Готові списки джерел за темами / Nonstandardized assessment

Добірка наукової літератури з теми "Nonstandardized assessment"

Автор: Grafiati

Опубліковано: 12 червня 2021

Оновлено: 13 лютого 2022

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Статті в журналах з теми "Nonstandardized assessment":

Coelho, Carl, Mark Ylvisaker, and Lyn S. Turkstra. "Nonstandardized Assessment Approaches for Individuals with Traumatic Brain Injuries." Seminars in Speech and Language 26, no. 04 (November 2005): 223–41. http://dx.doi.org/10.1055/s-2005-922102.

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Lundine, Jennifer P., and Audrey Hall. "Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury." Seminars in Speech and Language 41, no. 02 (March 2020): 170–82. http://dx.doi.org/10.1055/s-0040-1701685.

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AbstractThe subtle cognitive-communication challenges experienced by students with traumatic brain injury (TBI) are often missed, leaving these students with unmet needs in the school environment and increasing the likelihood for negative social, academic, and vocational outcomes. For children and adolescents with TBI, nonstandardized assessment offers several advantages over standardized assessment procedures, and may improve speech-language pathologists' ability to identify students who might benefit from intervention services. This article discusses curriculum-based assessment and discourse analysis specifically and uses case studies to demonstrate how these procedures can be used within the school environment. Nonstandardized assessment procedures are a valuable tool to measure a student's cognitive-communication abilities and the effects of intervention in real-world contexts.

Kantor, Jiří, and Xianmei Lei. "Arts-based assessment in educational settings." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 947. http://dx.doi.org/10.11591/ijere.v9i4.20346.

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<p>Arts-based assessment is an objective measure that incorporates artistic experience or artistic materials into the assessment process and enables to get unique contributions about pupils. The current survey focused on arts-based assessment in the Czech Republic to explore the following issues: how did arts therapists assess suitability of therapy for pupils; which areas of therapeutic process were evaluated and what made the process of arts-based assessments specific in educational institutions. A mixed methods study used a statistical analysis of a survey with “The Practice in Arts Therapies questionnaire” (n = 142 arts therapists) and an inductive analysis of qualitative interviews (n = 10 arts therapists). Results revealed that arts-based assessments were more likely to be characterized by qualitative nonstandardized assessments based on observation, analysis of artistic products/artistic process and reflexive techniques and are related to prevalent humanistic orientation. Educational environment influenced the assessments mainly in the content and organization of the process. On this basis, there is a need to support the usage of standardized arts-based assessments and to develop standards for the implementation of arts-based assessment suitable for educational institutions. More advanced training in this area should be included into professional courses and further education of arts therapists.</p>

Manee, Fahad S., Mohammed Shaban Nadar, Naser M. Alotaibi, and Mehdi Rassafiani. "Cognitive Assessments Used in Occupational Therapy Practice: A Global Perspective." Occupational Therapy International 2020 (August 26, 2020): 1–8. http://dx.doi.org/10.1155/2020/8914372.

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This exploratory study was aimed at evaluating the current status of global occupational therapy practice on the use of assessments for clients with cognitive impairments and providing recommendations for ongoing evidence. We targeted international occupational therapy clinicians working with clients experiencing neurocognitive impairments. 323 occupational therapists from a wide range of clinical practice areas participated in the study. A large number of therapists used noncognitive specific assessments with a focus on functional approaches. The most commonly used standardized assessments were the COPM (56.7%), followed by MMSE (54.2%) and MoCA (45.5%), while the nonstandardized assessments were clinical observation (38.4%) and generic ADL assessment (34.1%). The use of main assessments was significantly different across world regions (p<0.05), as were the reasons for choosing them (p<0.05). The occupational therapists’ use of assessment tools with clients suffering from neurocognitive impairments is inconsistent across the globe. The identification of international best practices for selecting and implementing proper outcome measures is warranted. It is essential to promote the development of an occupational therapy initiative to support the use of appropriate assessments at the international levels to facilitate consistent best practice.

Patry, Alexandre, Claude Vincent, Christian Duval, and Emmanuelle Careau. "Psychometric properties of home accessibility assessment tools: A systematic review." Canadian Journal of Occupational Therapy 86, no. 3 (April 25, 2019): 172–84. http://dx.doi.org/10.1177/0008417418824731.

