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Journal articles on the topic 'Integrated assessment of knowledge'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Davit, Gondauri, and Mikautadze Ekaterine. "An Integrated Assessment of Students' Astuteness and Knowledge." International Journal of Innovative Science and Research Technology 7, no. 4 (2022): 18–21. https://doi.org/10.5281/zenodo.6426471.

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Any assessment must elicit evidence of performance, which is capable of being interpreted. Whether or not these interpretations and actions satisfy the conditions for formative functions, the fact that interpretable evidence has been generated means that the assessment can serve a summative function. Therefore, all assessments can be summative, but only some have the additional capability of serving formative functions. The art of assessment depends on the teacher's diligence and experience, requires a creative approach and caution from him. Thus, the assessment process requires an individ

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Tadesse, Hagos, and Andargie Dereje. "Effects of technology-integrated formative assessment on students' conceptual and procedural knowledge in chemical equilibrium." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 113–26. https://doi.org/10.11591/edulearn.v17i1.20630.

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The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and one comparative. A random sample strategy was utilized to select two intact classes for treatment and one intact class for comparison groups. Data was collected using the chemical equilibrium conceptual test, the procedural test, and classroom ob

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Cesljarev, Claire, and Valarie Akerson. "Integrated Assessments of K-12 Students’ Science and Literacy Knowledge." International Journal of Research in Education and Science 8, no. 3 (2022): 471–85. http://dx.doi.org/10.46328/ijres.2718.

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Incorporating literacy instruction in science is a beneficial practice that uses interdisciplinary strategies to address connections between language arts and science. Interdisciplinary curricular approaches in education are common expectations for science teachers and there are increasingly more mandates for embedding literacy into science curricula. This interdisciplinary program requires the teachers to apply a common methodology and language to instruction. While ideas for lessons and strategies for incorporation of literacy in science are plentiful, the field falls short in providing guid

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Mohamad Jan, Nurhidaya, Fadzidah Mohd Idris, Siti Munirah Mohd, and Hatika Kaco. "ASSESSMENT OF INTEGRATION NAQLI AND AQLI GIFTED EDUCATION (IGEd)." International Journal of Education, Psychology and Counseling 9, no. 54 (2024): 632–47. http://dx.doi.org/10.35631/ijepc.954049.

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This study aims to introduce the assessment of integration naqli and aqli gifted education implemented at Kolej PERMATA Insan (KPI), an institution for gifted and talented Muslim students. The assessment was carried out using the concept of integrated assessment for the students’ end-of-semester assessment during the COVID-19 pandemic and is still being carried out now. The primary purpose of the integrated assessment at KPI is to build learning outcomes that integrate naqli knowledge (Al Quran and hadith) into intellectual knowledge. Thus, this can assess students' success across the curricul

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Gogoi, Kaberi, Juliana Sarmah, and Mayuri Bora. "Assessment of Farmers’ Knowledge on Integrated Farming System (IFS)." International Journal of Environment and Climate Change 13, no. 12 (2023): 53–60. http://dx.doi.org/10.9734/ijecc/2023/v13i123660.

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Majority of Indian farmers are either small or marginal. With the increase in population, the per capita availability of land is decreasing. Increasing population and decline in per capita availability of land in the country raises the issue of food security. Realizing the benefit of Integrated Farming System (IFS), in terms of food security, environmental sustainability the farmers are to be encouraged to go for adopting the IFS in their own. The present study was conducted to assess the knowledge of the respondents on IFS and explore the association between respondents’ knowledge and certain

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Huang, Sue-Fen. "Cognitive diagnostic assessment based on knowledge structure." MATEC Web of Conferences 169 (2018): 01020. http://dx.doi.org/10.1051/matecconf/201816901020.

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The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. In order to insight the misconception of learning basic mathematics and progress teaching. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modelling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. In this paper, some well-known knowledge structure assessment methods will be discussed. For item connection, Bart et al ordering theory and T

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Șișianu, Ala, and Ala Pușcașu. "METHODS OF ASSESSING STUDENTS' KNOWLEDGE IN ENGLISH LANGUAGE LESSONS." JOURNAL OF SOCIAL SCIENCES 7, no. 3 (2024): 234–42. http://dx.doi.org/10.52326/jss.utm.2024.7(3).16.

