Towards a general design evaluation tool: The development and validation of a VPP for autonomous sailing monohulls

2022 ◽  
Vol 120 ◽  
pp. 103053
Author(s):  
Yang An ◽  
Jiancheng Yu ◽  
Feng Hu ◽  
Zhenyu Wang
Keyword(s):  
Design Evaluation ◽  
Evaluation Tool ◽  
General Design ◽  
Development And Validation

Development and validation of first-ever speech-specific perceptual speech evaluation tool for patients with head and neck cancer: The London speech evaluation (LSE) Scale

Head & Neck ◽  
2011 ◽  
Vol 34 (1) ◽  
pp. 94-103 ◽  
Author(s):  
Raghav C. Dwivedi ◽  
Suzanne St. Rose ◽  
Edward J. Chisholm ◽  
Cyrus J. Kerawala ◽  
Peter M. Clarke ◽  
...  
Keyword(s):  
Head And Neck Cancer ◽  
Head And Neck ◽  
Neck Cancer ◽  
Evaluation Tool ◽  
Speech Evaluation ◽  
Development And Validation

Development and Validation of the Foot Union Scoring Evaluation Tool for Arthrodesis of Foot Structures

2018 ◽  
Vol 57 (4) ◽  
pp. 675-680 ◽  
Author(s):  
Timothy A. Karthas ◽  
Jeremy J. Cook ◽  
Michael R. Matthews ◽  
Michael L. Sganga ◽  
Daniel D. Hansen ◽  
...  
Keyword(s):  
Evaluation Tool ◽  
Development And Validation

scholarly journals A Data-Driven Design Evaluation Tool for Handheld Device Soft Keyboards

PLoS ONE ◽  
2014 ◽  
Vol 9 (9) ◽  
pp. e107070 ◽  
Author(s):  
Matthieu B. Trudeau ◽  
Elsie M. Sunderland ◽  
Devin L. Jindrich ◽  
Jack T. Dennerlein
Keyword(s):  
Data Driven ◽  
Design Evaluation ◽  
Evaluation Tool ◽  
Handheld Device

scholarly journals DEVELOPMENT AND VALIDATION OF DESCRIPTORS FOR UNIVERSAL PROBLEM-ANALYSIS RUBRIC

2018 ◽  
Author(s):  
Bahar Memarian ◽  
Susan McCahan
Keyword(s):  
Learning Outcomes ◽  
Faculty Members ◽  
Learning Activities ◽  
Problem Analysis ◽  
Evaluation Tool ◽  
Student Work ◽  
Engineering Faculty ◽  
Large Classes ◽  
Effective Feedback ◽  
Development And Validation

Abstract –This paper describes the process for creating and validating descriptors for a universal problem-analysis rubric. Our objective is to create descriptors that provide effective feedback to students on assessments that have been designed to elicit the demonstration of metacognitive problem-analysis skills.  Building on previously tested and validated indicators as well as benchmarking descriptors from credible and cited rubrics (e.g. the VALUE rubrics), the descriptors were developed through decomposition of global outcome statements and expansion into separate dimensions. The descriptors were then iteratively revised through consultation with faculty experts who teach in fields where assessment of problem-analysis is common. This involved individual faculty and focus group sessions held with engineering faculty members.  The universal problem-analysis rubric created could serve as a resource for engineering faculty to accompany their problem-analysis learning activities (e.g. problem sets) and to elicit student work that is aligned with learning outcomes students need to demonstrate to fulfill CEAB assessment needs. They could also use them as an evaluation tool to increase consistency and reliability of evaluation especially in large classes with multiple assessors.  

scholarly journals Development of a Social Play Evaluation Tool for Preschool Children

Healthcare ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 102
Author(s):  
Sun-Hee Lee ◽  
Ickpyo Hong ◽  
Hae Yean Park
Keyword(s):  
Preschool Children ◽  
Rasch Analysis ◽  
Age Groups ◽  
Subsequent Development ◽  
Social Play ◽  
Evaluation Tool ◽  
Cooperative Play ◽  
Clinical Criteria ◽  
Confirmatory Factor ◽  
Development And Validation

Play has been used as an intervention or evaluation tool for children. Developing a social play evaluation tool can provide clinical criteria for intervening in social play. We aimed to develop a social play evaluation tool for preschool children based on Parten’s stages of development. We tested the construct validity of the scale using confirmatory factor analysis and Rasch analysis, and the known-groups validity by examining the Rasch-calibrated mean score differences across age groups. A total of 40 preliminary items—17 items for associative play and 23 items for cooperative play—were examined. There were significant differences in the scores for associative play between ages 3 and 6 (F = 2.65, p = 0.049), and for cooperative play between ages 3 and 5, 3 and 6, and 4 and 6 (F = 10.44, p < 0.0001). The findings could contribute to subsequent development and validation of occupational therapy programs on play.

Development and Validation of an Evaluation Tool of Consumers’ Knowledge and Confidence to Report Patient Deterioration in Hospitals

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Lindy King ◽  
Shahid Ullah ◽  
Ingrid Belan ◽  
Robyn A. Clark ◽  
Tom Young ◽  
...  
Keyword(s):  
Evaluation Tool ◽  
Patient Deterioration ◽  
Development And Validation
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