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Background. Although home environment assessments are commonly performed by occupational therapists working in home care, use of nonstandardized measures created in-house or lack of measure use can cast a shadow over the quality of these assessments for people with disabilities. To ensure quality of home environment assessments, occupational therapists need standardized measures with demonstrated psychometric properties. Purpose. This study provides a critical appraisal of objective accessibility measures of the home environment. Method. A systematic review was undertaken for which three databases—CINAHL, PubMed, and Embase—were searched to identify accessibility measures of the home environment and evaluate their psychometric properties. Two authors independently assessed the quality of selected studies using the critical appraisal form for psychometric articles. Findings. Ten studies discussing seven accessibility measures were identified and selected for this review. No measures showed strong evidence of both good reliability and validity. Only one study addressed the responsiveness of a measure of accessibility. Implications. As occupational therapists are specialists of the person–environment relationship, the lack of evidence of the psychometric properties of objective accessibility measures of the home environment harms evidence-based occupational therapy practice. This review identified the most promising assessment tools, but further research is needed.

Tyler, Ann A., and Leslie C. Tolbert. "Speech-Language Assessment in the Clinical Setting." American Journal of Speech-Language Pathology 11, no. 3 (August 2002): 215–20. http://dx.doi.org/10.1044/1058-0360(2002/022).

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Time constraints are a significant factor for clinic-based and school-based speech-language pathologists. Yet, with a planning process that incorporates parent information and accounts for child temperament, a comprehensive speech and language assessment can be completed within a 90-minute time frame. A parent questionnaire is completed prior to the assessment date, focusing on developmental history, including information about family history of learning difficulties and episodes of otitis media. Standardized and nonstandardized procedures are included in the assessment process in order to obtain clinically relevant information and provide parents and public service agencies with necessary qualifying scores. The Bankson-Bernthal Test of Phonology (BBTOP; Bankson & Bernthal, 1991) is the choice of instruments for standardized articulation/phonology testing, whereas the Preschool Language Scale-3 (PLS-3; Zimmerman, Steiner, & Pond, 1992) and a spontaneous language sample are recommended as language measures. A spontaneous sample also provides opportunity for clinical judgment regarding speech intelligibility, pragmatic skills, voice, and fluency. A recommendation session concludes the evaluation with a discussion of the child's performance on speech and language measures, overall impressions, and recommendations. This discussion includes strengths and weaknesses, with focus on answering parents' questions and addressing their concerns.

Archibald, Lisa M. D. "The Reciprocal Influences of Working Memory and Linguistic Knowledge on Language Performance: Considerations for the Assessment of Children With Developmental Language Disorder." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 424–33. http://dx.doi.org/10.1044/2018_lshss-17-0094.

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Purpose This article considers how the language performance of school-age children with language impairments, such as developmental language disorder, is influenced by the reciprocal relationship of existing linguistic knowledge and working memory resources and the resultant implications for assessment. Method A viewpoint is provided by reviewing working memory theory, empirical evidence of the reciprocal relationship between working memory and existing language knowledge, and critically evaluating available standardized and nonstandardized tools designed to assess working memory or linguistic skills. Conclusions Speech-language pathologists with an excellent understanding of the reciprocal relationship between working memory and linguistic knowledge will need to examine performance across tasks and contexts varying in these demands in order to achieve an accurate clinical profile of relevant strengths and weaknesses for individual children.

Romli, Muhammad Hibatullah, Lynette Mackenzie, Meryl Lovarini, Maw Pin Tan, and Lindy Clemson. "The Clinimetric Properties of Instruments Measuring Home Hazards for Older People at Risk of Falling: A Systematic Review." Evaluation & the Health Professions 41, no. 1 (December 22, 2016): 82–128. http://dx.doi.org/10.1177/0163278716684166.

