Assessment tools

Workshop se zaměří na skupinu online nástrojů podporujících okamžitou zpětnou vazbu. Účastníci se naučí pracovat s volně dostupným programem Socrative, který učitelům poskytuje zajímavé a poměrně pokročilé prostředí pro tvorbu testů a anket použitelných přímo v rámci prezenční výuky. Rozhraní programu Socrative je pro učitele i studenty dostupné přes webový prohlížeč nebo pomocí speciální mobilní aplikace (dostupná pro iOS i Android). Studenti tak mohou s tímto nástrojem pracovat přímo na svých vlastních zařízeních (bez nutnosti výuky v PC učebnách), což umožňuje jeho nasazení v různých prostředích a situacích. Vedle nástroje Socrative budou účastníci v krátkosti seznámeni i s dalšími nástroji online programy, kterými mohou rychle a jednoduše obohatit svoji výuku (např. PollEverywhere, Quipol aj.).

Critique is a primary method of assessment and feedback used in architectural education. It is used extensively at the design studio where students are asked to develop, present, and discuss their interventions. The collaborative typology of design studio adds to the importance of critique as an educational tool. Students are asked to present their work and discuss it with their colleagues and professors. At these cases, critique plays a key role as a tool for assessing and scrutinizing stu-dents' achievements and their creativity' potentials. This paper investigates the correlation between the typical stages of the design process and critiques sessions presented at the design studio. It reviews the literature to develop a framework to figure out this relationship. In a further investigation step, this paper discusses the case of the 2nd-year design studio at the Department of Architecture, Faculty of Engineering, Alexandria University to validate its findings. The case study proves the framework's flexibility to be applied in different circumstances effectively based on understandings its detailed configurations. Ó 2020 The Authors. Published by Elsevier B.V. on behalf of Faculty of Engineering, Alexandria University. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/ licenses/by-nc-nd/4.0/).

Digital assessment tools, or electronic classroom response systems, can be used effectively for formative assessment purposes. They can provide teachers with regular and instant feedback about learners' progress to detect and fix the learners' mistakes and misconceptions sustainably in an entertaining way. This case study intended to report researchers' experiences and evaluations about using a popular gamified digital exam platform (Kahoot!) used for formative purposes in a limited context of prospective teacher education program. Both qualitative and quantitative data were collected from 88 prospective teachers from a variety of programs/departments attending a 25-credit two-semester teacher training certificate program in Turkey. Results of the study suggested that participants were highly positive about using the digital exam platform as a gamified formative assessment tool from attitudinal and pedagogical aspects. It was concluded that Kahoot! is quite promising in providing an effective formative assessment platform producing favorable practical, pedagogical, and affective outcomes.

Rationale: The success in the implementation of the K to 12 Basic Education Program this year is evident through the output that senior high school students especially the Grade 11 will produce. Aside from the learning resources that these students will have as per allocated by the Department of Education, there must be more supplies of teaching and learning resources for the students as well as for the teachers. These resources must be responsive enough to the requirements of the curriculum, must be learner-centered, decongested and enhanced. To attain more quality outputs and have competitive learners, the need to have experts from the academe to prepare and produce quality learning assessment tools per specialization in Technology and Livelihood Education (TLE) under the Technical-Vocational-Livelihood (TVL) Track in the newly implemented Senior High School of the K to 12 Basic Education Program is timely and responsive to the needs of quality learning resources. This is a great advantage to every school with pool of experts and experienced practitioners to converge and manipulate assessment tools for the sake of the development and readiness of the learners in their upcoming assessment especially in Technical Education and Skills Development Authority, TESDA.

Aim: Assessment is a very important component of the medical course curriculum. Item analysis is the process of collecting, summarizing, and using information from student's responses to assess the quality of multiple-choice questions (MCQs). Difficulty index (P) and discrimination index (D) are the parameters used to evaluate the standard of MCQs. The aim of the study was to assess quality of MCQs. Materials and Methods: The study was conducted in the Department of Pathology. One hundred and twenty, 2nd year MBBS students took the MCQs test comprising 40 questions. There was no negative marking and evaluation was done out of 40 marks, and 50% score was the passing mark. Postvalidation of the paper was done by item analysis. Each item was analyzed for difficulty index, discrimination index, and distractor effectiveness. The relationship between them for each item was determined by Pearson correlation analysis using SPSS 20.0. Results: Difficulty index of 34 (85%) items was in the acceptable range (P = 30–70%), 2 (5%) item was too easy (P >70%), and 4 (10%) items were too difficult (P <30%). Discrimination index of 24 (60%) items was excellent (D >0.4), 4 (10%) items were good (D =0.3–0.39), 6 (15%) items were acceptable (D =0.2–0.29), and 6 (15%) items were poor (D < 0–0.19). A total 40 items had 120 distractors. Amongst these, 6 (5%) were nonfunctional distracters, 114 (95%) were functional distracters. The discrimination index exhibited positive correlation with difficulty index (r = 0.563, P = 0.010, significant at 0.01 level [two-tailed]). The maximum discrimination (D = 0.5–0.6) was observed in acceptable range (P = 30–70%). Conclusion: In this study, the majority of items fulfilled the criteria of acceptable difficulty and good discrimination. Moderately easy/difficult had the maximal discriminative ability. Very difficult item displayed poor discrimination, but the very easy item had high discrimination index, indicating a faulty item, or incorrect keys. The results of this study would initiate a change in the way MCQ test items are selected for any examination, and there should be proper assessment strategy as part of the curriculum development.