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Assessing students' knowledge in English language lessons is a crucial aspect of language education, impacting both teaching effectiveness and student outcomes. This article explores a variety of methods used to evaluate English language proficiency, considering both traditional and modern assessment techniques. Traditional methods such as written and oral exams are examined alongside performance-based assessments like portfolios and project-based learning. Additionally, the article delves into formative assessments, including quizzes and classroom activities, and the growing role of technolog

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Huang, Heng-Tsung Danny, Shao-Ting Alan Hung, and Lia Plakans. "Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks." Language Testing 35, no. 1 (2016): 27–49. http://dx.doi.org/10.1177/0265532216677106.

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Integrated speaking test tasks (integrated tasks) provide reading and/or listening input to serve as the basis for test-takers to formulate their oral responses. This study examined the influence of topical knowledge on integrated speaking test performance and compared independent speaking test performance and integrated speaking test performance in terms of how each was related to topical knowledge. The researchers derived four integrated tasks from TOEFL iBT preparation materials, developed four independent speaking test tasks (independent tasks), and validated four topical knowledge tests (

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Anderson, Debra K., and Barbara Harris. "Demonstrating Excellence Through Assessment: Measuring Students' Knowledge, Values, and Skills." Journal of Baccalaureate Social Work 9, no. 2 (2004): 124–35. http://dx.doi.org/10.18084/1084-7219.9.2.124.

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Excellence in social work education is partially measured by the degree to which assessment models support program uniqueness, foster micro and macro learning, and link mission, goals, and objectives to student outcomes. This article describes an integrated assessment model developed by a small undergraduate social work program that focused on incorporating these characteristics of excellence into student-focused assessments. A modified portfolio approach culminating in a senior research colloquium was chosen because it not only supports student growth and development, but also provides a foru

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Artikova, Makhim. "Implementing Content And Language Integrated Learning (CLIL) In Secondary Schools." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 253–60. http://dx.doi.org/10.37547/tajssei/volume02issue11-45.

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This paper aims to give information about the benefits and stages of implementation of Content and Language Integrated Learning (CLIL) in secondary schools. It focuses on the objectives and implementation stages of the CLIL, target language skills, assessment, feedback, and dual-subject knowledge in this approach. It further states the benefits of applying CLIL in preparing students for 21- century skills (Critical Thinking, Problem Solving, Decision making, Creativity, Collaboration, Communication), international standardized exams such as IELTS, TOEFL, and large-scale international assessmen

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Nikat, Rikardus Feribertus, and Algiranto Algiranto. "Peningkatan Pengetahuan dan Keterampilan Pedagogik Guru IPA melalui Pendampingan Asesmen Berbasis Kearifan Lokal." Jurnal Pengabdian Masyarakat (abdira) 2, no. 3 (2022): 1–10. http://dx.doi.org/10.31004/abdira.v2i3.161.

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Authentic assessment is one part of the 2013 curriculum grading system with an assessment focus on student activity. Based on the results of studies related to problems in learning in schools, there are two main problems. First, the readiness of teachers in the event that they do not yet have minimal competence in making authentic-based assessment instruments. Both grading systems need to integrate the value of local wisdom in evaluating science learning in accordance with national assessment standards. This assistance is a series of preparation of authentic assessment instruments integrated w

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Raudeliūnienė, Jurgita, and Irena Račinskaja. "Assessment of the Knowledge Acquisition Process in Lithuanian Insurance Sector." Business: Theory and Practice 15, no. (2) (2014): 149–59. https://doi.org/10.3846/btp.2014.15.

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Under the development of favourable globalization conditions, the demand for and importance of knowledge in the insurance sector are rapidly growing, which is characterized by the variety of insurance services and offered products as well as by a permanent change in efforts to efficiently meet the needs of society. Therefore, knowledge is becoming a unique factor that leads to the increased exclusivity of the organization in this particular sector when the recently acquired knowledge helps the employees of the company with efficiently performing work activities and creating for consumer advant

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Azmy, Nurhidayah, and Che Maznah Mat Isa. "IMPLEMENTING ALTERNATIVE ASSESSMENTS WITH DESIGN THINKING IN ENGINEERING EDUCATION: ENHANCING OUTCOMES FOR BROADLY-DEFINED ENGINEERING PROBLEMS." International Journal of Modern Education 7, no. 24 (2025): 340–56. https://doi.org/10.35631/ijmoe.724024.

