Sentence examples for consequential assessment from inspiring English sources
This model is thus perhaps better conceptualized as one of the pre-assessment learning effects of consequential assessment.
Two methodological approaches were developed following the modelling principles of attributional and consequential life cycle assessment (LCA).
Approaches like consequential life cycle assessment (LCA) or social LCA veer towards this, but are of course just starting off.
A "cradle to farm gate" consequential Life Cycle Assessment approach was used that allowed to identify the environmental "hot spots" of the agricultural practices.
A consequential life cycle assessment (cLCA) was conducted to examine the consequences of the installation of a farm-scale biogas plant, taking account of assumptions about processes displaced by biogas plant co-products (power, heat and digestate) and the uses of the biogas plant feedstock prior to plant installation.
This finding is potentially consequential for the assessment of Quality of life changes.
Münster et al. [49] discuss two cases of LCA application for future scenarios assessment – assessing policies related to waste management using attributional LCA [65], and scenarios for technological development of renewable energies using consequential LCA [49].
To influence learning, assessment should be consequential and yield consequences that are concrete and substantial rather than abstract and trivial.
Conclusions based on these risk assessments are highly consequential, sometimes resulting in increased criminal sentences or prolonged hospitalization.
In resource-limited settings, where verbal autopsy (VA) is used as the most expedient method of determining cause of death, it is important to understand how pre-existing concepts of cause of death among VA-informants may influence their VA-responses and the consequential impact on cause of death assessment.
The shifting and twisting aspects existing within the realm of language assessment are the result of considering "consequential validity" in language assessment (Gielen et al. 2003).