There has been a surge of interest over the past several years in the development and implementation of tools, frameworks, and indicator sets (hereafter, ‘schemes’) for smart city assessment. Despite this, there has been little examination of the typology and structure of assessment schemes. This gap has been partially addressed in a recent study by Sharifi (2019) that examines strengths and weaknesses of selected assessment schemes in terms of issues such as coverage of different smartness dimensions, stakeholder engagement, context sensitivity, strategic alignment, uncertainty management, interlinkages and interoperability, temporal dynamism, flexibility, feasibility, presentation and communication of the results, and action plans. To build on and complement that study, this paper examines thirty-four schemes to contribute to a better understanding of their typology. It provides general information related to characteristics such as geographic focus, scale of analysis, target audience, and the method of development. In addition, it identifies format, thematic focus areas, and persistent indicators across the schemes and provides detailed information on the major methods and approaches used for assessing city smartness. Results show that diverse approaches have been taken, but there are also some commonalities. Index is the dominant format across the schemes and the most common themes are: economy, people, governance, environment, mobility, living, and data. This typology study can be used for multiple purposes; it can serve as a frame of reference for those aiming at evaluating performance of smart cities using appropriate schemes, can be used as a basis for conducting further critical analyses of assessment schemes, and may also guide the development of better-informed schemes in the future.

In the era of digital revolution many cities around the world have invested significantly in the design and implementation of smart city projects and initiatives to provide solutions to the challenges of climate changes and urbanization. At the same time, various efforts have been made to evaluate performance and outcomes of those projects and initiatives. This study provides a critical analysis of 34 selected smart city assessment tools to highlight their strengths and weaknesses and to examine their potential contribution to the evolution of the smart city movement. The selected tools are evaluated against an analysis framework that covers criteria related to comprehensiveness, stakeholder engagement, context sensitivity, strategic alignment, uncertainty management, interlinkages and interoperability, temporal dynamism, flexibility, feasibility, presentation and communication of the results, and action plans. Results indicate that selected tools have achieved limited success in addressing these criteria. In particular, only few tools have addressed criteria related to stakeholder engagement, uncertainty management, interlinkages, and feasibility. The paper argues that assessment tools should capitalize on the advancements in smart solutions and big data analytics to develop better strategies for addressing these criteria. In addition to highlighting weaknesses that need to be addressed in the future, results of this study can be used by interested target groups such as smart city developers, planners, and policy makers to choose tools that best fit their needs.

The science curriculum in the College of Industrial Technology (CIT) program is a significant component of the academic requirement of the students and is believed to be vital for the development of skills and potentials of students. The objective of the study was to develop a science competency assessment tool for the OJT students of the CIT, Batangas State University, Batangas City, Philippines. The different science competencies were classified as technical, behavioral, communicative and managerial competencies. The descriptive method of research was utilized in this study with the questionnaire as the data gathering instrument. The data were analyzed and tested using weighted mean and T-test. The faculty and OJT students very strongly agreed that these science competencies were offered and developed in the department. The science competencies were developed in the objectives in Physics to a very great extent as assessed by both faculty and OJT students. Likewise, to a great extent, the science competencies were developed in the objectives in chemistry. With regards to the instructional strategies’ science competencies were developed to a great extent. On the basis of the development of science competencies relative to the learning infrastructures, science competencies were developed to a very great extent as assessed by faculty, while the students’ assessments revealed that they were developed to a great extent. Further, as to the evaluative measures, for faculty science competencies were developed to very great extent, while student respondents revealed that to a great extent. It was recommended that the objectives of the science subjects, instructional strategies, learning infrastructure, and evaluative measures must be made congruent with the competencies of the students; discussion of the relevance of science and other academic subjects in the regular conduct of the industry advisory committee meeting. Moreover, the proposed science competency assessment tool must be evaluated and pilot tested before it can be administered to OJT students.


