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methods</title> <meta name="description" content="Search results for: assessment methods"> <meta name="keywords" content="assessment methods"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="assessment methods"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 19550</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: assessment methods</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19550</span> Enabling Quantitative Urban Sustainability Assessment with Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Changfeng%20Fu">Changfeng Fu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable urban development has been widely accepted a common sense in the modern urban planning and design. However, the measurement and assessment of urban sustainability, especially the quantitative assessment have been always an issue obsessing planning and design professionals. This paper will present an on-going research on the principles and technologies to develop a quantitative urban sustainability assessment principles and techniques which aim to integrate indicators, geospatial and geo-reference data, and assessment techniques together into a mechanism. It is based on the principles and techniques of geospatial analysis with GIS and statistical analysis methods. The decision-making technologies and methods such as AHP and SMART are also adopted to address overall assessment conclusions. The possible interfaces and presentation of data and quantitative assessment results are also described. This research is based on the knowledge, situations and data sources of UK, but it is potentially adaptable to other countries or regions. The implementation potentials of the mechanism are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20sustainability%20assessment" title="urban sustainability assessment">urban sustainability assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20analysis" title=" quantitative analysis"> quantitative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20indicator" title=" sustainability indicator"> sustainability indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=geospatial%20data" title=" geospatial data"> geospatial data</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a> </p> <a href="https://publications.waset.org/abstracts/59903/enabling-quantitative-urban-sustainability-assessment-with-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59903.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19549</span> Comprehensive Risk Assessment Model in Agile Construction Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jolanta%20Tamo%C5%A1aitien%C4%97">Jolanta Tamošaitienė</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article focuses on a developed comprehensive model to be used in an agile environment for the risk assessment and selection based on multi-attribute methods. The model is based on a multi-attribute evaluation of risk in construction, and the determination of their optimality criterion values are calculated using complex Multiple Criteria Decision-Making methods. The model may be further applied to risk assessment in an agile construction environment. The attributes of risk in a construction project are selected by applying the risk assessment condition to the construction sector, and the construction process efficiency in the construction industry accounts for the agile environment. The paper presents the comprehensive risk assessment model in an agile construction environment. It provides a background and a description of the proposed model and the developed analysis of the comprehensive risk assessment model in an agile construction environment with the criteria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=agile" title=" agile"> agile</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a> </p> <a href="https://publications.waset.org/abstracts/84304/comprehensive-risk-assessment-model-in-agile-construction-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84304.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19548</span> Research Progress on Patient Perception Assessment Tools for Patient Safety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yirui%20Wang">Yirui Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past few decades, patient safety has been the focus of much attention in the global medical and health field. As medical standards continue to improve and develop, the demand for patient safety is also growing. As one of the important dimensions in assessing patient safety, the Patient Perception Patient Safety Assessment Tool provides unique and valuable information from the patient's own perspective and plays an important role in promoting patient safety. This article aims to summarize and analyze the assessment content, assessment methods and applications of currently commonly used patient-perceived patient safety assessment tools at home and abroad, with a view to providing a reference for medical staff to select appropriate patient-perceived patient safety assessment tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=patients" title="patients">patients</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20tools" title=" assessment tools"> assessment tools</a>, <a href="https://publications.waset.org/abstracts/search?q=review" title=" review"> review</a> </p> <a href="https://publications.waset.org/abstracts/178079/research-progress-on-patient-perception-assessment-tools-for-patient-safety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19547</span> Development of a Biomechanical Method for Ergonomic Evaluation: Comparison with Observational Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Zare">M. Zare</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Biau"> S. Biau</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Corq"> M. Corq</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Roquelaure"> Y. Roquelaure </a> </p> <p class="card-text"><strong>Abstract:</strong></p> A wide variety of observational methods have been developed to evaluate the ergonomic workloads in manufacturing. However, the precision and accuracy of these methods remain a subject of debate. The aims of this study were to develop biomechanical methods to evaluate ergonomic workloads and to compare them with observational methods. Two observational methods, i.e. SCANIA Ergonomic Standard (SES) and Rapid Upper Limb Assessment (RULA), were used to assess ergonomic workloads at two simulated workstations. They included four tasks such as tightening & loosening, attachment of tubes and strapping as well as other actions. Sensors were also used to measure biomechanical data (Inclinometers, Accelerometers, and Goniometers). Our findings showed that in assessment of some risk factors both RULA & SES were in agreement with the results of biomechanical methods. However, there was disagreement on neck and wrist postures. In conclusion, the biomechanical approach was more precise than observational methods, but some risk factors evaluated with observational methods were not measurable with the biomechanical techniques developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ergonomic" title="ergonomic">ergonomic</a>, <a href="https://publications.waset.org/abstracts/search?q=observational%20method" title=" observational method"> observational method</a>, <a href="https://publications.waset.org/abstracts/search?q=biomechanical%20methods" title=" biomechanical methods"> biomechanical methods</a>, <a href="https://publications.waset.org/abstracts/search?q=workload" title=" workload "> workload </a> </p> <a href="https://publications.waset.org/abstracts/4367/development-of-a-biomechanical-method-for-ergonomic-evaluation-comparison-with-observational-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19546</span> Assessment of Slope Stability by Continuum and Discontinuum Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taleb%20Hosni%20Abderrahmane">Taleb Hosni Abderrahmane</a>, <a href="https://publications.waset.org/abstracts/search?q=Berga%20Abdelmadjid"> Berga Abdelmadjid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of numerical analysis and its application to geomechanics problems have provided geotechnical engineers with extremely powerful tools. One of the most important problems in geotechnical engineering is the slope stability assessment. It is a very difficult task due to several aspects such the nature of the problem, experimental consideration, monitoring, controlling, and assessment. The main objective of this paper is to perform a comparative numerical study between the following methods: The Limit Equilibrium (LEM), Finite Element (FEM), Limit Analysis (LAM) and Distinct Element (DEM). The comparison is conducted in terms of the safety factors and the critical slip surfaces. Through the results, we see the feasibility to analyse slope stability by many methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comparison" title="comparison">comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=factor%20of%20safety" title=" factor of safety"> factor of safety</a>, <a href="https://publications.waset.org/abstracts/search?q=geomechanics" title=" geomechanics"> geomechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20methods" title=" numerical methods"> numerical methods</a>, <a href="https://publications.waset.org/abstracts/search?q=slope%20analysis" title=" slope analysis"> slope analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=slip%20surfaces" title=" slip surfaces"> slip surfaces</a> </p> <a href="https://publications.waset.org/abstracts/35737/assessment-of-slope-stability-by-continuum-and-discontinuum-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35737.