Sentence examples for assessments were low from inspiring English sources
However, these assessments were low stakes and provided students a forum to express their ideas freely.
Attrition and drop-out at post- and follow-up assessments were low (see Figure 1).
The proportions reporting double blinding or blinding of outcome assessments were low, as were the proportions addressing incomplete outcome data.
For the full fifteen items, the proportion of complete assessments were low for both systems – 4.6% for pIMCI and 8.4% for eIMCI (p = 0.212).
It appeared that very young children were less frequently affected but the number of patients with assessments was low (N = 27).
The average interval between the first and second was 55 days (range: 40 – 100 days) and missing data across assessments was low, approximately 2%.
Correlations between parental and self-assessments were low to moderate.
Having no personal consequences, educational assessments are low-stakes tests for the test takers (Baumert and Demmrich 2001; DeMars 2000; Penk et al. 2014; Wise and DeMars 2005) and, therefore, some test takers might not invest full effort throughout the test, resulting in an underestimation of their true proficiency levels.
One such assessment is low flow studies.
The difficulty level of the pre- and post-assessment was low.
The reliability between times of assessment was low for every personality trait (Table 1).