Keywords: Science Competency, On-the-Job Training, Assessment Tool, Descriptive Method, College of Teacher Education, Philippines

A avaliação formativa, enquanto instrumento que visa direcionar os alunos para o sucesso
académico, deve ocupar um espaço de destaque no nosso sistema educativo. 
Com o propósito de melhorar as aprendizagens, esta modalidade da avaliação, enquanto
reguladora dos processos de ensino e de aprendizagem, tem sido descurada pelos professores
devido a vários motivos, entre eles a falta de um entendimento comum em termos concetuais,
não se potenciando, assim, alterações de estratégias, metodologias e atividades de ensino e de
aprendizagem, como é o caso de modelos de autorregulação.
O atual enquadramento tecnológico pode ser um elemento facilitador de novas formas de
comunicação, mais personalizadas, mais próximas, e dadas em tempo útil, que permitam criar
oportunidades para a melhoraria das aprendizagens, onde o feedback despoleta nos alunos os
mecanismos que reduzam a distância entre o nível de conhecimento e os níveis de referência.
O estudo teve como principal objetivo investigar as práticas da avaliação formativa num
ambiente educativo específico, assente em estratégias de autorregulação das aprendizagens - o
projeto iClass - a forma como os alunos sentiram as alterações aplicadas pelos professores, em
três disciplinas de  áreas distintas, e se se verificou um efeito positivo nas aprendizagens e
consequente melhoria do desempenho escolar dos alunos, ao longo dos três anos do terceiro
ciclo com uma turma piloto. Considerámos, também, importante verificar se existia uma
interpretação comum sobre o que é a avaliação formativa, entre os professores envolvidos.
Os resultados apontam para uma real satisfação dos alunos em relação à forma como são
avaliados e aos percursos de trabalho realizados. Existem pontos transversais às interpretações
dos professores sobre a avaliação formativa. Foi ainda verificada melhoria dos resultados
escolares resultantes do modelo aplicado.

Formative assessment, as an instrument which intends to guide students to academic success, must have a prominent role in our educational system. In order to improve learning, this type of evaluation, as a way of regulating the learning and teaching process, has been neglected by teachers for several reasons, such as the lack of a common conceptual understanding, restraining strategies, methodologies and activities of teaching and learning alterations, as it happens in the case of self-regulation models. The current technological framework can be a facilitator of new ways of communication, more personalized, closer, and given in appropriated time, in order to create opportunities to improve learning, where feedback triggers in students the mechanisms that reduce the gap between the level of knowledge and the reference levels. The main objective of the study was to investigate the practices of formative assessment in a specific educational environment based on self-regulation strategies of learning - the iClass project - the way students felt the changes applied by the teachers, in three subjects of different areas, and if it was found a positive effect on learning and consequent improvement of students' school performance, over the three years of the third cycle in the pilot class. We also considered important to check whether there was a common interpretation of what the formative evaluation is, among the teachers involved. The results point to a real satisfaction of the students in relation to the way they are evaluated, and the work paths performed. There are transversal points on the teachers’ interpretations of formative assessment.  It was also verified an improvement of the learning resulting from the model applied.

Measuring active participation and Citizenship

Martin Billingham, MA. Institute of Education, University College London.

Keywords: communication, cooperation, participation, assessment, teamwork, dialogic education

UNICEF have declared that ‘communication, cooperation, participation’ are necessary for active and informed citizenship. We can predict that the problems the next generation face will be complex, multifaceted and fundamentally require social cohesion. Therefore, we need a society
that has the ability and the drive to solve problems from varying perspectives, a wide set of skills and the drive for collaborative action. However, students are leaving compulsory education lacking in these valuable skills and so lacking the agency and ability to understand and improve the world around them.

To assess something is to reach for an understanding of value and if we believe that these skills are indeed ‘valuable’ for citizenship we must find a means to assess them. This is not just to demonstrate its value to stakeholders, not just to manage the function of learning outcomes, but
in order to make iterative and continual improvements in the skills, knowledge and ability of the next generation to function as a society that values equality of outcome, inclusion and co-production.

There are emerging assessment methods focused on the measurement of teamwork, oracy and dialogue - but how valid and reliable are these methods? To what extent are these assessments for formative or summative purposes? and fundamentally can these tools be used
to support disadvantaged students to reach their potential and become active citizens that can learn, negotiate and take action together?

This paper will explore the use of 'codifying speaking and listening' as a means to assess communicative abilities through the Cambridge SEDA model and the assessment of ‘communication, cooperation, and participation’ in group work. There will also be a demonstration of ‘Team Talk Tracker’ a piece of software in development to help educators and
students measure, track and assess their ability to think, talk and work together as active citizens.

