Assessment Practices Research Articles

Mapping AI’s Integration into Linguistics- A Bibliometric and Thematic Analysis of ChatGPT’s Influence

This study is a systematic and bibliometric analysis of research on artificial intelligence, ChatGPT, and large language models, focusing on the top fifty publications from high-impact linguistics journals indexed in Web of Science and Scopus. This study aims to identify and analyze the historical significance of ChatGPT’s release and its broader influence on linguistic research as a field. Through scientific mapping we examine research publications from before and after the launch of ChatGPT, analyzing how it presents in choice of topics and methodologies. The study presents a thematic review of articles published up to March 2024, categorizing them into major themes such as editorials, survey studies, translation research, and assessment methodologies. Through the use of Bibliometrix software, the research analyzes the geographical networks of articles, authorship collaborations, citations, and recurring keywords. The findings reveal the growing influence of artificial intelligence, particularly ChatGPT, on various subfields of linguistics, and demonstrate how AI technologies are being integrated into areas such as translation, language assessment, and educational practices. By mapping the trajectory of AI’s integration into linguistics, the study offers insights into future research directions, emphasizing the need to continuously assess AI’s impact on educational and linguistic practices.

Effectiveness of a BOPPPS Teaching Model in Standardized Training for Nephrology Resident Physicians: A Retrospective Cohort Study

Aims/Background Based on Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment and Summary (BOPPPS), the teaching model has gained increasing attention in the field of medical education. This study aimed to evaluate the effectiveness of the BOPPPS teaching model in standardized training for nephrology residents, particularly in educating on hyperkalemia in chronic kidney disease (CKD). Methods This retrospective cohort study included students undergoing standardized training in the nephrology department at the Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine from 2021 to 2024. The observation group (n = 55) received instructions using the BOPPPS teaching model, while the control group (n = 64) was educated using the traditional teaching methods. The study evaluated learning outcomes and teaching satisfaction through theoretical and practical assessments, as well as self-assessment by the students. Results The observation group demonstrated significantly higher scores in theoretical exams and practical assessments compared to the control group (p < 0.05). Additionally, the observation group reported higher self-assessment scores (p < 0.05) and greater teaching satisfaction (p < 0.05) than the control group. Conclusion The BOPPPS teaching model is an effective approach to enhancing theoretical knowledge, practical skills, and teaching satisfaction in standardized training for nephrology residents. Compared to traditional teaching methods, the BOPPPS model improves learning outcomes, thereby strengthening the quality of medical education.

Assessment of Knowledge, Awareness, and Practices of Human Papillomavirus Infection and Vaccination Among Medical and Dental Students: A Cross-Sectional Study

Assessment of Knowledge, Awareness, and Practices of Human Papillomavirus Infection and Vaccination Among Medical and Dental Students: A Cross-Sectional Study

Exploring the relationship between vitamin C deficiency and protein-energy malnutrition in adult hospitalised patients: A cross-sectional study.

To explore the prevalence of vitamin C deficiency, 'undetectable' vitamin C status, and scurvy features, in adult hospitalised patients with protein-energy malnutrition diagnosed using validated malnutrition screening and assessment tools commonly used in clinical practice. This study included adult inpatients from four acute hospitals within a single Australian tertiary health service, over a 3.5-year period. A medical file review activity retrospectively determined malnutrition risk and diagnosis, via Malnutrition Screening Tool, Malnutrition Universal Screening Tool, Subjective Global Assessment and Global Leadership Initiative on Malnutrition criteria. Prevalence of vitamin C deficiency and scurvy features was examined in adult patients with plasma vitamin C levels <11.4 μmol/L and <5 μmol/L ('undetectable'), respectively. In the final cohort (n = 364), prevalence of vitamin C deficiency was 30.2%. Malnutrition was present in 76.1% and 79.8% of patients via Subjective Global Assessment (n = 310) and Global Leadership Initiative on Malnutrition criteria (n = 342) respectively. Patients with high nutrition risk and those diagnosed with severe malnutrition had the highest prevalence of vitamin C deficiency, reported as 32.8% for malnutrition detected via Malnutrition Screening Tool (n = 244), 32.9% via Malnutrition Universal Screening Tool (n = 222), 35.8% via Subjective Global Assessment (n = 106), and 34.2% via Global Leadership Initiative on Malnutrition (n = 152). Scurvy features were associated with severe malnutrition in patients with 'undetectable' vitamin C status. Severely malnourished adult hospital patients have a high prevalence of vitamin C deficiency, and scurvy features in those with 'undetectable' vitamin C status. Leveraging existing malnutrition screening and assessment practices may support early identification of patients with vitamin C deficiency during hospitalisation.

