Sentence examples for mode of assessment from inspiring English sources

Even from the perspective of the collegiate bureaucracy, the thesis is useful primarily as another mode of assessment, a benchmark of student achievement that's legible and quantifiable.

The concern I have with the proposed GCSE reforms is that the mode of assessment – final examination – is so rigid and narrowly focused, it fails to take into account these skills.

In the way the RAE has been conducted up till now, the mode of assessment has been profoundly unfavourable to the research embodied in the act of architectural design.

When the shareholder has no debts to deduct, the law provides a mode of assessment for him, which is not in conflict with the act of Congress, and the law in that case can be held valid.

Consideration of assessment issues focused in particular on the value and design of Objective Structured Clinical Examination (OSCE) as a core mode of assessment.

His complaint is not that their arguments are invalid, though that would be already to take on a quasi-scientific mode of assessment.

It is also relevant to note that Cosgrove and Moran (2011) found that students in Ireland in 2009 appear to have engaged much more on the digital than on the print reading assessment, though it is not clear from the analysis whether this is due to the mode of the assessment, assessment length, differences in response formats, and/or some other reason.

An important advantage of CAT implementation is that it can bring a substantial reduction in patient response burden, as well as alleviating both ceiling and floor effects, which are sometimes seen in traditional mode of assessments.

Six of the 11 mediators replied that exposing students to both modes of assessment would be a better alternative for assessing LC ability, though they remained doubtful about scoring the test-takers' ability in an objective way.

None of the above mentioned modes of assessment have been developed and validated to specifically assess EBM competency in medical trainees.

Striking differences were found in the sub-disciplines in terms of expectations, course requirements, and modes of assessment.