Delivered at the 'Measuring and evaluating the effectiveness of active citizenship education' conference Roehampton university, 27th Sept 2020

As interest in smart city initiatives continues to grow rapidly, various involved actors and stakeholders increasingly rely on assessment frameworks or indicator sets for different purposes such as monitoring and benchmarking performance, identifying strengths and weaknesses, and determining priority intervention areas. Accordingly, many smart city assessment frameworks and/or indicator sets have been developed in the last decade. To guide actors and stakeholders in their selection of the most suitable frameworks, several studies have examined contents and structure of smart city assessment frameworks or indicator sets. Such studies have significantly improved our understanding of the thematic focus of assessment tools and their methodological approaches. However, there is still a lack of knowledge on the taxonomy of smart city indicators. In addition, since other concepts such as sustainability and resilience are increasingly recognized to be connected to the smart city concept, more clarity on how different assessment frameworks or indicator sets are aligned with sustainability and resilience dimensions and characteristics is needed. To fill these gaps, we developed a taxonomy and examined 33 assessment frameworks or indicator sets in terms of indicator type, sectoral linkages, and alignment with sustainability and resilience dimensions and characteristics. In terms of indicator type, results show that output indicators are dominant but limited attention has been paid to impact indicators. In terms of sectoral focus, existing indicators are mainly related to information and communication technologies, economy, and governance. Regarding resilience abilities, indicators are mainly related to planning abilities and limited attention has been paid to recovery and adaptation. As for resilience characteristics, reasonable levels of alignment with resourcefulness and efficiency were observed, but indicators are not well-aligned with other important characteristics such as redundancy and diversity. Finally, in terms of sustainability, limited alignment with the environmental dimension was found, which raises concerns regarding the suitability of smart city indicators for guiding environmental sustainability and informing efforts aimed at addressing climate change issues. Results of this study can support interested stakeholders in their efforts to select the most suitable assessment frameworks or indicator sets for promoting resilient, smart, and sustainable communities.

The field trial was conducted to establish the reliability in producing similar results between evaluators of the proposed new tools for Monitoring and Evaluation (M&E) of the nutrition plans and programs in the Local Government Units (LGUs). To do this, orientation activities were conducted to familiarize the 46 M&E team (MET) members evaluating the provincial, municipal, city, and barangay levels in two regions with the proposed tools during the field trial. After the event, the perceptions of the MET members of the tools were gathered by asking them to rate the tools through a self-administered questionnaire, and by noting their written and verbal commentaries about the proposed system. During the field trial, each MET member, as well as the member of the Project Team (PT), individually evaluated the LGUs using the tools. Secondary data on the LGUs performance scores using the old system were also gathered. The MET members' perception was examined based on the median rank of their ratings and content analysis of their insights about the tools, whereas the reliability of the tools was assessed based on the interrater reliability of the MET members' scores for the LGUs analyzed through paired samples t-Test, Pearson correlation coefficient, intraclass correlation coefficient, and technical error of measurement. The weighted scores of the MET and PT members were also compared. Moreover, the difference in the generated scores between the old and the new system was determined. The findings revealed that the MET members generally have a positive perception of the new system but raised some issues and concerns. Although the reliability of the tools was generally observed, actions are warranted for improvement. The tools generated statistically different scores when used by MET and PT members, and when compared to the existing system. Steps should be taken to improve the reliability of the proposed tools.

This work is the result of an experiment carried out by the teacher / researcher, with students of classes of the 2nd and 3rd years of High School, of a Public School of the State network, located in Brazil, in the city of Diamantina, belonging to the State of Minas Gerais. Its main objective is to analyze how the use of new technologies in the classroom, such as the concept maps tool, can contribute both to teaching-learning physics and as an instrument to facilitate learning and evaluation. Thus, from the researches and studies, the conceptual maps tool was used as a facilitator tool in the evaluation, for the improvement in students' scores on the content of Physics. The methodology used in this research was defined as qualitative, based on an experimental and documentary study. The research was divided in two stages: in the first stage, the conceptual maps tool was used as a learning tool, comparing notes between two classes of the 2nd year (A and B), experimental and control. A total of 116 students participated during the first semester in 2014 and 2015. In the second stage, continuing research, conceptual maps were used as an evaluation tool in 3rd year classes (A and B), Experimental, verifying the effectiveness of this tool with the collaboration of three evaluating teachers in the content of Physics. \

