The phrase "assessment as dependent" is not correct in standard written English.
It may be intended to describe a situation where an assessment relies on certain factors or conditions, but it lacks clarity and proper grammatical structure.
Example: "In this study, we will analyze the assessment as dependent on various external variables."
Alternatives: "evaluation as reliant" or "assessment as contingent".
To analyse possible predictors of treatment effects a linear regression (enter) was carried out, with fatigue severity at the last follow-up assessment as dependent variable.
To determine if there is a significant difference between the intervention arm and placebo condition, ANCOVA will be used with the outcome measure on the second assessment as dependent measure, the baseline score as covariate, and condition as fixed factor.
For the secondary outcome measures, namely psychological distress and functional limitations, the same analysis will be repeated, but with the secondary outcome measures at the second assessment as dependent variable, and the scores at baseline as covariate.
Behavioural data were analyzed using a univariate ANOVA design with G72 status (low, intermediate and high risk) as factor between subjects and outcome of the cognitive assessments as dependent variables.
Table 7 Stepwise regression analysis results (learning-oriented assessment environment as dependent variable) Variables β t Sig.
They're not as dependent on it".
†Quality assessment as follows.
A logistic regression model was used considering TB (confirmed diagnosis, probable diagnosis, and overall assessment) as the dependent variable and scar as the main explanatory variable.
A logistic regression model was constructed using the presence or absence of persistent back pain symptoms at the 24-28 months assessment as the dependent variable against all likely confounding continuous variables.
The five assessment task factors were used as independent variables and the two classroom assessment environment factors as dependent variables.
Reflective portfolios do not usually provide quantitative evaluations of activities and are teacher-dependent tools that require teacher assessments as well as student observations [ 30].
