Sentence examples for effect of assessment on from inspiring English sources

The therapeutic effect of assessment on alcohol consumption in trials has been well documented [21] and even minimal assessment, such as completing the 10 item AUDIT has been shown to have an effect size of 0.23 (95% CI 0.01 0.45) at 2 3 months follow-up [22].

This is supported by a body of evidence indicating the powerful effect of assessment on strengthening memorisation and recall [ 20, 22, 23].

Another interesting finding is that the teachers – contrary to our expectations – paid no attention to assessment as a driver of seminar learning, but only referred to the negative effect of assessment on students' preparation for seminars at the end of the course when the course exam was approaching.

It is necessary to minimise the effect of assessment of the portfolio on students' learning.

These varying findings may have been caused by general effects of assessment on learning behaviour.

In terms of positive and negative affect, there was no main effect of assessment point on positive affect, F 1, 55) = 1.61, p = .21, η = 0.03, but a main effect of assessment point on negative affect (suggesting an overall reduction in negative affect), F 1, 56) = 46.18, p = .001, η = 0.45.

This study investigates the effect of method of assessment on student performance.

The effect of portfolio assessment on students' learning depends on how well the portfolio tasks are designed but if carrying them out involves the students engaging in learning as defined in the learning objectives content validity will be high.

There were no studies looking at case based discussion so the effect of this assessment on doctors' performance is undeterminable.

Under the influence of Vygotsky, dynamic assessment (DA) has recently crept into the realm of L2 testing to assess learners' cognitive modification through the concept of mediation and zone of proximal development (ZPD) (Ableeva, The Effects of Dynamic Assessment on L2 Listening Comprehension 2008; Lantolf, Sociocultural theory and the pedagogical imperative 2010).

First there are the difficulties with establishing the causal effect of formative assessments on student achievement and the expanded research focus; different meta-analyses have shown varying effect sizes that are often attributed to learning content, feedback procedures, or learner characteristics (Black & Wiliam, 1998; Kingston & Nash, 2011).