Sentence examples for assessment higher levels from inspiring English sources

Exact(1)

In minimally adjusted analyses (adjusting only for child gender and age at outcome assessment), higher levels of physical activity were associated with lower offspring BMI, smaller waist circumference, lower glucose and lower insulin.

Similar(59)

Although there were challenges in designing and developing the CRTs (notwithstanding the added complication of ensuring that the items could be delivered in multiple languages and contexts), the OECD report that experts felt that the CRTs were a positive step in competency assessment, in that they assessment higher level skills and provided a more comprehensive instrument.

Railway risk assessment is a hierarchical process where risk information obtained at lower levels may be used for risk assessment at higher levels.

High scores on this assessment indicate higher levels of depression.

Although cobalamin, PLP and riboflavin levels increased somewhat in the breastfed infants from 6 weeks to 6 months, the formula fed infants had at all assessments significantly higher levels of these vitamins and at 4 and 6 months also significantly lower levels of the metabolic markers tHcy and MMA compared to breastfed infants (Table  2).

In contrast, one might argue that the examined introductory physics courses promote somewhat more sophisticated views on the nature of knowledge in science than the biology courses, because of the predominant emphasis of the physics assessments on higher levels of cognitive skills.

Faculty members with formal assessment experience self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessment, and more positive attitudes toward assessment than faculty members who were novices in assessment.

Although many studies have shown that student performance declines on assessment questions at higher levels of Bloom's taxonomy (e.g., Crowe et al., 2008), this study may be the first to show the same pattern in student grading.

Faculty members with advanced assessment knowledge self-reported higher levels of familiarity with assessment terms, higher frequencies of assessment activity, increased confidence in conducting assessments, and more positive attitudes toward assessments than novice faculty members.

Follow-up assessment suggested high levels of previously unrecognised autistic features within the APD group.

Problems identified by the reviewers were lack of allocation concealment, lack of blinding of outcome assessment and high levels of post-randomisation exclusions in some of the trials.

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