and Anja Schultzberg. ""Vad är formtativ bedömning för dig?" : - En intervjustudie av lärares förståelse av formativ bedömning." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265543.

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In Swedish schools the interest for formative assessment practices has increased during the last decade. This can partly be seen as a response to Sweden’s poor performance in international tests and rankings but it is also reflecting the advancement of knowledge within the field. This research paper aims to examine teachers understandings of the term formative assessment and what practices they associate to the term. It is carried out by semi-structured interviews of primary school teachers. The material has then been subjected to an inductive content analysis. To ensure reliability of the res

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Alzahrani, Saber. "SAUDI MATHEMATICS TEACHERS’ UNDERSTANDING AND PRACTICES OF FORMATIVE ASSESSMENT IN ELEMENTARY SCHOOLS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1465.

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The purpose of this study was to investigate Saudi mathematics teachers’ understanding and practices of formative assessment as well as determine the factors affecting the practice of formative assessment in mathematics education. The sample included 202 in-service mathematics teachers at both rural and urban public elementary schools in Al Baha district, Saudi Arabia. A concurrent mixed methods design was used. Quantitative data were collected through the questionnaire and data analysis consisted of descriptive statistics, ANOVA, and t-test. Qualitative data were gathered through open-ended q

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Stockwell, Melinda Elisabeth. "Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59726.

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This case study investigated whether the implementation of a more comprehensive approach to formative assessment made a difference to students’ summative assessment outcomes. This study identified that the adoption of a more comprehensive model of formative assessment not only increased levels of student engagement and built a more positive classroom culture, but also improved summative assessment grades in Mathematics A for most, if not all, students. The influence of the teacher proved to be significant.

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Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.

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<p>This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment<br>the skills levels of these educators<br>the nature of support and training these educators received to enhance their assessment practices<br>the different ass

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Books on the topic "Formative assessment practices"

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National Council of Teachers of Mathematics, ed. Using formative assessment to differentiate mathematics instruction, grades 4-10: Seven practices to maximize learning. Corwin, 2011.

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H, McMillan James, ed. Formative classroom assessment: Theory into practice. Teachers College, Columbia University, 2007.

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Rose, Tobey Cheryl, ed. Mathematics formative assessment: 75 practical strategies for linking assessment, instruction, and learning. Corwin Press, 2011.

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Rachel, Hickoff-Cresko, and Oberlin Jessica Urick, eds. Snapshots of reality: A practical guide to formative assessment in library instruction. Association of College and Research Libraries, a division of the American Library Association, 2014.

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Lissitz, Robert W. Informing the practice of teaching using formative and interim assessment: A systems approach. Information Age Publishing, Inc., 2013.

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1965-, Fisher Douglas, and ebrary Inc, eds. The formative assessment action plan: Practical steps to more successful teaching and learning. ASCD, 2011.

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A, Romberg Thomas, ed. Standards-based mathematics assessment in middle school: Rethinking classroom practice. Teachers College Press, 2004.

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Kazakova, Nataliya, Ekaterina Erohina, Svetlana Chikurova, and Natal'ya Romanova. Financial controlling of the company's business processes. INFRA-M Academic Publishing LLC., 2024. https://doi.org/10.12737/2049712.

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The textbook provides the formation of knowledge and practical skills in the field of building a system of financial controlling of business processes in companies, includes issues of the general concept of controlling business processes aimed at controlling the sustainability, economic and financial security of activities based on the relationship of business analysis tools, internal control and information and analytical business risk management system. The applied approach allows the company to increase its ability to quickly adapt to the turbulence of the external and internal environment.

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Plaskova, Nataliya. Economic analysis and evaluation of the effectiveness of the organization's investment activities. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1907632.

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The textbook contains theoretical, methodological and practical issues related to the formation of a reliable information and analytical base for managing the investment process at enterprises in the real sector of the economy. A set of methods of economic investment analysis is presented, which in business management practice make it possible to assess project risks and economic benefits at the stages of preparing investment projects to expand production activities, re-equip it with modern technologies and equipment, ensuring the strengthening of the competitiveness of project-building

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Zayceva, Tat'yana, and Anatoliy Zub. Personnel management. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2160249.

