The phrase "accommodate assessment" is correct and usable in written English.
It can be used in contexts where you are discussing the ability to adjust or make provisions for an evaluation or appraisal process.
Example: "The new curriculum is designed to accommodate assessment methods that cater to diverse learning styles."
Alternatives: "facilitate evaluation" or "support appraisal".
In practice, the evaluation process was driven primarily by engineering standards; assessment of local needs did not accommodate substantive assessment of usability; and choice was limited by the availability of equipment on the marketplace.
It is true that schools will likely have to spend more money on digital technology to accommodate new assessments to monitor students' mastery of the new common core standards.
No imputation (e.g., last-observation-carried-forward) was performed to accommodate missing assessments; analyses included only available data.
It will also have to incorporate multiple clinical features, accommodate precise assessments of disease severity and progression, and provide a reliable mechanism for the prediction of prognosis.
It may be beneficial to accommodate ergonomic assessments to identify and reduce risk factors which may pose differential biomechanical stresses to the female workers.
Particularly noted are the need for improved methods for accommodating exposure assessment measurement errors in analytic epidemiologic studies and for improved methods for the conduct and analysis of aggregate data (ecologic) studies.
Moreover, the inclusion of the conditions within the computational framework accommodates the assessment of the direct effect of these conditions on gene expression, TF activity and other biological processes in the cell.
We invite language testers in general, and those in the Asian language testing community in particular, to engage in GBAs and to undertake the transformative design and research needed to accommodate the changing assessment and measurement realities.
Program participants found that standard content-focused assessments were insufficient to measure student learning gains specified in their competency-based approaches and that end-of-unit summative tests did not accommodate real-time assessment students need in support of their learning.