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">533</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19545</span> The Study of Rapid Entire Body Assessment and Quick Exposure Check Correlation in an Engine Oil Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Ashouria">Mohammadreza Ashouria</a>, <a href="https://publications.waset.org/abstracts/search?q=Majid%20Motamedzadeb"> Majid Motamedzadeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid Entire Body Assessment (REBA) and Quick Exposure Check (QEC) are two general methods to assess the risk factors of work-related musculoskeletal disorders (WMSDs). This study aimed to compare ergonomic risk assessment outputs from QEC and REBA in terms of agreement in distribution of postural loading scores based on analysis of working postures. This cross-sectional study was conducted in an engine oil company in which 40 jobs were studied. A trained occupational health practitioner observed all jobs. Job information was collected to ensure the completion of ergonomic risk assessment tools, including QEC, and REBA. The result revealed that there was a significant correlation between final scores (r=0.731) and the action levels (r =0.893) of two applied methods. Comparison between the action levels and final scores of two methods showed that there was no significant difference among working departments. Most of the studied postures acquired low and moderate risk level in QEC assessment (low risk=20%, moderate risk=50% and High risk=30%) and in REBA assessment (low risk=15%, moderate risk=60% and high risk=25%).There is a significant correlation between two methods. They have a strong correlation in identifying risky jobs and determining the potential risk for incidence of WMSDs. Therefore, there is a possibility for researchers to apply interchangeably both methods, for postural risk assessment in appropriate working environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=observational%20method" title="observational method">observational method</a>, <a href="https://publications.waset.org/abstracts/search?q=QEC" title=" QEC"> QEC</a>, <a href="https://publications.waset.org/abstracts/search?q=REBA" title=" REBA"> REBA</a>, <a href="https://publications.waset.org/abstracts/search?q=musculoskeletal%20disorders" title=" musculoskeletal disorders"> musculoskeletal disorders</a> </p> <a href="https://publications.waset.org/abstracts/46223/the-study-of-rapid-entire-body-assessment-and-quick-exposure-check-correlation-in-an-engine-oil-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46223.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19544</span> The Application of ICT in E-Assessment and E-Learning in Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyyed%20Hassan%20Seyyedrezaei">Seyyed Hassan Seyyedrezaei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of computer and ICT thereafter has introduced many irrevocable changes in learning and teaching. There is substantially growing need for the use of IT and ICT in language learning and teaching. In other words, the integration of Information Technology (IT) into online teaching is of vital importance for education and assessment. Considering the fact that the image of education is undergone drastic changes by the advent of technology, education systems and teachers move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. Given the advent of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, scrutinizing e-learning, it discusses how and why e-assessment is becoming widely used by educationalists and administrators worldwide. As a second purpose, a couple of effective strategies for online assessment will be enumerated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-assessment" title="e-assessment">e-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title=" online assessment"> online assessment</a> </p> <a href="https://publications.waset.org/abstracts/29752/the-application-of-ict-in-e-assessment-and-e-learning-in-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">568</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19543</span> Review of Assessment of Integrated Information System (IIS) in Organisation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariya%20Salihu%20Ingawa">Mariya Salihu Ingawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Sani%20Suleiman%20Isah"> Sani Suleiman Isah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of Integrated Information System (IIS) in organisation is an important initiative to enable the Information System (IS) managers, as well as top management to understand the success status of their investment in IS integration efforts. However, without a proper assessment, an organisation will not know its IIS status, which may affect their judgment on what action should be taken onwards. Current research on IIS assessment is lacking and those related literature on IIS assessment focus more on assessing the technical aspect of IIS. It is argued that assessing technical aspect alone is inadequate since organisational and strategic aspects in IIS should also be considered. Current methods, techniques and tools used by vendors for IIS assessment also are lack of comprehensive measures to fully assess the Integrated Information System in term of technical, organisational and strategic domains. The purpose of this study is to establish critical success factors for measuring success of an Integrated Information System. These factors are used as the basis for constructing an approach to comprehensively assess IIS in an organisation. A comprehensive list of success factors for IIS assessment, established from literature, was initially presented. An expert surveys using both manual and online methods were conducted to verify the factors. Based on the factors, an instrument for IIS assessment was constructed. The results from a case study indicate that through comprehensive assessment approach, not only the level of success been known, but also reveals the contributing factors. This research contributes to the field of Information Systems specifically in the area of Integrated Information System assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20information%20system" title="integrated information system">integrated information system</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%20surveys" title=" expert surveys"> expert surveys</a>, <a href="https://publications.waset.org/abstracts/search?q=organisation" title=" organisation"> organisation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/22657/review-of-assessment-of-integrated-information-system-iis-in-organisation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19542</span> Weighted Risk Scores Method Proposal for Occupational Safety Risk Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ulas%20Cinar">Ulas Cinar</a>, <a href="https://publications.waset.org/abstracts/search?q=Omer%20Faruk%20Ugurlu"> Omer Faruk Ugurlu</a>, <a href="https://publications.waset.org/abstracts/search?q=Selcuk%20Cebi"> Selcuk Cebi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Occupational safety risk management is the most important element of a safe working environment. Effective risk management can only be possible with accurate analysis and evaluations. Scoring-based risk assessment methods offer considerable ease of application as they convert linguistic expressions into numerical results. It can also be easily adapted to any field. Contrary to all these advantages, important problems in scoring-based methods are frequently discussed. Effective measurability is one of the most critical problems. Existing methods allow experts to choose