The phrase "assessment both at" is correct and usable in written English.
It can be used when discussing evaluations or measurements that occur in two different contexts or locations.
Example: "The study included an assessment both at the beginning and the end of the program to measure progress."
Alternatives: "evaluation in both" or "assessment in both".
Dependability requires assessment both at the software and at the hardware levels.
Pain assessment both at triage and in the ER is performed "always" by 26% of surveyed hospitals only.
Routine pain assessment both at triage and in the emergency room was carried out only by 26% of surveyed EDs.
For the calculation of the SCORE risk assessment both at baseline and after one year, the age at baseline was used, entailing slight underestimation of the risk after one year.
The Rowe score was therefore chosen for assessment both before surgery and at the 2-year follow-up.
Refining the scale of global biodiversity assessments (both at terrestrial and freshwater realms) and translating these into conservation priorities on the ground remains a major challenge to biodiversity science [4], [5], and depends directly on species occurrence data with fine taxonomic and geographic resolution [2], [6], [7].
Refining the scale of global biodiversity assessments (both at terrestrial and freshwater realms) and translating these into conservation priorities on the ground remains a major challenge to biodiversity science, and depends directly on species occurrence data of high taxonomic and geographic resolution.
Many UK medical assessments, both at undergraduate and postgraduate level, show differences in performance according to ethnicity [ 9], including both MRCP UK) [ 10], and MRCGP (where the issues has been flagged in annual reports since 2008, and in the current report [ 11]).
31 Based on the Cochrane risk of bias assessment, both trials were at low risk of bias.
To avoid potential recall bias, the PCS was part of a comprehensive assessment packet both at test and retest and it was filled in after attendance at both test and retest.
This guideline has implications for all aspects of the assessment programme, both at the level of the design of the programme, and at the level of individual decisions about assessees' progress.
