Sentence examples for evaluation of competence from inspiring English sources
Equitours consultants screen and advise potential randonneurs; the staff at La Ferme Équestre du Causse make a final evaluation of competence.
Evaluation of competence optimally requires data from multiple sources such as audio and video recordings, self-report and independent observation.
We suggest that variables of artefacts, like evaluation of competence, organization of work and leadership, may provide a reflection of deeper assumptions.
A full-time feeding specialist is employed by the NICU who focuses on optimization of infant nutrition and evaluation of competence in oral feeding.
According to goal orientation theory, learning motivation is defined as the general goals students pursue during learning (either mastery goals - gaining new knowledge; or performance goals - gaining a positive evaluation of competence or avoiding negative evaluation).
The comprehensive evaluation of competence requires the creation of measures that are sensitive to the complexity of the construct and take into account the intervention-specific contextual variables that influence it.
The MacArthur Competence Assessment Tool for Clinical Research (MacCAT-CR) is one of the standard international tools for the assessment and evaluation of competences for consent [ 29, 31].
For the clinical practice our result indicates that even at a very young age, a thorough evaluation of a child's functioning should include both an investigation of problem behaviors and an evaluation of competences.
Assessment of learning efficacy currently involves an integrated approach of formative and summative assessments, and regular evaluation of competences, that are recorded in a student portfolio (Driessen et al. 2005; Epstein 2007).
The participants of the FG will be called to a session led by one of the investigators and by a consultant who is an expert in the definition and evaluation of competences.
Assessment in medical education currently involves an integrated approach of formative and summative assessments and regular evaluation of competences that is recorded in a student portfolio (Schuwirth and Van der Vleuten 2006; Epstein 2007).