a score equivalent to each parameter. Therefore, experts prefer the score of the most likely outcome for risk. However, all other possible consequences are neglected. Assessments of the existing methods express the most probable level of risk, not the real risk of the enterprises. In this study, it is aimed to develop a method that will present a more comprehensive evaluation compared to the existing methods by evaluating the probability and severity scores, all sub-parameters, and potential results, and a new scoring-based method is proposed in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20health%20and%20safety" title="occupational health and safety">occupational health and safety</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring%20based%20risk%20assessment%20method" title=" scoring based risk assessment method"> scoring based risk assessment method</a>, <a href="https://publications.waset.org/abstracts/search?q=underground%20mining" title=" underground mining"> underground mining</a>, <a href="https://publications.waset.org/abstracts/search?q=weighted%20risk%20scores" title=" weighted risk scores"> weighted risk scores</a> </p> <a href="https://publications.waset.org/abstracts/126062/weighted-risk-scores-method-proposal-for-occupational-safety-risk-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19541</span> Assessing the Competence of Oral Surgery Trainees: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chana%20Pavneet">Chana Pavneet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: In more recent years in dentistry, a greater emphasis has been placed on competency-based education (CBE) programmes. Undergraduate and postgraduate curriculums have been reformed to reflect these changes, and adopting a CBE approach has shown to be beneficial to trainees and places an emphasis on continuous lifelong learning. The literature is vast; however, very little work has been done specifically to the assessment of competence in dentistry and even less so in oral surgery. The majority of the literature tends to opinion pieces. Some small-scale studies have been undertaken in this area researching assessment tools which can be used to assess competence in oral surgery. However, there is a lack of general consensus on the preferable assessment methods. The aim of this review is to identify the assessment methods available and their usefulness. Methods: Electronic databases (Medline, Embase, and the Cochrane Database of systematic reviews) were searched. PRISMA guidelines were followed to identify relevant papers. Abstracts of studies were reviewed, and if they met the inclusion criteria, they were included in the review. Papers were reviewed against the critical appraisal skills programme (CASP) checklist and medical education research quality instrument (MERQSI) to assess their quality and identify any bias in a systematic manner. The validity and reliability of each assessment method or tool were assessed. Results: A number of assessment methods were identified, including self-assessment, peer assessment, and direct observation of skills by someone senior. Senior assessment tended to be the preferred method, followed by self-assessment and, finally, peer assessment. The level of training was shown to affect the preferred assessment method, with one study finding peer assessment more useful in postgraduate trainees as opposed to undergraduate trainees. Numerous tools for assessment were identified, including a checklist scale and a global rating scale. Both had their strengths and weaknesses, but the evidence was more favourable for global rating scales in terms of reliability, applicability to more clinical situations, and easier to use for examiners. Studies also looked into trainees’ opinions on assessment tools. Logbooks were not found to be significant in measuring the competence of trainees. Conclusion: There is limited literature exploring the methods and tools which assess the competence of oral surgery trainees. Current evidence shows that the most favourable assessment method and tool may differ depending on the stage of training. More research is required in this area to streamline assessment methods and tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20surgery" title=" oral surgery"> oral surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=trainees" title=" trainees"> trainees</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/132994/assessing-the-competence-of-oral-surgery-trainees-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19540</span> Challenges Faced by the Teachers Regarding Student Assessment at Distant and Online Learning Mode</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ameema%20Mahroof">Ameema Mahroof</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Saeed"> Muhammad Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The paper aimed to explore the problems faced by the faculty in a distant and online learning environment. It proposes the remedies of the problems faced by the teachers. In distant and online learning mode, the methods of student assessment are different than traditional learning mode. In this paper, the assessment strategies of these learning modes are identified, and the challenges faced by the teachers regarding these assessment methods are explored. Design/Methodology/Approach: The study is qualitative and opted for an exploratory study, including eight interviews with faculty of distant and online universities. The data for this small scale study was gathered using semi-structured interviews. Findings: Findings of the study revealed that assignment and tests are the most effective way of assessment in these modes. It further showed that less student-teacher interaction, plagiarized assignments, passive students, less time for marking are the main challenges faced by the teachers in these modes. Research Limitations: Because of the chosen research approach, the study might not be able to provide generalizable results. That’s why it is recommended to do further studies on this topic. Practical Implications: The paper includes implications for the better assessment system in online and distant learning mode. Originality/Value: This paper fulfills an identified need to study the challenges and problems faced by the teachers regarding student assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distant%20learning" title=" distant learning"> distant learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment" title=" student assessment"> student assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assignments" title=" assignments"> assignments</a> </p> <a href="https://publications.waset.org/abstracts/108547/challenges-faced-by-the-teachers-regarding-student-assessment-at-distant-and-online-learning-mode" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108547.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19539</span> Internal and External Factors Affecting Teachers’ Adoption of Formative Assessment to Support Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci">Kemal Izci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student’s learning gain and motivation. However, teachers rarely use assessment formatively to aid their students’ learning. Thus, reviewing the factors that limit or support teachers’ practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher’s change environment framework, reviews literature on formative assessment and presents a tentative model that illustrates the factors impacting teachers’ adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers’ practices of formative assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20practices" title="assessment practices">assessment practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20for%20use%20of%20formative%20assessment" title=" factors for use of formative assessment"> factors for use of formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/54511/internal-and-external-factors-affecting-teachers-adoption-of-formative-assessment-to-support-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19538</span> Safety of Ports, Harbours, Marine Terminals: Application of Quantitative Risk Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dipak%20Sonawane">Dipak Sonawane</a>, <a href="https://publications.waset.org/abstracts/search?q=Sudarshan%20Daga"> Sudarshan Daga</a>, <a href="https://publications.waset.org/abstracts/search?q=Somesh%20Gupta"> Somesh Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Quantitative risk assessment (QRA) is a very precise and consistent approach to defining the likelihood, consequence and severity of a major incident/accident. A variety of hazardous cargoes in bulk, such