Performance-based Assessment Methods Research Articles

Seismic assessment of rocking masonry structures

The seismic assessment of rocking masonry structures is a complex task, due to the high sensitivity of the behavior to the characteristics of the input motion. The paper compares the results offered by different models and the reliability of widely used intensity measures. A displacement-based approach based on an incremental limit analysis of rigid blocks is proposed for the performance-based assessment of rocking masonry structures, such as: rocky structures (archeological remains, obelisks, columns, trilithons), arch-piers systems (e.g. triumphal arches, belfries), out-of-plane mechanisms of walls (standing out walls, facades in buildings or churches etc.) or artistic assets prone to overturn (pinnacles, statues etc.). The method is compatible with the format of the PERPETUATE performance-based assessment method for cultural heritage assets

The application of analytic hierarchy process in daylighting performance assessment

Daylighting is beneficial to humans and the environment. Various indicators have been proposed to evaluate its attributes. Studies on the weighting factors of these attributes are, however, sparse. This paper aims to develop a new daylighting performance assessment method by collecting the perceived importance of the attributes from occupants using the analytic hierarchy process (AHP) based on two equally important criteria – visual comfort and electric lighting energy saving potential. The study has two parts. In the first part, a general survey was conducted to verify the attributes affecting occupants’ visual comfort and their acceptance of not turning on electric lights in daylit cellular offices. Brightness on desktop, brightness on surroundings, uniformity on desktop, uniformity on surroundings and perceived glare from windows were found to be the attributes. In the second part, an AHP survey was conducted to examine the weights of importance of these five attributes. The results showed that they were important to daylighting performance in the order of brightness on desktop (31%), perceived glare from windows (23%), uniformity on desktop (19%), brightness on surroundings (16%) and uniformity on surroundings (11%). The findings of this study would help to develop a comprehensive performance-based daylighting assessment method in the future.

Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Objective Structured Clinical Examination (OSCE) as a performance-based assessment method is a well established student assessment tool. Its popularity in the assessment of clinical competence is well documented and prominent in situations where reliability and content validity are fundamental. In this paper, we describe the implementation of OSCE in the Department of Nursing Sciences; University of Zambia for assessment of nursing students’ clinical competencies. The implementation process followed an eight step-approach from which several lessons were drawn and implications were generated. Major lessons included the need for adequate preparation of faculty and students, which is a fundamental ingredient to ensure reliability of the examination, and in minimizing stress and anxiety respectively. Following the implementation we acknowledged that OSCEs are suitable for testing clinical, technical and practical skills which may not be adequately assessed through traditional assessment methods as they possess the ability to improve the validity and reliability of assessments. Nevertheless, careful consideration should be taken to avoid entirely relying on OSCE as the only means of assessing clinical competencies.

Advancing Cyber Resilience Analysis with Performance-Based Metrics from Infrastructure Assessments

Cyber resilience is becoming increasingly recognized as a critical component of comprehensive cybersecurity practices. Current cyber resilience assessment approaches are primarily qualitative methods, making validation of their resilience analyses and enhancement recommendations difficult, if not impossible. The evolution of infrastructure resilience assessment methods has paralleled that of their cyber counterparts. However, the development of performance-based assessment methods has shown promise for overcoming the validation challenge for infrastructure systems. This paper describes a hybrid infrastructure resilience assessment approach that combines both qualitative analysis techniques with performance-based metrics. The qualitative component enables identification of system features that limit resilience, and the quantitative metrics can be used to evaluate and confirm the effectiveness of proposed mitigation options. The authors propose adaptation of this methodology for cyber resilience analysis. A case study is presented to demonstrate how the approach could be applied to a hypothetical system.

Dynamic stability in following seas: predictive and experimental approaches

This article presents work based on the development of a performance-based stability assessment method. It describes a numerical method used to determine the survival limit for a dynamic intact stability assessment procedure. The numerical method utilises a time-domain vessel motion program to assess the limit for a range of vertical centres of gravity (KG). The appropriateness of the numerical predictions was examined through comparison with model experiment results. Free-running model tests were conducted in regular following waves at discrete KGs. A comparison between the survival limits determined through the numerical and experimental methods is presented. The current International Maritime Organisation (IMO) stability criteria are also evaluated against the numerical and experimental dynamic performance-based stability assessment methods.