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This study examines the use of alternative assessments, integrated with design thinking, in the Integrated Technology Design Project (ITDP) course to improve engineering education outcomes. Traditional assessments often focus on memorization and theoretical knowledge, abandoning practical skills and real-world problem-solving abilities. Additionally, there is a pressing need for alternative assessment approaches that integrate real-world problem-solving skills, fostering a more holistic and applicable skill set among engineering graduates. To address this issue, the study employs a performance

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Bivainis, Juozas, and Renatas Morkvėnas. "INTEGRATED ASSESSMENT OF ORGANIZATION'S KNOWLEDGE POTENTIAL / INTEGRUOTAS ORGANIZACIJOS ŽINIŲ POTENCIALO VERTINIMAS." Journal of Business Economics and Management 13, no. 1 (2012): 81–94. http://dx.doi.org/10.3846/16111699.2011.620152.

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Knowledge became a vital resource to all economy subjects after humans had become capable to catalyze the creation and spreading of knowledge in the 20th century. It became urgent to be capable of measuring and assessing knowledge to enhance this resource purposefully and well-grounded. Although quite a lot of scientific articles, as well as more popular publications, analyze various aspects of knowledge management, but the problem of knowledge assessment is yet to be solved. Although plenty of scientists have researched the theoretical and practical problems of assessing organization's knowle

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Lal, Sudhanand Prasad, Sunil Kumar K. N., and Gyan Shukla. "KNOWLEDGE ASSESSMENT OF INTEGRATED PEST MANAGEMENT PRACTICES AMONG HYBRID TOMATO GROWERS." Gujarat Journal of Extension Education 38, no. 2 (2024): 144–52. https://doi.org/10.56572/gjoee.2024.38.2.0023.

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This study investigates the knowledge levels of hybrid tomato growers in Karnataka, India, regarding Integrated Pest Management (IPM) practices. Through structured interview schedule and standardized knowledge tests, data were collected to assesses growers’ understanding of cultural, physical, chemical, and biological IPM practices. Findings reveal that majority of respondents (69.17%) had medium level knowledge about IPM practices apropos in tomato cultivation. Among different IPM practices, respondent possess highest knowledge in chemical practices (x̄= 0.7208, ranked Ist) followed by cultur

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Samantaray, S. K., P. K. Panda, S. K. Satapathy, P. J. Mishra, and H. K. Sahoo. "EFFECTIVENESS OF VOCATIONAL TRAINING IN INTEGRATED FISH FARMING ON TRAINEES’ KNOWLEDGE ACQUISITION: AN IMPACT ASSESSMENT." Malaysian Animal Husbandry Journal 4, no. 1 (2023): 01–04. https://doi.org/10.26480/mahj.01.2024.01.04.

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This research paper investigates the effectiveness of a vocational training program in integrated fish farming on the knowledge acquisition of participants. The study was conducted at Krishi Vigyan Kendra, Ganjam-I, with the aim of assessing the impact of this training on individuals aspiring to pursue integrated fish farming as a profession. The study involved a cohort of participants who enrolled in the vocational training program. Upon enrollment, respondents shared their intentions of integrating fish farming into their professional pursuits. The program was designed to impart knowledge an

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Yin Rebecca Yiu, Man, and Kit Fai Pun. "Measuring knowledge management performance in industrial enterprises." Learning Organization 21, no. 5 (2014): 310–32. http://dx.doi.org/10.1108/tlo-05-2013-0021.

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Purpose – This paper aims to discuss an integrated paradigm that aligns the measures of knowledge management (KM) performance to attain corporate goals in organisations. It presents the main findings of an exploratory study on the use of the paradigm and the accompanied self-assessment scheme in industrial enterprises in Trinidad and Tobago (T&T). Design/methodology/approach – An integrated knowledge management (IKM) model was derived, incorporating the guiding principles of the Total Quality Management/Business Excellence Models. A host of 20 elements was advocated under 5 assessment crit

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Hagos, Tadesse, and Dereje Andargie. "Effects of technology-integrated formative assessment on students' conceptual and procedural knowledge in chemical equilibrium." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 113–26. http://dx.doi.org/10.11591/edulearn.v17i1.20630.

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The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and one comparative. A random sample strategy was utilized to select two intact classes for treatment and one intact class for comparison groups. Data was collected using the chemical equilibrium conceptual test, the procedural test, and classroom observ

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Timkina, Yuliya, and Yuliya Mikhaylova. "Assessment of university students’ need to acquire knowledge about ecology." E3S Web of Conferences 460 (2023): 05008. http://dx.doi.org/10.1051/e3sconf/202346005008.

