The phrase "ability score" is correct and usable in written English.
It is typically used in contexts such as gaming, character development, or assessments to refer to a numerical representation of a character's or individual's capabilities in a specific area.
Example: "In the game, each character has an ability score that determines their effectiveness in various tasks."
Alternatives: "skill rating" or "capability index".
Second borns have a statistically significantly lower cognitive ability score if the birth interval is up to six years, but not if it is longer.
Using the managerial ability score (Demerjian, Lev, & McVay, 2012) and PPS measures of options and stocks (Core & Guay, 1999), we find that a CEO's PPS of the equity-based compensation is significantly increasing in the CEO's ability.
Gender contributed marginally significantly to students' ability score, with female students expected to have higher score than male students.
The explanatory variables of interest are parental education, the economic situation indicators and the ability score of the child.
As a result, test takers are matched on an estimated ability score rather than an observed score, which increases the accuracy of the matching variable.
The multitasking assessment tool (MTAT) was utilized at the time of resident selection, and this multitasking ability score was compared to subsequent work efficiency [15].
Parental education is excluded from this regression because we can assume that there is no direct effect on the cognitive ability score of the child.
That is, the ability score average is 0.056 logit for the VB group as opposed to − 0.083 logit for the VA group within a wide range from − 3.34 to 2.57.
Note that for the analysis of implicit theory, we reverse-scored the fixed theory of ability items and calculated a mean theory of ability score with the incremental items – thus higher scores represented stronger agreement with incremental theory of ability.
It indicates that students, who invest more time on both the test and watching DCV, after controlling for the other variables in the model, were expected to have a higher ability score.
That is, students from families in which English is the first language or those who chose biology or physics were expected to have a lower ability score after controlling for other variables.