Este trabalho é o resultado de uma experimentação realizada pela docente/pesquisadora, com alunos de turmas do 2º e 3º anos do Ensino Médio, de uma Escola Pública da rede Estadual, localizada no Brasil, na cidade de Diamantina, pertencente ao Estado de Minas Gerais. Tem como principal objetivo, analisar de que maneira a utilização de novas tecnologias em sala de aula, a exemplo da ferramenta mapas conceituais, podem contribuir tanto para o ensino-aprendizagem de Física quanto como instrumento facilitador da aprendizagem e da avaliação. Assim, a partir de pesquisas e estudos foi utilizada a ferramenta mapas conceituais como instrumento facilitador na avaliação, para a melhoria nas notas dos discentes no conteúdo de Física. A metodologia utilizada nessa pesquisa definiu-se como qualitativa, a partir de um estudo experimental e documental. A pesquisa foi dividida em duas etapas: na primeira etapa, utilizou-se da ferramenta mapas conceituais enquanto instrumento de aprendizagem, comparando notas entre duas turmas de 2º ano (A e B), experimental e controle. Participaram da pesquisa, nesta primeira etapa, 116 discentes, durante um semestre escolar, referentes aos anos de 2014 e 2015. Na segunda etapa, dando continuidade à pesquisa, utilizou-se da ferramenta mapas conceituais enquanto instrumento de avaliação, em turmas de 3º ano (A e B), experimental, verificando a eficácia dessa ferramenta com a colaboração de três docentes avaliadores no conteúdo de Física. Participaram da pesquisa, nesta segunda etapa, 45 discentes, durante dois semestres escolares, referente ao ano de 2015. Os resultados, bem como a análise qualitativa do processo, demonstraram que houve um avanço significativo nas notas dos discentes, tanto em relação à primeira etapa, como instrumento de comparação entre as turmas analisadas, quanto em relação à segunda etapa, na medida em que, estes desenvolveram avaliações, utilizando mapas conceituais, enquanto ferramenta avaliativa no conteúdo de Física.

Another Taking the Escalator Substance Use Assessment option. This tool, like the E5, was designed to be an add-on to a larger full biopsychosocial assessment that needs a substance use section. Some of its unique features:
> It is free for public use. Please just email takingtheescalator@gmail.com to inform
> This is an "impact scale" with hyperlinks for specific guidelines in each section - Download to see how it works by clicking on internal links
> Information on incorporating DSM 5 and ASAM criteria is linked into the assessment itself

Introduction: Production of Infant Scale Evaluation (PRISE) is a popular parent-report scale used to assess the pre-first word vocalization of children. There is not any tool to assess pre-verbal vocalizations in Persian speaking children. Therefore, considering the two important roles of pre-verbal vocalizations both in the early diagnosis of hearing impairment and in measuring the effectiveness of CIs and habilitation programs, we aimed to adapt and validate the PRISE questionnaire on Persian normal hearing children aged 3-18 months and estimate the PRISE's normative distribution for them. Methods: The research was administered as a cross-sectional study. Back translation method was used to develop the Persian version of the PRISE (PRISE-P). Six hundred and forty 3-18 month old Persian speaking children were recruited through consecutive sampling method. All of the children had passed the universal newborn hearing screening. According to the standard developmental test, all of the children had normal development. The internal consistency of the scale was measured through the Cronbach's alpha. The convergent validity was analyzed through comparing the PRISE scores with the Persian version of the Auditory Behavior in Everyday Life (ABEL-P). Results: The Cronbach's alpha value of the PRISE was 0.88. The PRISE corrected item-total correlations were significantly high ranging from 0.86 to 0.89. A significant correlation was found between the PRISE-P and the ABEL-P total scores (r = 0.628). There was a high positive correlation between the PRISE total scores and the children's age (r = 0.791). Conclusion: The PRISE-P is a valid and reliable tool to assess the pre-verbal vocalizations development in Persian speaking children aged 3 months and more.

This paper introduces the reader to the value of using a rubric system to assess the learning of construction management students. One of the most important questions confronting new educators is, what is the best way an instructor can enhance students ’ learning while also improving course curriculum and the instructor’s teaching skills? While the efforts students expend vary widely from student to student, the grading criteria an instructor chooses will focus on the course plans, deliverables, and the instructor’s expectations for student performance. Developing a formal rubric system that specifies instructors ’ expectations of student performance, as well as what they expect students to take away from a particular event, provides a clear and objective way to evaluate students ’ efforts. The approach described within uses proven pedagogical methods and tools to develop a series of standardized rubric assessment measures appropriate for use in senior-level construction management ...

The dataset catalogs and describes existing online, federally supported databases and tools dealing with various aspects of a potential national early detection and rapid response invasive species framework.

Supplementary material 2 and 3 to the manuscript, "Envisioning a National Invasive Species Information Framework" (in press).