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The article discusses the necessity and possibility of including an integrated module of environmental education and foreign language in the training of bachelors at the university. It is noted that the inclusion of environmental education in a foreign language course contributes to the expansion of knowledge acquired earlier, reduces the burden on students, meets the needs of society and the individual. To design an integrated module, it is necessary to determine the readiness and desire of students for environmental education. The authors developed a questionnaire consisting of four blocks a

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ABADI, Asmae, Chaimae ABADI, and Mohammed ABADI. "Intelligent Decision Making and Knowledge Management System for Industry 4.0 Maturity Assessment." Statistics, Optimization & Information Computing 14, no. 1 (2025): 207–28. https://doi.org/10.19139/soic-2310-5070-2461.

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Achieving a seamless transition to Industry 4.0 requires a holistic, knowledge-driven approach that integrates multiple dimensions of digital transformation. This paper proposes a smart, data-driven ontology-based system that integrates strategic, operational, technological, and cultural dimensions for Industry 4.0 maturity assessment. Built using OWL (Ontology Web Language) for structured knowledge representation and SWRL rules (Semantic Web Rule Language) for intelligent inference, the proposed ontology-based system assesses manufacturing enterprises into five maturity levels: Pre-Adoption,

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Zaki, Zabihullah. "Assessment in English for Specific Purposes through Integrated Skills." Integrated Journal for Research in Arts and Humanities 2, no. 5 (2022): 129–33. http://dx.doi.org/10.55544/ijrah.2.5.20.

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The article discusses a review of key areas of knowledge and skills in language assessment in English for specific purposes (ESP) teachers and learners, as well as language teacher educators and other language professionals. The study provides insights regarding the reasons for providing both teachers and learners with opportunities to acquire and develop assessment-related knowledge and integrated skills of writing, reading, listening and speaking. The present study also aims to demonstrate the advantages of using assessment in the ESP (English for Specific Purposes) class. By resorting to th

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Yotha, Nattapon, Wasinee Wasinee Rungruang, and Wuthikrai Pommarang. "Exploring the Impact of the Integrated Think-Pair Share and Active Learning Management on Non-Credentialed Teacher Learning Assessment Competency." Higher Education Studies 14, no. 2 (2024): 100. http://dx.doi.org/10.5539/hes.v14n2p100.

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This study investigates the effectiveness of an integrated approach combining think-pair share and active learning management in enhancing non-credentialed teachers&#39; assessment competency and compares their learning achievement in educational assessment across pre, post, and delayed examination phases. Utilizing a one-group experimental design, 29 participants were selected through cluster sampling. Instruments included an integrated think-pair-share and active learning management system, along with assessments evaluating participants&#39; assessment knowledge, skills, and attribut

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Laing, Glenna, Rume Djebah, Judy Hoff, et al. "OP35 Integrated Knowledge Translation In Policy Development." International Journal of Technology Assessment in Health Care 34, S1 (2018): 14. http://dx.doi.org/10.1017/s0266462318000922.

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Introduction:Immune globulin (IG) is a publicly funded blood product with high utilization rates and rapidly rising costs. Inappropriate use of IG, particularly in dose and treatment duration, is observed in about 10 percent of cases, and the national guidelines for IG treatment are outdated. To develop a utilization management policy for IG, the Alberta, Manitoba and Saskatchewan Ministries of Health collaborated with health technology assessment (HTA) researchers and clinicians to develop evidence-based guideline recommendations for IG treatment to inform an authorization policy for IG utili

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Giraldo, Frank, and Xun Yan. "Evaluating an Online Assessment Course: Teachers’ Voices on Their Language Assessment Literacy." Profile: Issues in Teachers' Professional Development 27, no. 1 (2025): 97–114. https://doi.org/10.15446/profile.v27n1.113304.

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This article reports a mixed-methods case study on English language teachers’ evaluation of an online assessment course and their language assessment literacy. Our goal was to examine the teachers’ perceptions of the contents, activities, and the impact of the course on their professional development. For data collection, we used a questionnaire and a focus group interview. Results indicate that teachers welcomed all course contents, especially for assessing learners with special needs and integrated-skills assessment. Regarding activities, the teachers favored test analysis and construction w

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Rodés-Bachs, Clàudia, Jon Sampedro, Natasha Frilingou, Francesco Gardumi, and Camilla Lo Giudice. "Open Science Practices in Integrated Assessment Models." Open Research Europe 5 (January 20, 2025): 12. https://doi.org/10.12688/openreseurope.18824.1.