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The textbook covers all aspects of personnel management, including the history of the formation of this science, approaches, as well as the main areas of practical activity. It provides the theoretical foundations of planning, recruitment, development, motivation, staff performance assessment, remuneration, as well as practical recommendations and examples. It is designed to help students develop core competencies in the field of personnel management, understand the patterns of human behavior in organizations, learn how to effectively organize the work of employees and create a positive workin

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Book chapters on the topic "Formative assessment practices"

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Alt, Dorit, and Nirit Raichel. "Advancing Culturally Responsive Assessment Practices." In Equity and Formative Assessment in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_1.

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Lam, Bick-Har. "Constructing Formative Assessment Strategies." In Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3344-5_16.

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Deane, Paul, and Jesse R. Sparks. "Scenario-Based Formative Assessment of Key Practices in the English Language Arts." In Handbook of Formative Assessment in the Disciplines. Routledge, 2019. http://dx.doi.org/10.4324/9781315166933-4.

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Cusi, Annalisa, Gilles Aldon, Bärbel Barzel, and Shaï Olsher. "Rethinking Teachers’ Formative Assessment Practices Within Technology-Enhanced Classrooms." In Springer International Handbooks of Education. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-45667-1_29.

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Cusi, Annalisa, Gilles Aldon, Bärbel Barzel, and Shaï Olsher. "Rethinking Teachers’ Formative Assessment Practices Within Technology-Enhanced Classrooms." In Handbook of Digital Resources in Mathematics Education. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-030-95060-6_29-1.

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Hussain, Fatema Anis, and Dennis Kwek. "Formative Assessment in Primary Science Classrooms in Singapore: Teachers’ Pedagogical Reasoning and Practices." In A Diversity of Pathways Through Science Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2607-3_8.

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Furtak, Erin Marie, and Clarissa Deverel-Rico. "How Culturally Responsive Formative Assessment Practices Can Expand Students' Opportunities to Participate in Science Learning." In Culturally Responsive Assessment in Classrooms and Large-Scale Contexts. Routledge, 2025. https://doi.org/10.4324/9781003392217-20.

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Heredia, Sara C., and Jason Y. Buell. "Formative Assessment Classroom Practices." In Supporting Teachers’ Formative Assessment Practice With Learning Progressions. Routledge, 2017. http://dx.doi.org/10.4324/9781315562636-8.

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Sugimoto, Amanda T., and Nicole R. Rigelman. "Developing Teacher Candidates' Formative Assessment Practices." In Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0323-2.ch013.

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This chapter describes an initiative to better prepare teacher candidates to use formative assessment practices in their elementary mathematics instruction. Specifically, the initiative involved a curriculum and pedagogical redesign of an elementary mathematics methods course sequence. During the redesign implementation, the instructors intentionally modeled formative assessment practices for teacher candidates and had teacher candidates complete scaffolded field-based assignments in their elementary field placement classrooms in order to practice formative assessment strategies. Throughout th

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Irving, Karen E. "Technology-Assisted Formative Assessment." In Learning and Performance Assessment. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch021.

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Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments that allow students and teachers to assess learning and providing mechanisms to present information about student learning during instructional sequences. To implement formative assessment practices, students and teachers benefit from rich educational tasks that invite students to share information about their understanding of the lesson while the lesson is occurring in order to nurture productive

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Conference papers on the topic "Formative assessment practices"

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Hafsa, S. F., and Upeksha Rathnasena. "Writing Assessment Literacy: A Study of Formative Assessment Practice Among Wattala International School English Teachers." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/dlfh2907.

