Sentence examples for evaluation asked from inspiring English sources

Furthermore, the final item on the course evaluation asked, "Do you have any other comments about this class and/or instructor?" One of the most frequent types of response to this question involved students thanking the instructor for having taught the course, many of them saying that they appreciated the opportunity to learn about evolution because it is not taught in their high schools.

And one student offered that he was "concerned that I might get in trouble for proving that evolution is false!" Other items on the formal course evaluation asked students about how interesting they found the course to be and how the class had contributed to their AGS experience.

Another evaluation asked students to explain systems of differential equations to other group members or to the class (i.e., disease and other compartment models, enzyme kinetics).

For a HTA organization such as AETMIS, the whole process starts with a question of evaluation asked in a problematic situation for which an actionable answer is expected.

Thus, the processual perspective on evaluation asks for reflection on the role of evaluation in the projecting and implementation of both objectives of instruction, contents, didactic methodology, projection of evaluation instruments (as products of evaluation) and the context of instruction realization.

Evaluation asks three key questions: Are we doing the right thing?

While any researcher adopts specific reference frameworks during her research, realist evaluation asks researchers to make these frameworks explicit in the form of a MRT.

None of the reviewed evaluations asked the patients directly to value their health.

A key question on the end-of-semester anonymous student evaluations asked students for their comments on how well the course helped them meet the two main course objectives (as stated on the syllabus): 1) the ability to think like a microbiologist and 2) the ability to meet the nursing competencies for genetics and genomics.

Questions aligned with the evaluation skill asked students to evaluate a hypothesis, based first on one piece of data and then on two pieces of data.

Clients in the study joined respective Stop Smoking Service clinics unaware of the 'Walk-2-Quit' intervention and evaluation, until asked to give consent and complete baseline evaluation forms.