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Background Open science emphasizes the free and accessible dissemination of scholarly outputs to a wide audience, including scientists, stakeholders, and the general public. Its core principle is the open sharing of knowledge to enable reuse, replication, and uphold research integrity. Methods Using insights from a survey designed to explore the open science practices within integrated assessment modeling (IAM) teams, as well as the challenges and barriers they face, we propose an open science protocol tailored specifically to the needs of IAMs. Results The proposed protocol improves the trans

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Rodés-Bachs, Clàudia, Jon Sampedro, Natasha Frilingou, Francesco Gardumi, and Camilla Lo Giudice. "Open Science Practices in Integrated Assessment Models." Open Research Europe 5 (June 16, 2025): 12. https://doi.org/10.12688/openreseurope.18824.2.

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Background Open science emphasizes the free and accessible dissemination of scholarly outputs to a wide audience, including scientists, stakeholders, and the general public. Its core principle is the open sharing of knowledge to enable reuse, replication, and uphold research integrity. Methods Using insights from a survey designed to explore the open science practices within integrated assessment modeling (IAM) teams, as well as the challenges and barriers they face, we propose an open science protocol tailored specifically to the needs of IAMs. Results The proposed protocol improves the trans

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Machali, Imam, and Efi tri Astuti. "IMPLEMENTATION OF INTEGRATED AUTHENTIC THEMATIC ASSESSMENT IN THE 2013 CURRICULUM AT MIN SIDOARJO PACITAN 2016/2017." Sunan Kalijaga International Journal on Islamic Educational Research 1, no. 1 (2018): 15–33. http://dx.doi.org/10.14421/skijier.2017.2017.11-02.

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Assessment is a key component for knowing the effectiveness ofthe learning process. The assessment method should have relevance withthe curriculum that applied in the educational institution. In the 2013curriculum, the relevant assessment method is an authentic assessment.This authentic assessment method measures the competence of attitudes,skills and knowledge of the students based on their processes and outcomes.This method is different with the previous curriculum assessment methodsthat always emphasize cognitive competence (knowledge) and tend to beoriented to exam results, in authentic as

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Atasoy, Ercan, Neslihan Uzun, and Berna Aygun. "Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment." World Journal on Educational Technology 8, no. 1 (2016): 18. http://dx.doi.org/10.18844/wjet.v8i1.496.

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The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK) of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted wi

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Besson, Jeremy, Antanas Mitasiunas, and Saulius Ragaisis. "Export Process Capability Assessment Model." Applied Computer Systems 17, no. 1 (2015): 60–67. http://dx.doi.org/10.1515/acss-2015-0009.

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Abstract The process capability modeling has become a tool for systematization and codifying knowledge of process-oriented activities. Enterprise SPICE defines a domain independent integrated model for enterprise-wide assessment and continuous improvement. This paper presents the complete export process capability assessment model containing the export body of knowledge expressed in terms of SPICE conformant processes, their outcomes and base practices. The purpose of the developed model is to enable use of domain independent Enterprise SPICE model for the export process improvement.

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Ristanto, Rizhal Hendi, Refirman Djamahar, and Ericka Darmawan. "Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)." Indonesian Journal of Science and Education 4, no. 2 (2020): 111. http://dx.doi.org/10.31002/ijose.v4i2.2588.

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<span>Evaluation activities of biology learning process for learners is teachers’ and education units’ responsibility. An authentic assessment is crucial to be implemented in the learning process so that learners could be guided to have abilities in knowledge as well as attitudes and skills. The research aims in 2019 is to observe 50 biology teachers’ differences in biology teachers’ skills in Bekasi Regency, Indoensia in mastering authentic assessment knowledge in biology learning before and after the implementation of training activities through a Scientific Approach-based Cooperative

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Prudat, Brice, Lena Bloemertz, and Nikolaus J. Kuhn. "Local soil quality assessment of north-central Namibia: integrating farmers' and technical knowledge." SOIL 4, no. 1 (2018): 47–62. http://dx.doi.org/10.5194/soil-4-47-2018.

