The phrase "assess attention" is correct and usable in written English.
It can be used in contexts where you are evaluating or measuring someone's focus or concentration on a task or subject.
Example: "In order to improve our training program, we need to assess attention levels during the sessions."
Alternatives: "evaluate focus" or "measure concentration".
Specifically, results on assessment instruments purported to assess attention, reaction time, and visuospatial abilities are often used to inform clinical judgment about driving capacity in such settings.
All participants were administered tests to assess attention, visuospatial processing, learning and memory, reasoning, concept formation and verbal fluency.
Apart from visual signals, other types of measurements such as brainwaves (EEG) were utilized to assess attention level of students [12, 20].
To assess attention deficit hyperactivity disorder (ADHD) in boys affected by Duchenne muscular dystrophy (DMD) and to explore the relationship with cognitive abilities and genetic findings.
Event-related potentials (ERPs) have been used to assess attention to smoking cues but not using an ERP component associated with DA-mediated salience evaluation.
Thirty-two research participants were also required to perform secondary-monitoring tasks to assess attention allocation to the virtual and (surrounding) real environments, as an indicator of presence.
In addition, the WR indicated that the secondary measures should assess attention-deficit/hyperactivity disorder (ADHD) symptomatology, aggressive behavior, irritability, substance abuse, clinical global improvement, and family, school, peer relationships and quality of life.
Finally, the reliable and well-validated Swanson Nolan and Pelham-IV ADHD (SNAP-IV) rating scale [ 43– 45] is used to assess attention-deficit/hyperactivity symptoms based on self- or parent-on-child reports of symptoms and impairment (due to specific ADHD symptoms) present during the primary school years when not on medication for ADHD.
Commonly, driving assessments protocols have subtasks assessing attention, for example the valid and reliable P-Drive (24), where 5 of the 27 subtasks (19%) are directly addressing 'attention'attention
To exclude additional neuropsychological deficits that could preclude the treatment, we also assessed attention by means of attentive matrices and nonverbal intelligence, by means of Raven's progressive matrices.
Once assured that the curriculum was providing the requisite competences and that these competences were being formally assessed, attention shifted to the assessment methods themselves.