as hydrocarbons and flammable/toxic chemicals, are handled at various ports. It is well known that most of the operations are hazardous, having the potential of damaging property, causing injury/loss of life and, in some cases, the threat of environmental damage. In order to ensure adequate safety towards life, environment and property, the application of scientific methods such as QRA is inevitable. By means of these methods, comprehensive hazard identification, risk assessment and appropriate implementation of Risk Control measures can be carried out. In this paper, the authors, based on their extensive experience in Risk Analysis for ports and harbors, have exhibited how QRA can be used in practice to minimize and contain risk to tolerable levels. A specific case involving the operation for unloading of hydrocarbon at a port is presented. The exercise provides confidence that the method of QRA, as proposed by the authors, can be used appropriately for the identification of hazards and risk assessment of Ports and Terminals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quantitative%20risk%20assessment" title="quantitative risk assessment">quantitative risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=hazard%20assessment" title=" hazard assessment"> hazard assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=consequence%20analysis" title=" consequence analysis"> consequence analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20risk" title=" individual risk"> individual risk</a>, <a href="https://publications.waset.org/abstracts/search?q=societal%20risk" title=" societal risk"> societal risk</a> </p> <a href="https://publications.waset.org/abstracts/151443/safety-of-ports-harbours-marine-terminals-application-of-quantitative-risk-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19537</span> Implementation and Challenges of Assessment Methods in the Case of Physical Education Class in Some Selected Preparatory Schools of Kirkos Sub-City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kibreab%20Alene%20Fenite">Kibreab Alene Fenite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the implementation and challenges of different assessment methods for physical education class in some selected preparatory schools of kirkos sub city. The participants in this study are teachers, students, department heads and school principals from 4 selected schools. Of the total 8 schools offering in kirkos sub city 4 schools (Dandi Boru, Abiyot Kirse, Assay, and Adey Ababa) are selected by using simple random sampling techniques and from these schools all (100%) of teachers, 100% of department heads and school principals are taken as a sample as their number is manageable. From the total 2520 students, 252 (10%) of students are selected using simple random sampling. Accordingly, 13 teachers, 252 students, 4 department heads and 4 school principals are taken as a sample from the 4 selected schools purposefully. As a method of data gathering tools; questionnaire and interview are employed. To analyze the collected data, both quantitative and qualitative methods are used. The result of the study revealed that assessment in physical education does not implement properly: lack of sufficient materials, inadequate time allotment, large class size, and lack of collaboration and working together of teachers towards assessing the performance of students, absence of guidelines to assess the physical education subject, no different assessment method that is implementing on students with disabilities in line with their special need are found as major challenges in implementing the current assessment method of physical education. To overcome these problems the following recommendations have been forwarded. These are: the necessary facilities and equipment should be available; In order to make reliable, accurate, objective and relevant assessment, teachers of physical education should be familiarized with different assessment techniques; Physical education assessment guidelines should be prepared, and guidelines should include different types of assessment methods; qualified teachers should be employed, and different teaching room must be build. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=equipment" title=" equipment"> equipment</a>, <a href="https://publications.waset.org/abstracts/search?q=guidelines" title=" guidelines"> guidelines</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/64578/implementation-and-challenges-of-assessment-methods-in-the-case-of-physical-education-class-in-some-selected-preparatory-schools-of-kirkos-sub-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64578.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19536</span> A Multi-Criteria Decision Making (MCDM) Approach for Assessing the Sustainability Index of Building Façades</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Golshid%20Gilani">Golshid Gilani</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20De%20La%20Fuente"> Albert De La Fuente</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Blanco"> Ana Blanco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainability assessment of new and existing buildings has generated a growing interest due to the evident environmental, social and economic impacts during their construction and service life. Façades, as one of the most important exterior elements of a building, may contribute to the building sustainability by reducing the amount of energy consumption and providing thermal comfort for the inhabitants, thus minimizing the environmental impact on both the building and on the environment. Various methods have been used for the sustainability assessment of buildings due to the importance of this issue. However, most of the existing methods mainly concentrate on environmental and economic aspects, disregarding the third pillar of sustainability, which is the social aspect. Besides, there is a little focus on comprehensive sustainability assessment of facades, as an important element of a building. This confirms the need of developing methods for assessing the sustainable performance of building façades as an important step in achieving building sustainability. In this respect, this paper aims at presenting a model for assessing the global sustainability of façade systems. for that purpose, the Integrated Value Model for Sustainable Assessment (MIVES), a Multi-Criteria Decision Making model that integrates the main sustainability requirements (economic, environmental and social) and includes the concept of value functions, used as an assessment tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fa%C3%A7ade" title="façade">façade</a>, <a href="https://publications.waset.org/abstracts/search?q=MCDM" title=" MCDM"> MCDM</a>, <a href="https://publications.waset.org/abstracts/search?q=MIVES" title=" MIVES"> MIVES</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/53283/a-multi-criteria-decision-making-mcdm-approach-for-assessing-the-sustainability-index-of-building-facades" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53283.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19535</span> A Comparative Study of Self, Peer and Teacher Assessment Based on an English Writing Checklist </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoting%20Shi">Xiaoting Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaomei%20Ma"> Xiaomei Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In higher education, students' self-assessment and peer assessment of compositions in writing classes can effectively improve their ability of evaluative judgment. However, students' self-assessment and peer assessment are not advocated by most teachers because of the significant difference in scoring compared with teacher assessment. This study used a multi-faceted Rasch model to explore whether an English writing checklist containing 30 descriptors can effectively improve rating consistency among self-assessment, peer assessment and teacher assessment. Meanwhile, a questionnaire was adopted to survey students’ and teachers’ attitudes toward self-assessment and peer assessment using the writing checklist. Results of the multi-faceted Rasch model analysis show that the writing checklist can effectively distinguish the students’ writing ability (separate coefficient = 2.05, separate reliability = 0.81, chi-square value (df = 32) = 123.4). Moreover, the results revealed that the checklist could improve rating consistency among self-assessment, peer assessment and teacher assessment. (separate coefficient = 1.71, separate reliability = 0.75, chi-square value (df=4) = 20.8). The results of the questionnaire showed that more than 85% of students and all teachers