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Abstract. Soil degradation is a major threat for farmers of semi-arid north-central Namibia. Soil conservation practices can be promoted by the development of soil quality (SQ) evaluation toolboxes that provide ways to evaluate soil degradation. However, such toolboxes must be adapted to local conditions to reach farmers. Based on qualitative (interviews and soil descriptions) and quantitative (laboratory analyses) data, we developed a set of SQ indicators relevant for our study area that integrates farmers' field experiences (FFEs) and technical knowledge. We suggest using participatory mappi

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Thi Nguyen, Hong-Thu. "IMPLEMENTING AUTHENTIC PROJECT- BASED INTEGRATIVE ASSESSMENT IN HIGHER EDUCATION ENVIRONMENT." Scientia Paedagogica Experimentalis 61, no. 2 (2024): 153–80. http://dx.doi.org/10.57028/s61-153-z1063.

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The study focuses on the implementation of authentic projectbased integrated assessment in foreign language classes. A mixedmethod study was conducted with 256 English majors and 6 instructors from the foreign language faculty at a tertiary institution in Vietnam to gather quantitative and qualitative data. The objective was to gain insightful understanding of how students and instructors perceived the significance of implementing authentic project- based integrated assessment (APIA), its impact on students' learning motivation and academic performance, and students' expectations regarding mod

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Potapova, T. M., V. Yu Sliesarchuk, O. A. Podpletnia, and N. V. Lohvynenko. "THE RESULTS OF IMPLEMENTATION OF THE UNIFIED STATE QUALIFICATION EXAMINATION OF PHARMACY STUDENTS AT DNIPROPETROVSK MEDICAL ACADEMY." Медична освіта, no. 1 (April 1, 2020): 16–20. http://dx.doi.org/10.11603/me.2414-5998.2020.1.10986.

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The article analyzes the results of the Unified State Qualification Examination (USQE) implementation in order to assess the pharmacy students’ education level during the Krok-1 licensed integrated examination and to compare these results with the national indicators. Considering that for the first time in 2019 a new qualitative assessment method of students’ knowledge has been introduced in Ukraine, both Ukrainian and foreign third year pharmacy students have had the USQ examination at Dnipropetrovsk Medical Academy (DMA), which included two components: Krok-1 licensed integrated examin

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Ambika, Prasad Poudel. "Assessment in Technology-Mediated Education." Nepalese Journal of Educational Assessment 3, no. 1 (2021): 54–68. https://doi.org/10.5281/zenodo.5631083.

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<em>Assessment is one of the key components of any educational program. It is a continuous systematic process for determining knowledge and competencies of learners with an aim to make an improvement in their current status. In recent decades, the spread of the integration of technological tools has transformed the landscape of traditional assessment practices. In this regard, this article attempts at exploring some useful digital tools, and methods of using them for assessing students' knowledge and skills in technology-mediated education. This study adopted an evidence-based approach and

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Triyana, Illah Winiati, and Junaidah Wildani. "Integrasi Penilaian Formatif Pada Pembelajaran Microteaching di Prodi Pendidikan Matematika Universitas Qomaruddin." PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran 5, no. 1 (2021): 38. http://dx.doi.org/10.26858/pembelajar.v5i1.15169.

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This study aims to integrate formative assessment into microteaching course and to know students’ response toward the integration of formative assessment into microteaching course. To achieve these goals, the researcher applied pra-experimental research design in the type of one-shot case study with the subject of this study is students from mathematics education study program in semester six 2019-2020 academic year. The instrument used to collect the data for is student questioner which has been validated by two experts. The result of data analysis shows that formative assessment has been ver

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Qurrota Ayu Neina, U'um Qomariyah, and Asep Purwo Yudi Utomo. "Community-Based Multiliteracy Assessment as a Strategy for Strengthening Inclusive Education." International Journal of Education and Literature 4, no. 1 (2025): 134–43. https://doi.org/10.55606/ijel.v3i3.191.

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This research aims to explain how multiliteracy and community participation principles can be integrated into the assessment process to create a more inclusive learning space. Through a literature review approach, this article describes the conceptual framework and practical implications to be adopted in the context of induction education in higher education. The study's results, the first of which show that the multiliteracy approach opens up opportunities for learners to express their knowledge and understanding through various modalities. Second, community involvement in the assessment proc

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Roca Vallejo, Roger, Anna Krzywoszynska, Loukas Katikas, et al. "Assessment of Knowledge Gaps Related to Soil Literacy." Land 14, no. 7 (2025): 1372. https://doi.org/10.3390/land14071372.

