Analyzing Argumentative Essay as an Academic Genre on Assessment Framework of IELTS and TOEFL

2018 ◽  
pp. 279-299
Author(s):  
Zulfiqar Ahmad
Keyword(s):  
Assessment Framework ◽  
Academic Genre

Accent Modification for Speakers With Indian Accents: Speech Characteristics and an Assessment Framework

2012 ◽  
Vol 19 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Amee P. Shah
Keyword(s):  
United States ◽  
Asian Indian ◽  
The United States ◽  
Assessment Framework ◽  
Speech And Language ◽  
Speech Characteristics ◽  
Accent Modification ◽  
Key Questions

In this paper, I present accent-related variations unique to Asian-Indian speakers of English in the United States and identify specific speech and language features that contribute to an “Indian accent.” I present a model to answer some key questions related to assessment of Indian accents and help set a strong foundation for accent modification services.

Applying the Swedish Performance Assessment Framework in practise: assessment of efficiency and quality of psychiatric care

2011 ◽  
Vol 38 (S 01) ◽  
Author(s):  
B Lindelius ◽  
E Björkenstam ◽  
C Dahlgren ◽  
R Ljung ◽  
C Stefansson
Keyword(s):  
Performance Assessment ◽  
Psychiatric Care ◽  
Assessment Framework

Energy Subsidy Reform Assessment Framework

10.1596/30254 ◽  
2018 ◽  
Author(s):  
Anne Olivier ◽  
Caterina Ruggeri Laderchi
Keyword(s):  
Assessment Framework ◽  
Energy Subsidy ◽  
Subsidy Reform

Monitoring the sustainability of Brownfield redevelopment projects. The Redevelopment Assessment Framework (RAF)

2005 ◽  
Vol 13 (2) ◽  
pp. 173-183 ◽  
Author(s):  
Kalliope Pediaditi ◽  
Walter Wehrmeyer ◽  
Jonathan Chenoweth
Keyword(s):  
Assessment Framework ◽  
Brownfield Redevelopment

To Study the impact of Gabbar Singh tax or Goods & services tax for Restaurant and Food Services Business in India

2019 ◽  
Vol 118 (12) ◽  
pp. 32-48
Author(s):  
Mr. Arun Gautam ◽  
Dr. Saurabh Sharma ◽  
CA Narendra Kumar Bansal
Keyword(s):  
State Level ◽  
The State ◽  
Assessment Framework ◽  
Food Services ◽  
Goods And Services ◽  
Single Tax ◽  
The Impact

GST that is Goods and Services Tax has been in compel since first July, 2017 and which is, in constrain on numerous countries globally and they all were thinking about it as their business assessment framework. The principle reason for GST is to realize single tax on products at both centre and the state level in the nation.

Zum Einsatz von Definitionen in Pädagogik und Erziehungswissenschaft

2019 ◽  
Vol 95 (2) ◽  
pp. 145-161
Author(s):  
Thomas Mikhail
Keyword(s):  
Historical Research ◽  
Educational Science ◽  
Different Types ◽  
History Of ◽  
Academic Genre

Abstract On the Use of Definitions in Pedagogy and Educational Science. A Historical Journey with Systematic Intent In the academic genre of pedagogy and educational science, definitions were used from the very beginning. The question is if it is possible to differentiate between types of definitions within the history of these sciences. To answer this question the paper revives two different types of traditional definitions in order to generate a typology of definition usage. The typology can be used as a heuristic instrument for further systematic and historical research.

Enhancing formative feedback in orthopaedic training: Development and implementation of a competency-based assessment framework

2019 ◽  
Author(s):  
Natalie Wagner ◽  
Anita Acai ◽  
Sydney A. McQueen ◽  
Com McCarthy ◽  
Andrew McGuire ◽  
...  
Keyword(s):  
Intraclass Correlation ◽  
Formative Feedback ◽  
Assessment Practices ◽  
Tool Development ◽  
Assessment Framework ◽  
Educational Impact ◽  
Postgraduate Training Program ◽  
Current Assessment ◽  
Competency Based ◽  
Orthopaedic Training

Objective: The purpose of this study was to develop, implement, and evaluate the effectiveness of an assessment framework aimed at improving formative feedback practices in a Canadian orthopaedic postgraduate training program. Methods: Tool development began in 2014 and took place in 4 phases, each building upon the previous and informing the next. The reliability, validity, and educational impact of the tools were assessed on an ongoing basis, and changes were made accordingly. Results: One hundred eighty-two tools were completed and analyzed during the study period. Quantitative results suggested moderate to excellent agreement between raters (intraclass correlation coefficient = 0.54-0.93), and an ability of the tools to discriminate between learners at different stages of training (p’s < 0.05). Qualitative data suggested that the tools improved both the quality and quantity of formative feedback given by assessors and had begun to foster a culture change around assessment in the program. Conclusions: The tool development, implementation, and evaluation processes detailed in this article can serve as a model for other training programs to consider as they move towards adopting competency-based approaches and refining current assessment practices.

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