Third, the functioning of assessment was explored by the analysis of student's learning outcomes using pre- and posttests on thermodynamics concepts.
Experiences of curriculum development, pedagogy and assessment are explored and reflections based on the knowledge accumulated from attendance on a Professional Development Programme are presented.
Consequently, to assess responsiveness to change, the change in scores of NDI, NPQ and COM from baseline to final assessment was explored for patients whose pain and disability had improved, remained unchanged or worsened according to their subjective classification at those assessments (Table 6).
The perspectives of ELT students about the challenges of implementing self-assessment and peer-assessment were explored using a broad open-question tool.
The inter-rater reliability of the assessments was explored by the intra-class correlation coefficient (ICC), single measures, consistency definition.
Their intention, self reported use of the guidelines and self-reported change in assessment behaviour were explored with help of the ASE model.
The eight groups' participation in collaborative activities e.g. assessment and rounds were explored through observations.
In addition to qualitative measures, assessment validity and reliability were explored using item response theory.
Nominal stress- and hot-spot stress (HSS -based metHSS -basedcomethodsbased on available experimental results, and the current state and development direction of fatigue assessment of CFST joints were explored.
The relationships between non-cognitive test scores, cognitive test scores, tutor assessments and examination results were explored using the Pearson product moment correlations for each group of data; the data for students obtaining the top and bottom 20% of the summative examination results were compared using Analysis of Variance.
In the present study, patient preferences regarding treatment of HIV/AIDS were explored using direct assessment and discrete choice experiment (DCE).