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Soil literacy, defined as the combination of attitudes, behaviours, and competencies necessary to make informed decisions that promote soil health, is increasingly recognised as a crucial element for sustainable development. This article presents the outcomes of the Soil Literacy Think Tank established under the Soils for Europe (SOLO) project, which aims to identify research and innovation knowledge gaps to strengthen soil literacy in Europe. Drawing on literature reviews, stakeholder engagement, and interdisciplinary dialogue, the paper highlights 18 prioritised knowledge gaps across differe

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Katapally, Tarun Reddy, Sylvia Abonyi, Jo-Ann Episkenew, et al. "Catalyzing Action on First Nations Respiratory Health Using Community-based Participatory Research: Integrated Knowledge Translation through Strategic Symposia." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (2017): 57–70. http://dx.doi.org/10.15402/esj.v2i1.198.

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Assess, Redress, Re-assess: Addressing Disparities in Respiratory Health Among First Nations is an ongoing community-based participatory research initiative involving two First Nations communities in Saskatchewan. The initiative’s rationale is grounded in the ethos of transformative community-based participatory research and facilitated through integrated knowledge translation with the aim of building community capacity. The initiative’s goal was to engage community members to actively participate in all research phases, from the development of the research questions to dissemination of result

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Chamba, Lucy Tambudzai, and Namatirai Chikusvura. "Future-proofing quality education using integrated assessment systems." Quality Education for All 1, no. 1 (2024): 240–55. http://dx.doi.org/10.1108/qea-11-2023-0014.

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Purpose Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outl

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Bucx, T. H. M., C. J. M. van Ruiten, G. Erkens, and G. de Lange. "An integrated assessment framework for land subsidence in delta cities." Proceedings of the International Association of Hydrological Sciences 372 (November 12, 2015): 485–91. http://dx.doi.org/10.5194/piahs-372-485-2015.

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Abstract. In many delta cities land subsidence exceeds absolute sea level rise up to a factor of ten by excessive groundwater extraction related to rapid urbanization and population growth. Without change, parts of Jakarta, Ho Chi Minh City, Bangkok and numerous other delta (and coastal) cities will sink below sea level. Increased flooding and also other widespread impacts of land subsidence result already in damage of billions of dollars per year. In order to gain insight in the complex, multi-sectoral aspects of subsidence, to raise awareness and to support decision making on appropriate ada

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Zhang, Lei. "A Safety Assessment Method of Power Enterprises Based on Historical Case Knowledge." Advanced Materials Research 403-408 (November 2011): 1918–21. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1918.

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This paper provides a case-based approach for the management system security assessment decision making of power generation enterprises. A case matching method named CBR-Grey is introduced in which Delphi approach and Grey System theory are integrated. Based on this method, we implement a prototype of enterprise assessment information system for the panel of experts. The experimental results based on a real-world power generation enterprises safety assessment data set show that CBRSYS-TPP has high accuracy and systematically performance.

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Petryaeva, M. V., and E. A. Shalfeeva. "CARDIOVASCULAR RISK KNOWLEDGE BASE FOR ASSESSMENT AND FORECAST OF STATES." Informatika i sistemy upravleniya, no. 3 (2021): 112–25. http://dx.doi.org/10.22250/isu.2021.69.112-125.

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As part of the process of informatization of health care for the prevention of cardiovascular diseases, it is advisable to create software services to support a doctor in the process of identification and assess-ment of cardiovascular risk factors that can be integrated with the system of electronic medical rec-ords. Such services provide support based on formalized knowledge. A knowledge base of various scales and models for determining and assessing cardiovascular risks has been created. It includes the description of the main predictive scales and models widely used in Russia and abroad, as

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Tiwari, Sanju, and Ajith Abraham. "Semantic assessment of smart healthcare ontology." International Journal of Web Information Systems 16, no. 4 (2020): 475–91. http://dx.doi.org/10.1108/ijwis-05-2020-0027.

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Purpose Health-care ontologies and their terminologies play a vital role in knowledge representation and data integration for health information. In health-care systems, Internet of Technology (IoT) technologies provide data exchange among various entities and ontologies offer a formal description to present the knowledge of health-care domains. These ontologies are advised to assure the quality of their adoption and applicability in the real world. Design/methodology/approach Ontology assessment is an integral part of ontology construction and maintenance. It is always performed to identify i

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Kloprogge, Penny, and Jeroen P. Van Der Sluijs. "The Inclusion of Stakeholder Knowledge and Perspectives in Integrated Assessment of Climate Change." Climatic Change 75, no. 3 (2006): 359–89. http://dx.doi.org/10.1007/s10584-006-0362-2.

