The phrase "assessed at different levels" is correct and usable in written English.
It can be used when discussing evaluations or measurements that occur across various degrees or categories.
Example: "The students' performance was assessed at different levels to ensure a comprehensive understanding of their skills."
Alternatives: "evaluated at various tiers" or "measured across multiple stages".
The next stage of development involves thinking about how the units, which may evolve from existing qualifications, would be assessed at different levels, rather like piano grades; how they might be banked over time so students can take them when they are ready, building on success rather than failure; and how a baccalaureate approach might be extended back to primary schools.
The effects of the toxin expressed in the GMPs on NTOs were assessed at different levels of containment (laboratory, greenhouse or field).
A major challenge is to interrelate components assessed at different levels of space, time, and taxonomic resolution.
The most extensive set of input data consisted of proportions of women assessed at different levels of risk, proportions receiving chemotherapy, probabilities of AEs, and proportions experiencing recurrence and death.
To investigate the role of cAMP in PGE2's functions, activation of the cAMP pathway was assessed at different levels (changes in cAMP levels and PKA activity) in cells subjected to specific manipulations including the use of specific inhibitors or prostanoid receptor-selective agonists/antagonists.
Here, I describe a single experiment in which the effects of two factors associated with global change (nitrate addition and elevated temperature) are assessed at different levels of spatial organization: at the leaf level, at the plant level and at the community level.
PASS is a set of simple analytical equations that allow assessing at different levels of analysis the egress system performance without simulating the evacuation process.
Students' progress is assessed at different grade levels, with the hope that teachers can monitor everything from the ability to paint a self-portrait to an understanding of the Jazz Age.
Furthermore, general motor ability was assessed at different complexity levels.
The discriminative and calibrative abilities of prognostic models developed by the four methods were assessed at different inclusion levels.
Several ontology-based question generators used ontologies to auto-generate questions, which aimed to assess students' at different levels in Bloom's taxonomy.
