Sentence examples for conceptual assessment from inspiring English sources

When conceptual assessment tools are not used for assessing instruction or measuring student learning gains, instructors may use individual items from those assessments as "concept questions" to generate in-class discussions and facilitate biology learning, as encouraged by Klymkowsky et al. (2003), D'Avanzo (2008), and Shi et al. (2010).

We designed a conceptual assessment scheme based on the Reference Condition Approach, and developed a statistical model based on 28 sites classified as having Maximum Ecological Potential, localized in the reservoir of Serra Azul, Minas Gerais, Brazil.

A conceptual assessment of the instantaneous failure rate, particularly when combined with in situ measurements, is offered as a valuable tool for the design engineer to foresee sudden and catastrophic failures.

At this point, all three ECD parts (1 domain analyses and modelling, 2 conceptual assessment framework, and 3 assessment implementation and delivery) have been completed.

Part 2 the core of the framework is focused on the assessment development by defining and evaluating the three components of the "conceptual assessment framework": (A) the competence model (cognition corner), (B) the task model (observation corner), and (C) the statistical model (interpretation corner).

The project described here focused on creating an appropriate, validated conceptual assessment and establishing baseline data for an academic program.

The first obvious use of Conceptual Assessments in Biology is to assess pre- to postlearning gains within a course or curriculum.

The remaining students received one of four other conceptual assessments on different topics examined for programmatic assessment.

Once available, there are many ways to use such reliable, validated conceptual assessments, and two strategies are described below.

Many (but not all) conceptual assessments, including the DODT and the ODCA, employ students' prevalent misconceptions as distracters.

We used the term "survey" to distinguish the ODCA and other conceptual assessments from the graded tests taken by students.