The phrase "age at testing" is correct and usable in written English.
It can be used in contexts related to research, assessments, or evaluations where the age of a subject at the time of testing is relevant.
Example: "The study analyzed the results based on the age at testing of the participants to determine any age-related trends."
Alternatives: "age during assessment" or "age at evaluation".
Time to cracking in CEM I concrete specimens was in the range of 70 106 h (3 5 days), whereas that in CEM II/B-P was in the range of 120 370 h (5 16 days), depending on the replacement level and age at testing.
The data for resting metabolic rate were analysed using a LME with nutritional treatment and age at testing as fixed factors and metabolic chamber and natal cage as random factors.
Further association testing with other cognitive abilities (see SOM) showed an effect of markers in both the intron 5 and intron 15 19, but also an effect of the age at testing.
This analysis showed that the social environment did not influence the bees' longevity in hyperoxia (F = 2.09, P = 0.102), while their age at testing had a positive effect on survival that was independent of learning performance (F = 13.00, P = 0.0004, see also Figure 1A).
By using poor vs. good learning in Pavlovian conditioning to an odour (learning categories 0 1 vs. 4 5) as the predictor of survival time in hyperoxia, we could establish that the relationship between honeybee learning ability and metabolic stress resistance persisted when variance from social environment (colony) and age at testing were controlled for (MANOVA; F = 7.03, P = 0.008, N = 341).
However, age at testing was unrelated to developmental treatment.
This is also called the "age-at-test effect".
In contrast with the age-at-test effect, other researchers argue for an effect of absolute age for school entry.
Based on previous research of factors associated with DLE [2], in Model 1, we adjusted for sex and age-at-testing.
The control group varied in a number of socio-demographic factors: age at test, age of second language acquisition, and number of languages spoken.
Potential confounders typically include demographic background variables, alcohol and smoking during pregnancy, the quality of parental stimulation, the child's age at test, and the examiner.