Building Energy Efficiency Assessments in Hong Kong and the Way Forward

The Hong Kong Government has issued five codes of practice on energy efficiency of buildings, including one on overall thermal transfer value (OTTV) of buildings and four on major services installations in buildings. Compilance with the OTTV code is now a legal requirement to new commercial and hotel buildings. Although the other four codes were also intended for mandatory implementation, they are being implemented under the voluntary Hong Kong Energy Efficiency Registration Scheme for Buildings (HKEERSB). The Hong Kong Building Environmental Assessment Method (HK-BEAM) is a private sector voluntary scheme, which assesses a wide range of environmental issues, including energy efficiency. The scope, methods and criteria of building energy performance assessment in the two schemes are largely different. Yet, the performance-based assessment method and the philosophy adopted for setting the zero credit levels in HK-BEAM make it a suitable alternative compliance route to the codes. The need for, and the benefits of having such an alternative route to prescriptive controls in the codes are discussed and exemplified through a comparison of the assessment results of a building that has undergone both the HKEERSB and the HK-BEAM assessments. The study revealed that the minimum performance level that would pass the lighting and air-conditioning codes would lead to zero credits under the HK-BEAM assessment, which is a reflection that buildings obtaining some credits would have an energy performance standard above the minimum set by the codes, and that it would be important to allow trade-offs amongst the assessed issues in the codes.

Rethinking knowledge and pedagogy in dental education

Dentistry as a profession has often been considered both art and science. Traditional dental education has attempted to address both; however, in many places only the science of dentistry is emphasized. The move toward competency-based curricula in dental education requires an expansion of what constitutes meaningful knowledge in the curriculum and what pedagogies best support that curriculum. The scientific and technical knowledge considered foundational to clinical practice is not sufficient to teach competencies associated with the art of dentistry. Habermas, a social scientist, offers a way of looking beyond technical knowledge to consider two other forms of knowledge: practical and emancipatory. Pedagogy that supports development of practical and emancipatory knowledge includes problem-based learning and case methods, heuristics, reflective practica, journals, storytelling, and performance-based assessment methods. These important teaching strategies are being integrated into various dental curricula including a new competency-based dental curriculum at Marquette University's School of Dentistry. It will be critical for dental educators to continue developing these methods to provide efficient and effective education for future practitioners in both the art and science of dentistry.

Performance-Based Assessment: Using Pre-Established Criteria and Continuous Feedback to Enhance a Student’s Ability to Perform Practice Tasks

Performance-based assessment is a process in which pre-established performance criteria and continuous feedback are used by both the student and instructor to improve learning with an endpoint of students demonstrating their achievement of learning by performing realistic practice tasks. This manuscript describes the issues limiting widespread use of performance-based assessment, based on findings from the pharmacy, medical, and general education literature, and then proposes a model for how to successfully implement it. Performance-based assessment methods such as direct observation, the Mini-Clinical Evaluation Exercise, simulations involving standardized patients and computers, projects, presentations, learning portfolios, and the Triple Jump Exam are discussed. Successful implementation of performance-based assessment involves: 1) inculcating a culture for assessment, 2) establishing pre-specified performance criteria, 3) implementing use of the pre-established performance criteria and formative assessment methods to provide continuous feedback during the learning period, 4) using summative performance-based assessment methods, and 5) providing mechanisms for student remediation. Successful inclusion of performance-based assessment in Doctor of Pharmacy curricula should enable instructors to better prepare graduates that can provide pharmaceutical care in a quality manner.

Characterizing and Comparing Bioassessment Methods and Their Results: A Perspective

Most of the many bioassessment methods currently in use in the United States produce data of unknown quality. The results are: 1) uncertainty as to which methods yield accurate information for a given type of site, and 2) missed opportunities to share data among different programs or organizations having potentially comparable methods and data quality. Using a performance-based methods system (PBMS) and benthic macroinvertebrate assessment methods as examples, we offer a framework for characterizing the data quality achieved by a collection-and-analysis method and for determining the comparability of different methods. This framework incorporates 3 steps that: 1) quantify method precision and bias for a single site, using different field personnel and different site classes; 2) quantify method precision, bias, and performance range using multiple reference sites within at least 2 different site classes; and 3) quantify method sensitivity, bias, performance range, and--indirectly--accuracy, using test site...

Performance-Based Assessment: Lessons from the Health Professions

Performance-based assessment methods have been used in the health professions for centuries, and dozens of studies of their psychometric characteristics have been reported over the past several decades. During that period, the health professions have seen a variety of performance-based assessment methods come and go, and some hard lessons have been learned from the many studies and frequent missteps. This article shares some of those lessons, using four performance-based assessment methods as examples: written clinical simulations (more commonly termed patient management problems), computer-based clinical simulations, oral examinations, and standardized patients (“live” simulations).

Performance-Based Assessment: Lessons From the Health Professions

Performance-based assessment methods have been used in the health professions for centuries, and dozens of studies of their psychometric characteristics have been reported over the past several decades. During that period, the health professions have seen a variety of performance-based assessment methods come and go, and some hard lessons have been learned from the many studies and frequent missteps. This article shares some of those lessons, using four performance-based assessment methods as examples: written clinical simulations (more commonly termed patient management problems), computer-based clinical simulations, oral examinations, and standardized patients (“live” simulations).