The phrase "array of assessments" is correct and usable in written English.
It can be used when referring to a variety or collection of evaluations or tests in a specific context, such as education or performance analysis.
Example: "The teacher provided an array of assessments to gauge the students' understanding of the material."
Alternatives: "variety of evaluations" or "collection of assessments."
The statement by the FBI official contradicts an array of assessments over the years about the anthrax attacks, which in late 2001 killed five people and sickened 17 others.
"You might be able to find an array of assessments that might be able to do a good job of recognizing children's talents, but I don't think there is a test that is a magic bullet, or even a combination of quantitative tests that are".
The clinical examination (CE) includes a wide array of assessments (Table 4): 1) The medical assessment.
Monitoring the treatment of metastatic breast cancer involves a wide array of assessments and the need for the clinician to integrate several different forms of information about the effectiveness of treatment and the acceptability of toxicity [ 1].
Thus, in the analog classroom setting, LDX was effective in reducing ADHD symptoms of deportment and attention from 1.5 to 13 hours postdose based on optimized dosing with mostly medium to large effect sizes for a broad array of assessments, including clinician observations, classroom behavior, and test of math performance.
Each time point consisted of securing 2 different arrays of assessments.
Breath samples collected were analysed by an 'Electronic nose' (Cyranose 320) with a 32‐carbon sensor array for assessment of fingerprints, and specific VOCs were measured by gas chromatography mass spectrometry.
Advisers on the Ibrahim index say it relies on more recent data — from 2008, as well as 2007 — and tracks a broader array of information, including assessments by experts, than does the Rotberg index.
An array of river health assessment approaches and water quality variables have been suggested in the past for assessing the level of river health.
In 2002, the interRAI consortium took up the challenge to refine its array of second-generation assessment tools into a truly integrated third-generation system.
Collectively, these and many other limitations of MC formats should motivate biology educators to 1) develop and deploy a more diverse array of high-quality assessment methods and 2) measure a more expansive range of student knowledge, skills, and learning outcomes (e.g., AAAS [ 2011, p. 17]; Nehm et al. [in press]).
