The phrase "assessment we cannot" is grammatically correct and can be used in written English.
It can be used in contexts where you are discussing limitations or restrictions regarding an assessment or evaluation process.
Example: "In light of the new regulations, there are certain aspects of the assessment we cannot address at this time."
Alternatives: "evaluation we are unable to" or "appraisal we cannot perform".
As with arguments in dynamic assessment, we cannot divorce a student's ability from the larger context in which the knowledge was acquired.
Although we assume digital versions of questionnaires increase the rapidness of an assessment, we cannot draw conclusions about the influence of paper or digital versions of a questionnaire on the rapidness of an assessment.
As this study did not include verification of synapses or functional assessment, we cannot draw any conclusions on the integration of the transplanted cells into the existing neuronal circuitry.
Despite the limitations of exposure assessment, we cannot exclude the possibility that residence near the river may have contributed to a small increase in cancer risk, especially among farmers.
The proportion of adult males infected with Cardinium, Spiroplasma and Wolbachia conform to those expected if treatment has been successful (% infected C > T and P > T) but the proportions carrying Rickettsia did not (% infected C < T and P < T), thus in the absence of an alternative method of assessment we cannot rule out the possibility that our treatment of males was less effective.
Firstly, given the cross sectional nature of the assessments we cannot establish a cause-effect relationship of the associations, as we have already mentioned.
There is no reason to suspect that these families differ sociodemographically from other families participating in the program previously; however, without actual assessments, we cannot rule out this bias.
Where ICD-10-CA codes were used as the only source of disease identification (particularly in RAI-MH assessments), we cannot determine whether assessors were less likely to complete these items.
Given the cross-sectional assessments, we cannot determine if new students enrolled at the intervention school were already more likely to walk to school (or vice versa at the control schools) as a competing explanation for the results, but this appears unlikely.
Finally, we did not collect microbiological data or daily severity scores, such as daily Sequential Organ Failure Assessment, and we cannot provide any data on the relationship between drug concentrations and clinical efficacy or evolution of organ dysfunction.
Because we were unable to conduct pre-event assessment of participants, we cannot attribute causality with certainty; that is, we cannot claim that any psychological or emotional disturbances were definitely caused by the experience of actual or threatened pregnancy loss.