Resumen %WL: porcentaje de pérdida de peso; %FL: porcen-taje de pérdida de grasa. Objetivo: describir la metodología en la gestión del tra-tamiento dietético cuali-cuantitativo en el sobrepeso y la obesidad. Método: se llevaron a cabo 4.625 consultas con 616 pa-cientes mayores de 25 años con sobrepeso y obesidad, en el sur-este de España, durante los años 2006-12. Se utilizó una dieta equilibrada, hipocalórica, cuali-cuantitativa con alimentos de la zona. Se describió la metodología del trata-miento dietético en la pérdida y el mantenimiento. Se trató qué unidades de medida son adecuadas para la expresión del éxito en la pérdida; una nueva visión del asesoramien-to individualizado y el tratamiento multidisciplinar. Resultados: el 80% de los pacientes obtienen un %FL ≥ 5% (22,6 ± 11,8-11,2 ± 7,4), y asistieron a la consulta más de mes y medio. Conclusión: se presenta un esquema de la metodología del tratamiento dietético; se han recomendado las unida-des de medidas a utilizar en consulta y en la publicación de ensayos clínicos, creando un precedente con grado de evi-dencia de cómo determinar la pérdida exitosa; se reco-mienda medir los perímetros de cadera y cintura, e in-corporar el estudio de la imagen corporal; se presenta una nueva visión del asesoramiento individualizado y una atención multidisciplinar avanzada, independiente de la edad, el estado de gestación y las minusvalías físicas. La postura del sanitario debe de ser considerada como el gestor encargado de determinar qué técnicas podrían ser más efectivas en dicha pérdida. Abstract %WL: percentage of weight loss; % FL: percentage of fat loss. Objective: to describe the management methodology of a qualitative and quantitative dietary treatment for overweight and obesity. Method: 4,625 consultations were conducted with 616 overweight and obese patients over the age of 25 in the southeast of Spain between 2006-12. A balanced, low-calorie , qualitative and quantitative diet based on locally grown food was employed. The weight loss and maintenance dietary treatment methodology is described, as are the units of measurement considered suitable for the expression of successful weight loss; a new vision of indi-vidualised counselling and multidisciplinary treatment. Results: 80% of patients obtained a % FL ≥ 5% (22.6±11.8-11.2±7.4), and attended appointments for more than a month and a half. Conclusion: the dietary treatment methodology is described ; units of measurement are recommended for use in consultations and in clinical trial publications, creating a precedent with a degree of evidence on how to determine successful weight loss; it is recommended to measure hip and waist perimeters and incorporate a study of body image; a new vision of individualised assessment and advanced multidisciplinary care is presented, independent of age, pregnancy and physical disabilities. The health care professional's position should be seen as that of the person responsible for determining which techniques might be most effective in such loss.

The field trial was conducted to establish the reliability in producing similar results between evaluators of the proposed new tools for Monitoring and Evaluation (M&E) of the nutrition plans and programs in the Local Government Units (LGUs). To do this, orientation activities were conducted to familiarize the 46 M&E team (MET) members evaluating the provincial, municipal, city, and barangay levels in two regions with the proposed tools during the field trial. After the event, the perceptions of the MET members of the tools were gathered by asking them to rate the tools through a self-administered questionnaire, and by noting their written and verbal commentaries about the proposed system. During the field trial, each MET member, as well as the member of the Project Team (PT), individually evaluated the LGUs using the tools. Secondary data on the LGUs performance scores using the old system were also gathered. The MET members&#39; perception was examined based on the median rank of ...

Neste estudo, é nosso propósito abordarmos o tema da avaliação, particularmente a avaliação digital. Para tal, faremos um retrato panorâmico baseado em alguns estudos que se têm debruçado sobre esta problemática. Na composição desta abordagem geral, propomo-nos a seguir três pontos
fulcrais:
(i) Os desafios pedagógicos, na vertente da avaliação, no século XXI;
(ii) A problemática da avaliação digital; e
(iii) O impacto das ferramentas da Web na avaliação digital.

We construct a method to evaluate the neighbourhood park vitality potential (NPV-potential), inspired by Jane Jacobs’s theory of urban and park vitality. The evaluation model produces an aggregate score of NPV-potential by combining information on the extrinsic factors of vitality, related to the park’s surrounding urban area, with evaluative judgements on the intrinsic factors, related to the park’s internal organisation and design. To showcase and submit the evaluation model to a preliminary test drive, we further present the results of an application on three parks in the city of Cagliari, Italy. The computed NPV-potential and the effective use of the three parks, obtained from direct observation, show a good degree of agreement. While far from a robust validation, which would require more extensive empirical studies with larger and more internally variable samples of parks, the reported agreement between the potential and the observed vitality on the ground is a preliminary indi...

