The phrase "assessment that make" is not correct in written English.
It appears to be a grammatical error, likely due to a missing subject or incorrect verb form.
Example: "The assessment that makes a difference in student learning is crucial."
Alternatives: "evaluation that creates" or "assessment that produces".
Often times, visualization can be limited, such as in minimally invasive surgery, and tactile feedback is a subjective assessment that makes the evaluation of successful nerve decompression difficult.
But analyst Cedrik Lachance says that, strategically, the deal "will be beneficial to LRY over the long run as the greater D.C. area should prove a more fertile ground to create value than many of LRY's current markets," an assessment that makes sense.
He applies his particular brand of exaggerated contemplativeness to Trump with an assessment that makes about as much sense as anybody else's: it's too early to tell what the presidency means.
"It is time for an admissions assessment that makes it clear that the road to success is not last-minute tricks or cramming, but the challenging learning students do each day," Coleman said.
It's hard enough to take the SAT under normal conditions; try taking it immediately after the College Board's president, David Coleman, has proclaimed: "It is time for an admissions assessment that makes it clear that the road to success is not last-minute tricks or cramming".
It is the use of telephone triage and assessment that makes the early provision of advice possible: the issues of telephone based care and the earlier provision of care are inextricably linked and cannot be separated in this pragmatic trial.
Research articles concerning the adoption of PA were collected and subdivided into two groups: (1) ex-post assessments that make use of utility-based models, and (2) ex-ante assessments that make use of predictive models.
But California lawmakers have piled on fees and assessments that make the state's ticket penalties among the stiffest in the country, according to a study in May by the Lawyers Committeee for Civil Rights of the San Francisco Bay Area.
Good practice suggests that overall curriculum strategy should encourage assessments that make learners learn in useful and relevant ways [ 21].
Finally, 16 of the 43 articles highlighted the value of qualitative assessments that make it possible to explore and report on possible interactions among populations, interventions, and context and, therefore, to explain outcomes; these included 14 theoretical and methodological articles [ 3, 17, 19- 25, 25- 27, 29- 31, 41, 42, 54] and 3 intervention-based articles [ 14, 32, 33].
