Generic Assessment Criteria Research Articles

Oral bioaccessibility of metals in an urban catchment, Newcastle upon Tyne

The metal content was determined in soils from a former, historic, contaminated land site and now a 'green' public open space in N.E. England. Using a systematic sampling grid approach, 32 soil samples were taken from locations across the site and analyzed for six potentially toxic elements (Cd, Cr, Cu, Ni, Pb, and Zn). Initially, the pseudo-total metal content of the soils was determined using acid digestion followed by inductively coupled plasma mass spectrometry analysis. This data was evaluated against published soil guideline value (SGV) and generic assessment criteria (GAC) values; it was found that 21% (i.e., 41 samples) exceeded the stated lower values. The data was then compared to the oral bioaccessibility of the soils, which was assessed by an in-vitro gastrointestinal extraction procedure. The results, determined as the % BAF, indicated that overall bioaccessibility was low (<10% BAF) for all the elements studied; the exception was Cd. Given that SGV/GAC values are based on generic land-use categories and not a public open space, as investigated in this work, further work is recommended on developing a qualitative risk assessment at the site to estimate the risks posed to human health via the direct and indirect soil ingestion pathway.

Alternative integration procedures in combining multiple exposure routes for the derivation of generic assessment criteria with the CLEA model

Alternative integration procedures in combining multiple exposure routes for the derivation of generic assessment criteria with the CLEA model

Bones, boys, bombs and booze: an exploratory study of the reliability of marking dissertations across disciplines

The primary aim of this study was to evaluate the reliability of the University’s Masters’ level (M‐level) generic assessment criteria when used by lecturers from different disciplines. A further aim was to evaluate if subject‐specific knowledge was essential to marking these dissertations. Four senior lecturers from diverse disciplines participated in this study. The University of Teesside’s generic M‐level assessment criteria were used and formatted into a grid. The assessment criteria related to the learning outcomes, the depth of understanding, the complexity of analysis and synthesis and the structure and academic presentation of the work. As well as a quantitative mark, a qualitative statement for the reason behind the judgement was required. Each lecturer provided a dissertation that had previously been marked. All participants then marked each of the four projects using the M‐level grid and comments sheet. The study found very good inter‐rater reliability. For any one project, the variation in marks from the original mark was no more than 6% on average. This study also found that subject‐specific knowledge was not essential to marking when using generic assessment criteria in terms of the reliability of marks. The authors acknowledge the exploratory nature of these results and hope other lecturers will join in the exploration to test the robustness of generic assessment criteria across disciplines.

Generic Assessment Criteria for human health risk assessment of potentially contaminated land in China

Generic Assessment Criteria (GAC) are derived using widely applicable assumptions about the characteristics and behaviour of contaminant sources, pathways and receptors. GAC provide nationally consistent guidance, thereby saving money and time. Currently, there are no human health based Generic Assessment Criteria (GAC) for contaminated sites in China. Protection of human health is therefore difficult to ensure and demonstrate; and the lack of GAC makes it difficult to tell if there is potential significant risk to human health unless site-specific criteria are derived. This paper derived Chinese GAC (GAC) for five inorganic and eight organic substances for three regions in China for three land uses: urban residential without plant uptake, Chinese cultivated land, and commercial/industrial using the SNIFFER model. The SNIFFER model has been further implemented with a dermal absorption algorithm and the model default input values have been changed to reflect the Chinese exposure scenarios. It is envisaged that the modified SNIFFER model could be used to derive GAC for more contaminants, more Regions, and more land uses. Further research to enhance the reliability and acceptability of the GAC is needed in regional/national surveys in diet and working patterns.

Developing generic criteria and standards for assessment in law: processes and (by)products

This paper reports the outcomes of a School of Law project undertaken in response to issues arising during the implementation of an institutional criterion‐referenced assessment policy. The project involved the development of a set of generic assessment criteria and standards, or rubric, which could be customized to the requirements of individual law subjects. Of significance are the key decisions that shaped the generic resource and additional outcomes or byproducts of the project which include the professional learning experienced by individual members of the project working party and the identification of mutually reinforcing relationships between criterion‐referenced assessment practice and other institutional policies and priorities. The paper concludes that analysis of project processes can produce findings whose value and significance are of equal interest to those resulting from implementation studies.

Generic and site‐specific criteria in assessment of human health risk from contaminated soil

Abstract. Previous industrial and waste disposal activities and natural processes have led to elevated concentrations of harmful substances in soil. Risk‐based land management requires the risk posed by such substances to be managed. Generic assessment criteria offer a simple and efficient but often over‐cautious approach to human health risk assessment. Site‐specific assessment criteria reduce over‐conservatism but require extra time and effort to determine. Generic assessment criteria should represent contaminant concentrations below which there is no unacceptable risk to human health. Consistent definitions, application and interpretation are essential prerequisites for fostering and maintaining stakeholder confidence in risk‐based land management.

The use and misuse of CLR 7 acceptance tests for assessment of risks to human health from contaminated land

Generic and detailed quantitative assessments of the risks posed to human health from land contamination involve the comparison of representative contaminant concentrations against relevant generic or site-specific assessment criteria respectively. Technical guidance on statistical tests to determine whether contaminant concentrations exceed relevant assessment criteria fails to recognize the effects of sample clustering and heterogeneity in ground conditions on the validity of the test results. Reference to the conceptual model should be made to determine the likely level of contamination to which the critical receptor may be exposed within an averaging area.

Test interpretation, test use, and pedagogical implications

Abstract Test score interpretation and use are the staple of construct validity. As such, in addition to the concern with measurement accuracy, it is imperative that the meaning of test scores and their intended use(s) be also documented. Along these lines, qualitative speech analyses are undertaken in the present paper to help in the interpretation of the dimensions underlying student performance on oral tasks. Results of these analyses yield rich information that explicate the meaning of the dimensions by delineating their specific features as manifested in the speech samples. Also discussed in the paper are the ramifications of these results for pedagogical use. Insights that linguistic accuracy and communicative skills in general, and their specific features specifically, provide for instructional material and activities are addressed. Furthermore, a case is made for curricular improvements to help learners develop well-rounded L2 abilities and to improve their use of the language for real-life communication. Finally, with regard to assessment, it is argued that generic assessment criteria do not reflect the critical features operating in a given context, and assessment practitioners are urged to study their contexts of use and to tailor their criteria according to the particulars of those contexts.