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Research into the technicalities of Writing Assessment Literacy (WAL) is an expanding domain, with many scholars stressing that its complex nature has not been fully developed in both pre- and in-service teachers due to oversights in teacher education and professional development. This study used survey data (N=20) and interviews (N=5) to investigate the practices of English language teachers related to formative assessment of writing in international schools in the Watt ala Divisional Secretariat. The results complement existing findings that a majority of teachers mirror summatie assessments

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Samah, Mas Norbany binti Abu, and Nor’ain binti Mohd Tajudin. "Implication of formative assessment practices among mathematics teacher." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON EDUCATION, MATHEMATICS AND SCIENCE 2016 (ICEMS2016) IN CONJUNCTION WITH 4TH INTERNATIONAL POSTGRADUATE CONFERENCE ON SCIENCE AND MATHEMATICS 2016 (IPCSM2016). Author(s), 2017. http://dx.doi.org/10.1063/1.4983884.

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Price, Edward, N. Sanjay Rebello, Paula V. Engelhardt, and Chandralekha Singh. "Complex interactions between formative assessment, technology, and classroom practices." In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3679993.

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Bolondi, Giorgio, Agnese Zozzo, Federica Ferretti, Marzia Garzetti, and George Santi. "Can Formative Assessment Practices Appear Spontaneously during Long Distance Learning?" In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010475506250632.

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Floratos, Nikolaos, Teresa Guasch, and Anna Espasa. "STUDENT ENGAGEMENT IN MOOCS WITH APPROPRIATE FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1347.

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Chan, Monica. "Towards Student-Driven Formative Assessment Practices across School and Afterschool Makerspaces." In FabLearn '20: FabLearn 2020 - 9th Annual Conference on Maker Education. ACM, 2020. http://dx.doi.org/10.1145/3386201.3386224.

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Zhang, Han, Shanshan Ai, and Lingyu Zhang. "Students’ perception on online formative assessment in English as a foreign language class." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-53.

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In the context of economic globalization and the advancement of science and technology, English has emerged as the predominant language for international communication. In 2020, the Chinese Ministry of Education issued “College English Teaching Guide” and emphasized the role of modern educational technology in assessing students’ learning and enhancing their outcomes. It advocated for the creation of online interactive learning platforms by universities to facilitate teaching, tutoring, practice, feedback, assessment, and other educational aspects, enabling students to learn anytime and anywhe

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Scales, Roya. "Exploring Seven Novice Elementary Teachers' Formative Literacy Assessment Practices: A National Study." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1435175.

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Wenzel, Alicia. "Novice Teachers' Formative Assessment Practices to Provide Meaningful and Equitable Student Learning." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1882534.

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Huang, Ruiping. "Addressing Challenges in Formative Assessment Practices by Artificial Intelligence: A Systematic Review." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2014059.

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Reports on the topic "Formative assessment practices"

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

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This primer explores assessment during collaborative learning, shifting the focus from traditional summative evaluation to ongoing formative assessment for learning. It addresses key questions regarding what should be assessed, individual knowledge, group dynamics, collaborative skills, or both; and how assessments can be designed to align with learning objectives. The document outlines effective practices for incorporating self- and peer-assessment to empower students and provides guidance on delivering meaningful feedback. It discusses the importance of balancing individual and group assessm

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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysi

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Schuck-Zöller, Susanne, Sebastian Bathiany, Markus Dressel, et al. Developing criteria of successful processes in co-creative research. A formative evaluation scheme for climate services. Fteval - Austrian Platform for Research and Technology Policy Evaluation, 2022. http://dx.doi.org/10.22163/fteval.2022.541.

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Climate change and its socio-ecological impacts affect all sectors of society. To tackle the multiple risks of climate change the field of climate services evolved during the last decades. In this scientific field products to be applied in practice are developed in constant interaction between climate service providers and users. To judge the effectiveness of these co-creation endeavours, evaluation is crucial. At present, output and outcome assessments are conducted occasionally in this research field. However, the summative evaluation does not help to adjust the ongoing process of co-creatio

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Gao, Yicheng, Rui Cao, Zhihan Liu, et al. Knee osteoarthritis guidelines lack a comprehensive consideration of multiple influencing factors from evidence to recommendations: a systematic survey. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.4.0062.