believed that the checklist had a good advantage in self-assessment and peer assessment, and they were willing to use the checklist to conduct self-assessment and peer assessment in class in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20writing" title="english writing">english writing</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20checklist" title=" writing checklist"> writing checklist</a> </p> <a href="https://publications.waset.org/abstracts/132580/a-comparative-study-of-self-peer-and-teacher-assessment-based-on-an-english-writing-checklist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19534</span> Identifying Understanding Expectations of School Administrators Regarding School Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Izazol%20Binti%20Idris"> Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20leaders" title="assessment leaders">assessment leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20goals" title=" assessment goals"> assessment goals</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding%20expectation%20of%20assessment" title=" understanding expectation of assessment"> understanding expectation of assessment</a> </p> <a href="https://publications.waset.org/abstracts/36759/identifying-understanding-expectations-of-school-administrators-regarding-school-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36759.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19533</span> An Assessment of the Usage of Learner Centred Methods among Student Teachers of Federal College of Education Kontagora</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadiq%20Habiba%20Alhaji">Sadiq Habiba Alhaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is a descriptive survey design intended to determine the level of usage of the learner centred methods by student teachers of Federal College of Education Kontagora, Niger State, Nigeria. The study was guided by two null hypotheses formulated by the researcher. The population of the study are students of Federal College of Education, Kontagora. The Target Population consisted of one hundred Teaching practice students drawn from sciences, Arts, and humanities who were posted to various schools practicing different teaching methods. The student teachers were supervised using the checklist designed by the researcher to determine their level of usage of learner centred methods. Data collected was analysed using t test of independent variables. It was recommended that pre service and in service teachers should be equipped with the skills of using learner centred methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=usage" title=" usage"> usage</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20centred" title=" learner centred"> learner centred</a>, <a href="https://publications.waset.org/abstracts/search?q=methods" title=" methods"> methods</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teachers" title=" student teachers"> student teachers</a> </p> <a href="https://publications.waset.org/abstracts/151360/an-assessment-of-the-usage-of-learner-centred-methods-among-student-teachers-of-federal-college-of-education-kontagora" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19532</span> The Possibility to Assess the Industrial Enterprise Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Khasaev">G. Khasaev</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Ashmarina"> S. Ashmarina </a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Zotova"> A. Zotova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The priority of Russian enterprises development has been given to the optimization process of industrial enterprise activity for their sustainable development in a long-term period. The assessment of sustainable development level as one of the most efficient instruments of sustainable development management at the industrial enterprise gives a complex view of its state. In order to perform accurate analysis of the current state of the industrial enterprise, it is necessary to perform the assessment of its sustainable development and using its results to elaborate the further tactic of enterprise functioning. The assessment of sustainable development level of the enterprise may help the effective management of strategy development only if the corresponding indicators system is created. The elaboration and usage the sustainable development indicators allows the enterprise to implement analysis of its activity results and monitoring of sustainable enterprise functioning. The authors’ methods are based on general aspects of the industrial enterprise functioning such as finance, customers, inner economic process, and staff system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20methods" title="assessment methods">assessment methods</a>, <a href="https://publications.waset.org/abstracts/search?q=indicators%20system" title=" indicators system"> indicators system</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20enterprise" title=" industrial enterprise"> industrial enterprise</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/33847/the-possibility-to-assess-the-industrial-enterprise-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19531</span> Measuring Ecological Footprint: Life Cycle Assessment Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Binita%20Shah">Binita Shah</a>, <a href="https://publications.waset.org/abstracts/search?q=Seema%20Unnikrishnan"> Seema Unnikrishnan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the recent time, an increasing interest in the analysis and efforts to reduce the environmental impacts generated by man-made activities has been seen widely being discussed and implemented by the society. The industrial processes are expressing their concern and showing keen interest in redesigning and amending the operation process leading to better environmental performance by upgrading technologies and adjusting the financial inputs. There are various tools available for the assessment of process and production of goods on the environment. Most methods look at a particular impact on the ecosystem. Life Cycle Assessment (LCA) is one of the most widely accepted and scientifically founded methodologies to assess the overall environmental impacts of products and processes. This paper looks at the tools used in India for environmental impact assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20assessment" title="life cycle assessment">life cycle assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20footprint" title=" ecological footprint"> ecological footprint</a>, <a href="https://publications.waset.org/abstracts/search?q=measuring%20sustainability" title=" measuring sustainability"> measuring sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/20093/measuring-ecological-footprint-life-cycle-assessment-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20093.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">647</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19530</span> Normal Weight Obesity among Female Students: BMI as a Non-Sufficient Tool for Obesity Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krzysztof%20Plesiewicz">Krzysztof Plesiewicz</a>, <a href="https://publications.waset.org/abstracts/search?q=Izabela%20Plesiewicz"> Izabela Plesiewicz</a>, <a href="https://publications.waset.org/abstracts/search?q=Krzysztof%20Chi%C5%BCy%C5%84ski"> Krzysztof Chiżyński</a>, <a href="https://publications.waset.org/abstracts/search?q=Marzenna%20Zieli%C5%84ska"> Marzenna Zielińska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Obesity is an independent risk factor for cardiovascular diseases. There are several anthropometric parameters proposed to estimate the level of obesity, but until now there is no agreement which one is the best predictor of cardiometabolic risk. Scientists defined metabolically obese normal weight, who suffer from metabolic abnormalities, the same as obese individuals, and defined this syndrome as normal weight obesity (NWO). Aim of the study: The aim of our study was to determine the occurrence of overweight and obesity in a cohort of young, adult women, using standard and complementary methods of obesity assessment and to indicate those, who are at risk of obesity. The second aim of our study was to test additional methods of obesity assessment and proof that body mass index using alone is not sufficient parameter of obesity assessment. Materials and methods: 384 young women, aged 18-32, were enrolled into the study. Standard anthropometric parameters (waist to hips ratio (WTH), waist to height ratio (WTHR)) and two other methods of body fat percentage measurement (BFPM) were used in the study: electrical bioimpendance analysis (BIA) and skinfold measurement test by digital fat body mass clipper (SFM). Results: In the study group 5% and 7% of participants had waist to hips ratio and accordingly waist to height ratio values connected with visceral obesity. According to BMI 14% participants were overweight and obese. Using additional methods of body fat assessment, there were 54% and 43% of obese for BIA and SMF method. In the group of participants with normal BMI and underweight (not overweight, n =340) there were individuals with the level of BFPM above the upper limit, for the BIA 49% (n =164) and for the SFM 36 % (n=125). Statistical analysis revealed strong correlation between BIA and SFM methods. Conclusion: BMI using alone is not a sufficient parameter of obesity assessment. High percentage of young women with normal BMI values seem to be normal weight obese. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electrical%20bioimpedance" title="electrical bioimpedance">electrical bioimpedance</a>, <a href="https://publications.waset.org/abstracts/search?q=normal%20weight%20obesity" title=" normal weight obesity"> normal weight obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=skin-fold%20measurement%20test" title=" skin-fold measurement test"> skin-fold measurement test</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/48496/normal-weight-obesity-among-female-students-bmi-as-a-non-sufficient-tool-for-obesity-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48496.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19529</span> Drinking Water Quality Assessment Using Fuzzy Inference System Method: A Case Study of Rome, Italy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yas%20Barzegar">Yas Barzegar</a>, <a href="https://publications.waset.org/abstracts/search?q=Atrin%20Barzegar"> Atrin Barzegar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drinking water quality assessment is a major issue today; technology and practices are continuously improving; Artificial Intelligence (AI) methods prove their efficiency in this domain. The current research seeks a hierarchical fuzzy model for predicting drinking water quality in Rome (Italy). The Mamdani fuzzy inference system (FIS) is applied with different defuzzification methods. The Proposed Model includes three fuzzy intermediate models and one fuzzy final model. Each fuzzy model consists of three input parameters and 27 fuzzy rules. The model is developed for water quality assessment with a dataset considering nine parameters (Alkalinity, Hardness, pH, Ca, Mg, Fluoride, Sulphate, Nitrates, and Iron). Fuzzy-logic-based methods have been demonstrated to be appropriate to address uncertainty and subjectivity in drinking water quality assessment; it is an effective method for managing complicated, uncertain water systems and predicting drinking water quality. The FIS method can provide an effective solution to complex systems; this method can be modified easily to improve performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=water%20quality" title="water quality">water quality</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20cities" title=" smart cities"> smart cities</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20attribute" title=" water attribute"> water attribute</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20inference%20system" title=" fuzzy inference system"> fuzzy inference system</a>, <a href="https://publications.waset.org/abstracts/search?q=membership%20function" title=" membership function"> membership function</a> </p> <a href="https://publications.waset.org/abstracts/170172/drinking-water-quality-assessment-using-fuzzy-inference-system-method-a-case-study-of-rome-italy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19528</span> Developing Ergonomic Prototype Testing Method for Manual Material Handling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Nugroho%20Doyo%20Yekti">Yusuf Nugroho Doyo Yekti</a>, <a href="https://publications.waset.org/abstracts/search?q=Budi%20Praptono"> Budi Praptono</a>, <a href="https://publications.waset.org/abstracts/search?q=Fransiskus%20Tatas%20Dwi%20Atmaji"> Fransiskus Tatas Dwi Atmaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is no ergonomic prototype testing method for manual material handling yet. This study has been carried out to demonstrate the comprehensive ergonomic assessment. The ergonomic assessment is important to improve safety of products and to ensure usefulness of the product. The prototype testing is conducted by involving few intended users and ordinary people. In this study, there are four operators who participated in several tests. Also, there are 30 ordinary people who joined the usability test. All the ordinary people never do material handling activity nor use material handling device. The methods used in the tests are Rapid Entire Body Assessment (REBA), Recommended Weight Limit (RWL), and Cardiovascular Load (%CVL) other than usability test and questionnaire. The proposed testing methods cover comprehensive ergonomic aspects, i.e. physical aspect, mental aspect, emotional aspects of human. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ergonomic" title="ergonomic">ergonomic</a>, <a href="https://publications.waset.org/abstracts/search?q=manual%20material%20handling" title=" manual material handling"> manual material handling</a>, <a href="https://publications.waset.org/abstracts/search?q=prototype%20testing" title=" prototype testing"> prototype testing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/35664/developing-ergonomic-prototype-testing-method-for-manual-material-handling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">517</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19527</span> Evaluating Classification with Efficacy Metrics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guofan%20Shao">Guofan Shao</a>, <a href="https://publications.waset.org/abstracts/search?q=Lina%20Tang"> Lina Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hao%20Zhang"> Hao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The values of image classification accuracy are affected by class size distributions and classification schemes, making it difficult to compare the performance of classification algorithms across different remote sensing data sources and classification systems. Based on the term efficacy from medicine and pharmacology, we have developed the metrics of image classification efficacy at the map and class levels. The novelty of this approach is that a baseline classification is involved in computing image classification efficacies so that the effects of class statistics are reduced. Furthermore, the image classification efficacies are interpretable and comparable, and thus, strengthen the assessment of image data classification methods. We use real-world and hypothetical examples to explain the use of image classification efficacies. The metrics of image classification efficacy meet the critical need to rectify the strategy for the assessment of image classification performance as image classification methods are becoming more diversified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accuracy%20assessment" title="accuracy assessment">accuracy assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=efficacy" title=" efficacy"> efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20classification" title=" image classification"> image classification</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty" title=" uncertainty"> uncertainty</a> </p> <a href="https://publications.waset.org/abstracts/142555/evaluating-classification-with-efficacy-metrics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142555.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19526</span> Comparison between Deterministic and Probabilistic Stability Analysis, Featuring Consequent Risk Assessment </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isabela%20Moreira%20Queiroz">Isabela Moreira Queiroz </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Slope stability analyses are largely carried out by deterministic methods and evaluated through a single security factor. Although it is known that the geotechnical parameters can present great dispersal, such analyses are considered fixed and known. The probabilistic methods, in turn, incorporate the variability of input key parameters (random variables), resulting in a range of values of safety factors, thus enabling the determination of the probability of failure, which is an essential parameter in the calculation of the risk (probability multiplied by the consequence of the event). Among the probabilistic methods, there are three frequently used methods in geotechnical society: FOSM (First-Order, Second-Moment), Rosenblueth (Point Estimates) and Monte Carlo. This paper presents a comparison between the results from deterministic and probabilistic analyses (FOSM method, Monte Carlo and Rosenblueth) applied to a hypothetical slope. The end was held to evaluate the behavior of the slope and consequent risk analysis, which is used to calculate the risk and analyze their mitigation and control solutions. It can be observed that the results obtained by the three probabilistic methods were quite close. It should be noticed that the calculation of the risk makes it possible to list the priority to the implementation of mitigation measures. Therefore, it is recommended to do a good assessment of the geological-geotechnical model incorporating the uncertainty in viability, design, construction, operation and closure by means of risk management.  <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=probabilistic%20methods" title="probabilistic methods">probabilistic methods</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management"> risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=slope%20stability" title=" slope stability"> slope stability</a> </p> <a href="https://publications.waset.org/abstracts/46673/comparison-between-deterministic-and-probabilistic-stability-analysis-featuring-consequent-risk-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19525</span> A Propose of Personnel Assessment Method Including a Two-Way Assessment for Evaluating Evaluators and Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shunsuke%20Saito">Shunsuke Saito</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuho%20Yoshimoto"> Kazuho Yoshimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Shunichi%20Ohmori"> Shunichi Ohmori</a>, <a href="https://publications.waset.org/abstracts/search?q=Sirawadee%20Arunyanart"> Sirawadee Arunyanart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we suggest a mechanism of assessment that rater and Ratee (or employees) to convince. There are many problems exist in the personnel assessment. In particular, we were focusing on the three. (1) Raters are not sufficiently recognized assessment point. (2) Ratee are not convinced by the mechanism of assessment. (3) Raters (or Evaluators) and ratees have empathy. We suggest 1: Setting of "understanding of the assessment points." 2: Setting of "relative assessment ability." 3: Proposal of two-way assessment mechanism to solve these problems. As a prerequisite, it is assumed that there are multiple raters. This is because has been a growing importance of multi-faceted assessment. In this model, it determines the weight of each assessment point evaluators by the degree of understanding and assessment ability of raters and ratee. We used the ANP (Analytic Network Process) is a theory that an extension of the decision-making technique AHP (Analytic Hierarchy Process). ANP can be to address the problem of forming a network and assessment of Two-Way is possible. We apply this technique personnel assessment, the weights of rater of each point can be reasonably determined. We suggest absolute assessment for Two-Way assessment by ANP. We have verified that the consent of the two approaches is higher than conventional mechanism. Also, human resources consultant we got a comment about the application of the practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personnel%20evaluation" title="personnel evaluation">personnel evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=pairwise%20comparison" title=" pairwise comparison"> pairwise comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=analytic%20network%20process%20%28ANP%29" title=" analytic network process (ANP)"> analytic network process (ANP)</a>, <a href="https://publications.waset.org/abstracts/search?q=two-ways" title=" two-ways"> two-ways</a> </p> <a href="https://publications.waset.org/abstracts/39660/a-propose-of-personnel-assessment-method-including-a-two-way-assessment-for-evaluating-evaluators-and-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">382</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19524</span> Assessment of the Implementation of Recommended Teaching and Evaluation Methods of NCE Arabic Language Curriculum in Colleges of Education in North Western Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamzat%20Shittu%20Atunnise">Hamzat Shittu Atunnise</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study on Assessment of the Implementation of Recommended Teaching and Evaluation Methods of the Nigeria Certificate in Education (NCE) Arabic Language Curriculum in Colleges of Education in North Western Nigeria was conducted with four objectives, four research questions and four null hypotheses. Descriptive survey design was used and the multistage sampling procedure adopted. Frequency count and percentage were used to answer research questions and chi-square was used to test all the null hypotheses at an Alpha 0.05 level of significance. Two hundred and ninety one subjects were drawn as sample. Questionnaires were used for data collection. The Context, Input, Process and Product (CIPP) model of evaluation was employed. The study findings indicated that: there were no significant difference in the perceptions of lecturers and students from Federal and State Colleges of Education on the following: extent of which lecturers employ appropriate methods in teaching the language and extent of which recommended evaluation methods are utilized for the implementation of Arabic Curriculum. Based on these findings, it was recommended among other things that: lecturers should adopt teaching methodologies that promote interactive learning; Governments should ensure that information and communication technology facilities are made available and usable in all Colleges of Education; Lecturers should vary their evaluation methods because other methods of evaluation can meet and surpass the level of learning and understanding which essay type questions are believed to create and that language labs should be used in teaching Arabic in Colleges of Education because comprehensive language learning is possible through both classroom and language lab teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=arabic%20language" title=" arabic language"> arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=methods%20of%20teaching" title=" methods of teaching"> methods of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation%20methods" title=" evaluation methods"> evaluation methods</a>, <a href="https://publications.waset.org/abstracts/search?q=NCE" title=" NCE"> NCE</a> </p> <a href="https://publications.waset.org/abstracts/180661/assessment-of-the-implementation-of-recommended-teaching-and-evaluation-methods-of-nce-arabic-language-curriculum-in-colleges-of-education-in-north-western-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19523</span> Assessment Literacy Levels of Mathematics Teachers to Implement Classroom Assessment in Ghanaian High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Akayuure">Peter Akayuure</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One key determinant of the quality of mathematics learning is the teacher’s ability to assess students adequately and effectively and make assessment an integral part of the instructional practices. If the mathematics teacher lacks the required literacy to perform classroom assessment roles, the true trajectory of learning success and attainment of curriculum expectations might be indeterminate. It is therefore important that educators and policymakers understand and seek ways to improve the literacy level of mathematics teachers to implement classroom assessments that would meet curriculum demands. This study employed a descriptive survey design to explore perceived levels of assessment literacy of mathematics teachers to implement classroom assessment with the school based assessment framework in Ghana. A 25-item classroom assessment inventory on teachers’ assessment scenarios was adopted, modified, and administered to a purposive sample of 48 mathematics teachers from eleven Senior High Schools. Seven other items were included to further collect data on their self-efficacy towards assessment literacy. Data were analyzed using descriptive and bivariate correlation statistics. The result shows that, on average, 48.6% of the mathematics teachers attained standard levels of assessment literacy. Specifically, 50.0% met standard one in choosing appropriate assessment methods, 68.3% reached standard two in developing appropriate assessment tasks, 36.6% reached standard three in administering, scoring, and interpreting assessment