The contemporary debate on the role of Higher Education places service to the community at the centre of both the relationship between university and society and the innovation process in university teaching. In this scenario, Service-Learning emerges as an innovative pedagogical approach capable of placing the university at the centre of the social development process, involving teachers, researchers and students in a teaching-learning pathway that challenges academic knowledge and makes it alive and effective to find answers to relevant needs, by co-building social improvement projects together with community members. This contribution – by contextualizing this pedagogical proposal in relation to design and evaluation challenges – describes the impact of a university Service-Learning project, starting from a stakeholder driven approach. The data collection was carried out by using qualitative and quantitative assessment tools based on the logic of the change generated by the
activities carried out. The analysis of the data has highlighted a series of
findings capable of guiding future development perspectives regarding both the relationship between the university and the society and the renewal of university teaching so that the growth and development will not only benefit the individual but the whole community.

Light zone is a key concept in assessing the luminous environment of the building. It is the subdivision of spaces inside the building that have varying illumination level. Zones vary with orientation and with aperture to environmental conditions at different times. Therefore, a basic climate responsive planning at the conceptual stage is to make the effective light zone as large as possible to reduce energy consumption. This paper presents a simulation study of evaluating performance of aperture height for tall office buildings in the context of Dhaka. Three selected aperture heights were evaluated based on depth of light zones on working plane. Simulation results showed that the design of building envelope with opening height need to be explored for desired performance. The results also indicated that height of aperture has significant effect on efficient lighting level performance. Modification of the parameters may make the aperture height effective in different orientations at the desired periods.
Keywords: Light zone, spatial depth, aperture height, tall office buildings, the simulation study, Dhaka

IntroductionThe benefits of palliative care rely on how healthcare professionals assess patients’ needs in the initial encounter/s; crucial to the design of a personalised therapeutic plan. However, there is currently no evidence-based guideline to perform this needs assessment. We aim to design and evaluate a proactive and systematic method for the needs assessment using quality guidelines for developing complex interventions. This will involve patients, their relatives and healthcare professionals in all phases of the study and its communication to offer clinical practice a reliable approach to address the palliative needs of patients.Methods and analysisTo design and assess the feasibility of an evidence-based, proactive and systematic Multidimensional needs Assessment in Palliative care (MAP) as a semistructured clinical interview guide for initial palliative care encounter/s in patients with advanced cancer. This is a two-phase multisite project conducted over 36 months between...

The need to increase the sustainability of companies' development in order to achieve the most effective results of their activities, along with the mechanism for searching for the latest concepts of economic development, is an urgent challenge facing modern top management. According to the results of the comparative analysis of Russian methodological tools for assessing circularity in order to develop a methodological component, the article presents a complete author's development of an assessment of the circular economy at the enterprise level (meso-level), including: the proposed algorithm, a direct set of used estimated indicators, the formula for the integral index Mezo-CEDI, an interpretive vision of the calculated values of the indicator of the development of the circular economy at the enterprise. In the course of the study, the opinions of the expert commission were involved to determine the values of the coefficients of significance of the indicators for assessing the level of development of the circular economy at the enterprise. The performed test calculation is based on the official statistical indicators and data of the enterprise.

We construct a method to evaluate the neighbourhood park vitality potential (NPVpotential), inspired by Jane Jacobs’s theory of urban and park vitality. The evaluation model produces an aggregate score of NPV-potential by combining information on the extrinsic factors of vitality, related to the park’s surrounding urban area, with evaluative judgements on the intrinsic factors, related to the park’s internal organization and design. To showcase and submit the evaluation model to a preliminary test drive, we further present the results of an application on three parks in the city of Cagliari, Italy. The computed NPV-potential and the effective use of the three parks, obtained from direct observation, show a good degree of agreement. While far from a robust validation, which would require more extensive empirical studies with larger and more internally variable samples of parks, the reported agreement between the potential and the observed vitality on the ground is a preliminary indication of the possible usefulness of the proposed evaluation method for urban planning and design.

Measuring active participation and Citizenship

Martin Billingham, MA. Institute of Education, University College London.
Keywords: communication, cooperation, participation, assessment, teamwork, dialogic education

UNICEF have declared that ‘communication, cooperation, participation’ are necessary for active and informed citizenship. We can predict that the problems the next generation face will be complex, multifaceted and fundamentally require social cohesion. Therefore, we need a society
that has the ability and the drive to solve problems from varying perspectives, a wide set of skills and the drive for collaborative action. However, students are leaving compulsory education
lacking in these valuable skills and so lacking the agency and ability to understand and improve the world around them.

To assess something is to reach for an understanding of value and if we believe that these skills are indeed ‘valuable’ for citizenship we must find a means to assess them. This is not just to demonstrate its value to stakeholders, not just to manage the function of learning outcomes, but
in order to make iterative and continual improvements in the skills, knowledge and ability of the next generation to function as a society that values equality of outcome, inclusion and co-production.