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Review question / Objective: To systematically evaluate the use of the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) approaches and factors influencing the formation from evidence to recommendations in the knee osteoarthritis (KOA) related clinical practice guidelines (CPGs). Information sources: Two English-language databases (PubMed, Embase) and four Chinese-language databases (China National Knowledge Infrastructure, VIP Database for Chinese Technical Periodicals, Wanfang, and Chinese Biomedical Literature Database).

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Gorman- Murray, Andrew, Jason Prior, Evelyne de Leeuw, and Jacqueline Jones. Queering Cities in Australia - Making public spaces more inclusive through urban policy and practice. SPHERE HUE Collaboratory, 2022. http://dx.doi.org/10.52708/qps-agm.

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Building on the success of a UK-based project, Queering Public Space (Catterall & Azzouz 2021), this report refocuses the lens on Australian cities. This is necessary because the histories, legacies and contemporary forms of cities differ across the world, requiring nuanced local insight to ‘usualise’ queerness in public spaces. The report comprises the results of a desk-top research project. First, a thematic literature review (Braun & Clarke 2021) on the experiences of LGBTIQ+ individuals, families and communities in Australian cities was conducted, identifying best practices in incl

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Dinovitzer, Aaron, Brian Leis, Ravi Krishnamurthy, Chris Alexander, and Mures Zarea. PR214-203804-R01 Systematize 20 Years of Mechanical Damage Research. Pipeline Research Council International, Inc. (PRCI), 2022. http://dx.doi.org/10.55274/r0012226.

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This research was funded in part under the Department of Transportation, Pipeline and Hazardous Materials Safety Administration's Pipeline Safety Research and Development Program. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the official policies, either expressed or implied, of the Pipeline and Hazardous Materials Safety Administration, or the U.S. Government. Research over the past 20 years has improved the pipeline industry's understanding of the behavior and failure processes for mechanical damage. This new unde

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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of contr

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Rana, Arnav, Sanjay Tiku, and Aaron Dinovitzer. PR-214-203806-R01 Improve Dent-Cracking Assessment Methods. Pipeline Research Council International, Inc. (PRCI), 2022. http://dx.doi.org/10.55274/r0012227.

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This work was funded in part, under the Department of Transportation, Pipeline and Hazardous Materials Safety Administration. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the official policies, either expressed or implied, of the Pipeline and Hazardous Materials Safety Administration, the Department of Transportation, or the U.S. Government. This project builds on mechanical damage (MD) assessment and management tools, developed on behalf of Pipeline Research Council International (PRCI), Interstate Natural Gas Asso

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Russo, David, Daniel M. Tartakovsky, and Shlomo P. Neuman. Development of Predictive Tools for Contaminant Transport through Variably-Saturated Heterogeneous Composite Porous Formations. United States Department of Agriculture, 2012. http://dx.doi.org/10.32747/2012.7592658.bard.

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The vadose (unsaturated) zone forms a major hydrologic link between the ground surface and underlying aquifers. To understand properly its role in protecting groundwater from near surface sources of contamination, one must be able to analyze quantitatively water flow and contaminant transport in variably saturated subsurface environments that are highly heterogeneous, often consisting of multiple geologic units and/or high and/or low permeability inclusions. The specific objectives of this research were: (i) to develop efficient and accurate tools for probabilistic delineation of dominant geol

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Tabakovic, Momir, Stefan Savic, Andreas Türk, et al. Analysis of the Technological Innovation System for BIPV in Austria. Edited by Michiel Van Noord. International Energy Agency Photovoltaic Power Systems Programme, 2024. http://dx.doi.org/10.69766/aocp4683.

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This report analyses the Technological Innovation System (TIS) of Building Integrated Photovoltaics (BIPV) in Austria. The study’s scope is consistent with the IEA PVPS Task 15 report [1].The analysis aims to facilitate and support the innovation, development, and implementation of industrial solutions of BIPV technologies. In Austria, the use of BIPV is still a niche application and covers under 2% of all implemented PV systems [1]. BIPV technology in Austria has historically developed with the support of different public financial incentives, national and European. The history of BIPV is som

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