Sentence examples for measurement of skill from inspiring English sources

Nevertheless, the approach to measurement of skill mismatch that we derive can be easily generalized to any other dataset sharing the same key features.

Despite research development to advance the measurement of skill mismatch (e.g. Pellizzari and Fichen 2013; OECD 2016) an internationally comparable and sufficiently broad assessment of skill mismatch remains an area for future work (CEDRA 2009).

By explicitly modelling the choice to deploy skills, our model provides guidance not only for the measurement of skill mismatch but also for the interpretation of the questions regarding the use of skills at work.

It is also worth emphasizing that the theoretical framework described in this section serves the simple purpose of providing guidance to the measurement of skill mismatch with the empirical variables available in PIAAC (see Section 4 for a description of the data).

These include instructing the subject concerning the type of imagery to use, objective measurement of skill level, the design of motor tasks sufficiently difficult to produce a range of skill levels, the effect of different environments on skill level (including the imaging device), and so on.

Perhaps the most straightforward way to address possible attenuation bias arising from errors in the measurement of skills is to use two measures of the same concept in an IV approach.

If someone graduated from a good university in a relevant field with a good GPA and references, that's deemed close enough to measure at least baseline ability and intellect, to say nothing of a true measurement of skills and expertise.

My big problem with Common Core is that its focus is on the acquisition and measurement of student skills at the expense of learning, understanding, and applying content knowledge about our world.

However, measurement of these skills is fraught with conceptual and practical difficulties.

Tschöpe (unpublished manuscript 2012) for example has developed an SJT for the measurement of counseling skills among bankers, containing social competences as a major pluri-factoral component.

Errors in the measurement of cognitive skills can also occur if PIAAC respondents had a bad testing day or solved tasks correctly or incorrectly simply by chance.