The approach that is needed to understand change over time within a country, we suggest, is one which is multifaceted, taking into account changes within the design and administration of the assessment, the wider context in which that assessment is implemented, and possible interactions between the two.
The computer-based assessment was implemented with the easy-to-use developmental environment ChemLabBuilder (Meßinger 2010).
Between 1 and 3 months after completion of the activity, an assessment was implemented in all classes except the year 4/5 class whose timetable prevented their completion of the assessment.
The computer-based assessment was implemented for one content area of the German National Curriculum for Chemistry, namely, esters and organic compounds, and was evaluated for a sample of N = 395 students.
Comprehensive performance assessment was implemented through the inclusion of a wide range of standard evaluation metrics.
In the second phase (July 2009 July 2011), an extensive screening and comprehensive psychiatric assessment was implemented by means of self-report questionnaires (e.g., RPQ and self-reported offending), and structured psychiatric diagnostic interviews (see "Measures").
A multi-method needs assessment was implemented.
This multiple-choice, clicker assessment was implemented in two large lecture classes taught by one professor (267 and 247 students) and one large lecture class taught by another professor (188 students).
Because other multikinase inhibitors have dose-dependent adverse effects on cardiac conductivity, 47 cardiac monitoring with a detailed QTc risk assessment was implemented in this study.
For example, in Belgium, the standardized assessment is implemented simultaneously in three settings.
