The phrase "assessment data available" is correct and usable in written English.
It can be used when indicating that data related to an assessment is accessible or can be obtained.
Example: "The report includes a section where all assessment data available can be reviewed for further analysis."
Alternatives: "available assessment data" or "data from the assessment".
The data for this current analysis were retrieved from the Knowledge Cluster Initiative (KCI) in Japan.1 This initiative was implemented by the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT), which made the assessment data available to researchers to examine the performance of these alliances.
If proven successful, such initiatives may also improve the validity of our future informatics-based periodontitis surveillance efforts, because a higher and presumably more representative fraction of the target population will have recent periodontal disease assessment data available.
Of those, 13 were excluded for various reasons: 8 patients (7.0%) were assessed on an emergency/inpatient basis and therefore standard outpatient assessment data was not obtained, 1 patient (0.9%) had no assessment data available, and 4 patients (3.5%) were found to have no ED diagnosis after assessment.
This sample was convenient because there is extensive image assessment data publicly available among these participants and BLOKS scores were previously assessed by one investigator (GH; weighted kappa = 0.88 [ 1]).
Methods introduced are based on parametric and nonparametric statistical models using wind resource assessment data and available wind turbine information that reflect different stages of a wind farm project from site selection to operational status.
Response assessment data were available in 113 patients (71.1%).
Initial clinical assessment data were available for 5/7 of the children who declined to participate.
Clinical assessment data were available for 2,170 patients, of whom 1,669 (76.9%) were women.
Portfolio assessment data was available for 257 of the 260 students (98.8%) who completed the Community Integrated Clinical Placement in an academic year.
Some of the assessment data are available for you to analyze and draw your own conclusions (www.acf.hhs.gov/programs/opre/hs/impact_study ).gov/programs/opre/hs/impact_study
By using latent random effects variables for each participant multi level multivariable analysis permits estimation of changes in repeated measures, even when not all post assessment data are available due to missing data.
