The phrase "attitudinal assessment" is correct and usable in written English.
It can be used in contexts where you are evaluating or measuring someone's attitudes or opinions, often in psychology, education, or research.
Example: "The study conducted an attitudinal assessment to gauge the participants' feelings towards the new policy."
Alternatives: "attitude evaluation" or "opinion assessment".
Design: One-time attitudinal assessment.
As already noted, the analysis of invoked Attitude can be problematic not only with respect to decisions as to the type or sub-type of Attitude involved, but also with respect to identification of the target of the attitudinal assessment.
The argument I advance here is that a writer's choice as to whom or what s/he targets for attitudinal assessment can be just as significant regarding the nature of the textual persona being constructed as the type/sub-type of attitude being advanced.
The ABC model proposes that an attitudinal assessment consists of affective, behavioral, and cognitive components [ 20, 21].
The second part of the attitudinal assessment consisted of IDEA Center Student Ratings of Instruction, using the IDEA Center Diagnostic Form IDEA Centerr, 2004).
The attitudinal assessment included questions relating to perceived benefits and barriers and confidence to carry out the dietary and PA behaviours [ 20, 21].
This paper is concerned with the nature of resources for activating evaluative meanings in discourse, and specifically with language which indirectly or implicitly activates positively or negatively attitudinal assessments, what is referred to in the appraisal literature as 'invoked' attitudes.
In this way, particular textual personae will be construed according to the extent that the writer does assume such 'solidarity' with readers, and according to the particular value positions (via particular attitudinal assessments) of specific targets, and for which such writer-reader alignment is assumed.
Incorporating attitudinal assessments in future studies would help determine if there are similar, less tangible benefits of integrating math and statistics into biology course work.
Mean performance on clinical assessments showed a significant overall difference, made up of lower performance on 4 of 5 knowledge-based examinations by the graduate entry group, but similar levels of performance on all the skills-based and attitudinal assessments.
According to the attitudinal assessments, students responded equally favorably to the two IDEA Diagnostic items (general skills and competencies and literacy skills), suggesting that they felt that the course prepared them for professional practice (Table 4).