results, 58.3% reached standard four in making appropriate assessment decisions, 41.7% reached standard five in developing valid grading procedures, 45.8% reached standard six in communicating assessment results, and 36.2 % reached standard seven by identifying unethical, illegal and inappropriate use of assessment results. Participants rated their self-efficacy belief in performing assessments high, making the relationships between participants’ assessment literacy scores and self-efficacy scores weak and statistically insignificant. The study recommends that institutions training mathematics teachers or providing professional developments should accentuate assessment literacy development to ensure standard assessment practices and quality instruction in mathematics education at senior high schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20literacy" title="assessment literacy">assessment literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teacher" title=" mathematics teacher"> mathematics teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20schools" title=" senior high schools"> senior high schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghana" title=" Ghana"> Ghana</a> </p> <a href="https://publications.waset.org/abstracts/133893/assessment-literacy-levels-of-mathematics-teachers-to-implement-classroom-assessment-in-ghanaian-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133893.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19522</span> Use of Telehealth for Facilitating the Diagnostic Assessment of Autism Spectrum Disorder: A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manahil%20Alfuraydan">Manahil Alfuraydan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jodie%20Croxall"> Jodie Croxall</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Hurt"> Lisa Hurt</a>, <a href="https://publications.waset.org/abstracts/search?q=Mike%20Kerr"> Mike Kerr</a>, <a href="https://publications.waset.org/abstracts/search?q=Sinead%20Brophy"> Sinead Brophy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorder (ASD) is a developmental condition characterised by impairment in terms of social communication, social interaction, and a repetitive or restricted pattern of interest, behaviour, and activity. There is a significant delay between seeking help and a confirmed diagnosis of ASD. This may result in delay in receiving early intervention services, which are critical for positive outcomes. The long wait times also cause stress for the individuals and their families. Telehealth potentially offers a way of improving the diagnostic pathway for ASD. This review of the literature aims to examine which telehealth approaches have been used in the diagnosis and assessment of autism in children and adults, whether they are feasible and acceptable, and how they compare with face-to-face diagnosis and assessment methods. A comprehensive search of following databases- MEDLINE, CINAHL Plus with Full text, Business Sources Complete, Web of Science, Scopus, PsycINFO and trail and systematic review databases including Cochrane Library, Health Technology Assessment, Database of Abstracts and Reviews of Effectiveness and NHS Economic Evaluation was conducted, combining the terms of autism and telehealth from 2000 to 2018. A total of 10 studies were identified for inclusion in the review. This review of the literature found there to be two methods of using telehealth: (a) video conferencing to enable teams in different areas to consult with the families and to assess the child/adult in real time and (b) a video upload to a web portal that enables the clinical assessment of behaviours in the family home. The findings were positive, finding there to be high agreement in terms of the diagnosis between remote methods and face to face methods and with high levels of satisfaction among the families and clinicians. This field is in the very early stages, and so only studies with small sample size were identified, but the findings suggest that there is potential for telehealth methods to improve assessment and diagnosis of autism used in conjunction with existing methods, especially for those with clear autism traits and adults with autism. Larger randomised controlled trials of this technology are warranted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis" title=" diagnosis"> diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=telehealth" title=" telehealth"> telehealth</a> </p> <a href="https://publications.waset.org/abstracts/113112/use-of-telehealth-for-facilitating-the-diagnostic-assessment-of-autism-spectrum-disorder-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19521</span> Lessons Learned from Interlaboratory Noise Modelling in Scope of Environmental Impact Assessments in Slovenia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Cencek">S. Cencek</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Markun"> A. Markun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Noise assessment methods are regularly used in scope of Environmental Impact Assessments for planned projects to assess (predict) the expected noise emissions of these projects. Different noise assessment methods could be used. In recent years, we had an opportunity to collaborate in some noise assessment procedures where noise assessments of different laboratories have been performed simultaneously. We identified some significant differences in noise assessment results between laboratories in Slovenia. We estimate that despite good input Georeferenced Data to set up acoustic model exists in Slovenia; there is no clear consensus on methods for predictive noise methods for planned projects. We analyzed input data, methods and results of predictive noise methods for two planned industrial projects, both were done independently by two laboratories. We also analyzed the data, methods and results of two interlaboratory collaborative noise models for two existing noise sources (railway and motorway). In cases of predictive noise modelling, the validations of acoustic models were performed by noise measurements of surrounding existing noise sources, but in varying durations. The acoustic characteristics of existing buildings were also not described identically. The planned noise sources were described and digitized differently. Differences in noise assessment results between different laboratories have ranged up to 10 dBA, which considerably exceeds the acceptable uncertainty ranged between 3 to 6 dBA. Contrary to predictive noise modelling, in cases of collaborative noise modelling for two existing noise sources the possibility to perform the validation noise measurements of existing noise sources greatly increased the comparability of noise modelling results. In both cases of collaborative noise modelling for existing motorway and railway, the modelling results of different laboratories were comparable. Differences in noise modeling results between different laboratories were below 5 dBA, which was acceptable uncertainty set up by interlaboratory noise modelling organizer. The lessons learned from the study were: 1) Predictive noise calculation using formulae from International standard SIST ISO 9613-2: 1997 is not an appropriate method to predict noise emissions of planned projects since due to complexity of procedure they are not used strictly, 2) The noise measurements are important tools to minimize noise assessment errors of planned projects and should be in cases of predictive noise modelling performed at least for validation of acoustic model, 3) National guidelines should be made on the appropriate data, methods, noise source digitalization, validation of acoustic model etc. in order to unify the predictive noise models and their results in scope of Environmental Impact Assessments for planned projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20noise%20assessment" title="environmental noise assessment">environmental noise assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20noise%20modelling" title=" predictive noise modelling"> predictive noise modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20planning" title=" spatial planning"> spatial planning</a>, <a href="https://publications.waset.org/abstracts/search?q=noise%20measurements" title=" noise measurements"> noise measurements</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20guidelines" title=" national guidelines"> national guidelines</a> </p> <a href="https://publications.waset.org/abstracts/71096/lessons-learned-from-interlaboratory-noise-modelling-in-scope-of-environmental-impact-assessments-in-slovenia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge 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