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Home hazards are associated with falls among older people living in the community. However, evaluating home hazards is a complex process as environmental factors vary according to geography, culture, and architectural design. As a result, many health practitioners commonly use nonstandardized assessment methods that may lead to inaccurate findings. Thus, the aim of this systematic review was to identify standardized instruments for evaluating home hazards related to falls and evaluate the clinimetric properties of these instruments for use by health practitioners. A systematic search was conducted in the Medline, CINAHL, AgeLine, Web of Science databases, and the University of Sydney Library CrossSearch Engine. Study screening, assessment, and quality ratings were conducted independently. Thirty-six studies were identified describing 19 instruments and three assessment techniques. The clinimetric properties varied between instruments. The Home Falls and Accidents Screening Tool, Home Safety Self-Assessment Tool, In-Home Occupational Performance Evaluation, and Westmead Home Safety Assessment were the instruments with high potential for evaluating home hazards associated with falls. Health practitioners can choose the most appropriate instruments for their practice, as a range of standardized instruments with established clinimetric properties are available.

Doğan, Umut. "Evaluating the Profile of Psychological Strategies: An Applied Profile for Assessing the Perceived Effectiveness of Athletes’ Psychological Strategies in Sport." Case Studies in Sport and Exercise Psychology 5, no. 1 (January 1, 2021): 30–41. http://dx.doi.org/10.1123/cssep.2020-0023.

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An alternative assessment tool called the Profile of Psychological Strategies (ProPS) was recently developed to measure athletes’ perceptions of (a) which strategies they use, (b) to pursue which psychological outcomes, and (c) how effective their strategies are in pursuing those psychological outcomes. This case study explains the process of evaluating this new, flexible, and highly applied tool’s theoretical validity/coherence, reliability, and immediate utility with 101 competitive athletes. This study showed that the theoretical validity and reliability of even nonstandardized, highly applied assessment tools can be evaluated. The ProPS was found to have good preliminary levels of divergent validity and immediate utility. The ProPS was also preliminarily found to have acceptable levels of known-group, concurrent, and convergent evidence, as well as test–retest reliability. Athletes in higher resilience and/or lower concentration disruption groups tended to report higher levels of effectiveness in selected psychological strategies. This case study can be useful for sport experts, especially sport psychology practitioners, wishing to use the ProPS to measure athletes’ psychological strategies and for those aiming to evaluate their own applied assessment tool.

Craig, Holly K., and Julie A. Washington. "Oral Language Expectations for African American Preschoolers and Kindergartners." American Journal of Speech-Language Pathology 11, no. 1 (February 2002): 59–70. http://dx.doi.org/10.1044/1058-0360(2002/007).

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Fundamental to improving our clinical and empirical understanding of African American students is the development of appropriate, culture-fair assessment methods. This investigation provides descriptive information in the form of means and standard deviations for the performances of 100 typically developing African American preschool and kindergarten students on selected measures of oral language production and comprehension. The measures included four derived from free-play spontaneous language samples: a dialect density measure, mean length of C-units, frequencies of complex syntax, and number of different words. Two measures were derived from responses to nonstandardized elicitations in the form of question prompts and probes of active/passive voice construction. Performances were stable for socioeconomic status on all measures. Dialect density and number of different words varied significantly by gender. Responding to requests for information in the form of question prompts showed a statistically significant increase from preschool to kindergarten. The protocol is recommended for culturefair assessment purposes with African American students as they begin formal education.

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Дисертації з теми "Nonstandardized assessment":

Hall, Audrey Rose. "Nonstandardized Assessment of Cognitive-Communication Abilities Following Pediatric Traumatic Brain Injury (pTBI): A Scoping Review." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588149045710777.

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Книги з теми "Nonstandardized assessment":

Maher, Lynn M. Broca’s Aphasia and Grammatical Processing. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.9.

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Broca’s aphasia serves as a platform for discussions of the cognitive and neural mechanisms of sentence production and how those systems break down in individuals with damage in left inferior frontal regions beyond Broca’s area, suggesting a role for such regions in syntactic processing. Standardized and nonstandardized diagnostic tools facilitate assessment of comprehension and production of grammatical functions that can be impaired in Broca’s aphasia. Several treatment approaches address impairment in sentence production that emanates across various processes in sentence formulation. The nomenclature surrounding Broca’s aphasia provides a launching pad to guide analysis and intervention for the communication impairments experienced by these individuals.

Тези доповідей конференцій з теми "Nonstandardized assessment":

Udrea, Andreea, and Ciprian Lupu. "Real-time acquisition of quality verified nonstandardized color images for skin lesions risk assessment — A preliminary study." In 2014 18th International Conference on System Theory, Control and Computing (ICSTCC). IEEE, 2014. http://dx.doi.org/10.1109/icstcc.2014.6982415.

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