There are emerging assessment methods focused on the measurement of teamwork, oracy and dialogue - but how valid and reliable are these methods? To what extent are these assessments for formative or summative purposes? and fundamentally can these tools be used
to support disadvantaged students to reach their potential and become active citizens that can learn, negotiate and take action together?
This paper will explore the use of 'codifying speaking and listening' as a means to assess communicative abilities through the Cambridge SEDA model and the assessment of ‘communication, cooperation, and participation’ in group work. There will also be a demonstration of ‘Team Talk Tracker’ a piece of software in development to help educators and
students measure, track and assess their ability to think, talk and work together as active citizens.

Delivered at the  'Measuring and evaluating effectiveness of active citizenship' conference, Roehampton university 27th September 2020

Contact and Address details:
Website: https://www.listen-learn-standup-speak.com
Academic profile: https://ucl.academia.edu/MartinBillingham
Personal email: martinbillingham3@gmail.com

The field trial was conducted to establish the reliability in producing similar results between evaluators of the proposed new tools for Monitoring and Evaluation (M&amp;E) of the nutrition plans and programs in the Local Government Units (LGUs). To do this, orientation activities were conducted to familiarize the 46 M&amp;E team (MET) members evaluating the provincial, municipal, city, and barangay levels in two regions with the proposed tools during the field trial. After the event, the perceptions of the MET members of the tools were gathered by asking them to rate the tools through a self-administered questionnaire, and by noting their written and verbal commentaries about the proposed system. During the field trial, each MET member, as well as the member of the Project Team (PT), individually evaluated the LGUs usingthe tools. Secondary data on the LGUs performance scores using the old system were also gathered. The MET members’ perception was examined based on the median rank of their ratings and content analysis of their insights about the tools, whereas the reliability of the tools was assessed based on the interrater reliability of the MET members’ scores for the LGUs analyzed through paired samples t-Test, Pearson correlation coefficient, intraclass correlation coefficient, and technical error of measurement. The weighted scores of the MET and PT members were also compared. Moreover, the difference in the generated scores between the old and the new system was determined. The findings revealed that the MET members generally have a positive perception of the new system but raised some issues and concerns. Although the reliability of the tools was generally observed, actions are warranted for improvement. The tools generated statistically different scores when used by MET and PT members, and when compared to the existing system. Steps should be taken to improve the reliability of the proposed tools.

This is a dataset on the typology, content, and structure of 34 selected schemes (i.e., tools, frameworks, indices, indicator sets) for assessing city smartness. The data is collected through content analyses of related documents such as manuals, working papers, and scorecards. The dataset covers aspects related to development as well as implementation of assessment schemes. It provides details related to the geographic and thematic scope of each assessment scheme, approaches towards indicator selection, themes that are consistently used across the schemes, indicators used for smart city assessment, methods applied for performing assessment, the state of implementation, and the complete list of cities that have been evaluated and their rankings (if applicable). The dataset is related to the research article titled "A typology of smart city assessment tools and indicator sets".

Taking the Escalator has added a new assessment tool to the repertoire. This tool, the Escalator Narrative Integrated Substance Use COD Assessment (known as "The Homegrown" for short) has the following features:
> It is free for public use - Please if you or your agency is going to use it simply email takingtheescalator@gmail.com
> It is based on ASAM criteria and DSM 5 and has comprehensive biopsychosocial elements
> It is integrated to include mental health and medical issues in addition to other key life areas
> It is a Narrative Assessment which allows the assessor to conduct the assessment in an engaging manner rather than asking a serious of redundant smaller questions.
> It is a Guided Narrative - Which means that there are guidelines included in each section to help the assessor remember what to include in the narrative for each section

FOR THE THESIS .............................................................................................. VII 1. THE PROBLEM AND ITS SETTING.............................................................................. 1 1.1. The Problem .................................................................................................................. 1 1.2. The Sub problems ........................................................................................................ 2 1.2.1. Sub problem one and Hypothesis one................................................................. 2 1.2.2. Sub problem two and Hypothesis two ................................................................. 2 1.2.3. Sub problem three and Hypothesis three ............................................................ 2 1.2.4. Sub problem four and Hypothesis four ................................................................ 3 1.2.5. Sub problem five and Hypothesis five .............................

IntroductionThe benefits of palliative care rely on how healthcare professionals assess patients’ needs in the initial encounter/s; crucial to the design of a personalised therapeutic plan. However, there is currently no evidence-based guideline to perform this needs assessment. We aim to design and evaluate a proactive and systematic method for the needs assessment using quality guidelines for developing complex interventions. This will involve patients, their relatives and healthcare professionals in all phases of the study and its communication to offer clinical practice a reliable approach to address the palliative needs of patients.Methods and analysisTo design and assess the feasibility of an evidence-based, proactive and systematic Multidimensional needs Assessment in Palliative care (MAP) as a semistructured clinical interview guide for initial palliative care encounter/s in patients with advanced cancer. This is a two-phase multisite project conducted over 36 months between...