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Mulbar, Usman, Nur Ismiyati, and Rusli. "The conceptual framework of blended learning integrated soft skills in mathematics." ITM Web of Conferences 58 (2024): 03005. http://dx.doi.org/10.1051/itmconf/20245803005.

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This study aims to produce a conceptual framework of blended learning integrated soft skills in mathematics learning as a reference for lecturers in designing learning. This research uses a logical, rational and theoretical approach. The conceptual framework is theoretically supported by literature review, relevant research, and preliminary research by conducting a level 1 needs analysis, namely an assessment of knowledge and skills against knowledge and skills gaps in designing blended learning integrated soft skills. The results obtained are a conceptual framework of blended learning integra

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Ramesh, Devaraj Asir, Arumugam Senthil Vel, Tapas Paul, and Sonia Chand Sandhu. "Capacity Assessment for Integrated Coastal Management in India." Journal of Public Administration and Governance 2, no. 2 (2012): 19. http://dx.doi.org/10.5296/jpag.v2i2.1841.

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The coastal areas of India are getting greater importance in recent years, owing to increasing human population, urbanization and accelerated developmental activities. These anthropogenic activities have created conflict between physical, environmental and human dimensions. Systematic knowledge and understanding of various dimensions of the coastal area shall guide for wise use of coastal resources, resolving human-induced problems, and improving governance systems. Integrated coastal management (ICM) is conceived as a holistic management tool working across sectoral, disciplinary, and institu

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Pelawi, Rinawati, Sri Sumarni, and Darmahusni. "Designing ICT Competences-Integrated Grammar Assessment Instruments for English Language Study Program." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, no. 1 (2020): 78–87. http://dx.doi.org/10.21009/bahtera.191.07.

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Technological advancements affect many areas, including education. Proven to bring positive impacts in education, ICT is greatly expected in teaching, learning and assessment. Hence, there is a greater necessity for teachers and lectures to integrate ICT into their teaching, learning, and assessment. This study focuses on the assessment instrument for Grammar course of higher education for English Language Education Study Program. The analysis showed that the ICT Competences integration in the assessment instrument did not reach the levels that are meant for higher education based on standard

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Chen, Chin Chun, Yuan Horng Lin, and Jeng Ming Yih. "Management of Abstract Algebra Concepts Based on Knowledge Structure." Applied Mechanics and Materials 284-287 (January 2013): 3537–42. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3537.

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Knowledge Management of Mathematics Concepts was essential in educational environment. The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modeling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. Fuzzy clustering algorithms are based on Euclidean distance function, which can only be used to detect spherical structural clusters. A Fuzzy C-Mea

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Piryani, Rano Mal, and Suneel Piryani. "Very Short Answer Questions (VSAQs): A relatively new novel tool for the assessment of cognition." Journal of Integrative Medicine and Public Health 3, no. 1 (2024): 1–3. http://dx.doi.org/10.4103/jimph.jimph_4_24.

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Abstract Very Short Answer Questions (VSAQs) are a quite new tool used for the assessment of cognition. VSAQ consists of a clinical vignette followed by the lead in question. These are free-response types of questions that need very short responses. Students have to construct or generate their answers between one and five words. VSAQs are authentic, acceptable, valid, reliable, discriminatory, and a cost-effective method of assessment. A larger magnitude of knowledge, understanding of concepts, and application of knowledge can be assessed in a shorter period compared with Single Best Answer Qu

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Stavropoulos, Thanos G., Georgios Meditskos, Efstratios Kontopoulos, and Ioannis Kompatsiaris. "Multi-sensing Monitoring and Knowledge-driven Analysis for Dementia Assessment." International Journal of E-Health and Medical Communications 6, no. 4 (2015): 77–92. http://dx.doi.org/10.4018/ijehmc.2015100106.

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DemaWare is a Service-Oriented platform that aids in the timely assessment and monitoring of people with dementia in an Ambient Assisted Living context. This work presents in detail the underlying modules integrated in DemaWare, providing both software and hardware services. The system coordinates the retrieval of raw sensor data from a variety of sources, such as ambient and wearable sensors, and their processing into a common knowledge base. The semantic interpretation performed afterwards reasons upon collected knowledge and infers higher level observations. Finally, all knowledge is presen

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