Risk of What and Why? Disaggregating Pathways to Extremist Behaviours in Individuals Susceptible to Violent Extremism

ABSTRACTBest practice in violent extremist risk assessment and management recommends adopting a Structured Professional Judgement (SPJ) approach. The SPJ approach identifies relevant, evidence‐based risk and protective factors and requires experts to articulate hypotheses about a) what the person might do (risk of what), and b) how they've come to engage in the concerning behaviour (and why) (Logan 2021) to inform who, needs to do what, and when. Whilst the field continues to move towards adopting an SPJ approach, there remains a gap between what is known empirically and what is needed in practice. We apply psychometric network modelling to a sample of 485 individuals entered into Channel, the UK's preventing and countering violent extremism (P/CVE) program. We model the system of interactions from which susceptibility to violent extremism emerges, providing data driven evidence which speaks to risk of what and why. Our research highlights a way to generate evidence which captures the multifactorial nature of susceptibility to violent extremism, to support professional decision making in the context of an SPJ approach.

Evaluating the Clinical Applicability of Multifrequency Bioelectrical Impedance Analysis for Nutritional Status Prediction in Hospitalized Persons With Severe Motor and Intellectual Disabilities.

Persons with severe motor and intellectual disabilities (SMID) have difficulty using general nutritional assessments in the elderly and other populations because of their physical characteristics. The purpose of this study was to investigate the clinical utility of body composition, which has been suggested to be related to biochemical tests in persons with SMID. We calculated cutoff values of body composition predicting malnutrition and compared the usage of peripheral parenteral nutrition for the two groups divided by each body composition cutoff value. We also compared body composition at the baseline between nonsurvivors and survivors. Only group comparisons based on skeletal muscle ratio and extracellular water to total body water (ECW/TBW) cutoffs showed significant differences in the usage of peripheral parenteral nutrition. Nonsurvivors had significantly higher ECW/TBW than survivors at the baseline. In persons with SMID, skeletal muscle ratio and ECW/TBW measured using multifrequency bioelectrical impedance were associated with biochemical indices and ill health. Furthermore, ECW/TBW was also associated with mortality, suggesting that ECW/TBW is a significant measure for nutritional assessment in clinical practice.

Exploring current student-centred assessment practices in higher education towards adaptive graduates

The last three decades have seen significant educational reform, which have influenced the transformation of assessment practices in higher education institutions (HEIs). In addition, various societal and global changes have required that higher education create adaptive graduates who acquire and develop higherorder skills which include problem-solving skills, critical thinking, creativity and autonomy. Thus, HEIs are expected to produce adaptive graduates to meet the demands of the current national and international society and workforce. Literature suggests that student-centred assessments (SCA) can promote such higherorder skills, which have also become known as 21st century skills. Since, assessment is an integral part to learning and instruction, the design of assessments have become an important aspect in HEIs. This entails HEIs adapting to the paradigm shift from traditional assessment methods to student-centred assessment methods. This study adopted a case study approach to explore staff and student’s experiences of student-centred assessments. The respondents for this study were the staff and students from a Faculty of Accounting and Informatics at a HEI in South Africa. The findings reveal that while staff and students support various SCA and activities , the implementation of these assessments are hindered by challenges faced by staff . The contribution of this paper is to emphasize how student-centred assessment (SCA) practices foster the development of adaptive graduates while addressing the challenges to their effective implementation. Furthermore, this paper is significant to policymakers, educators, and institutional leaders seeking to enhance assessment practices and prepare adaptive, future-ready graduates.

A transformative theory-based framework for intermediate phase pre-service language teachers’ application of transformative assessment practices

Limited studies illustrate the significance of a transformative perspective on pre-service teachers’ assessment practices during their study in higher education institutions (HEIs). As such, the need to prepare pre-service teachers for the transformative realities of the workplace has been widely acknowledged as a crucial element of contemporary teacher education. Therefore, this conceptual article aims to provide a transformative theory-based elucidation on assessment practices and their application by intermediate-phase pre-service language teachers (IPPLTs). Having applied transformative learning theory (TLT) and a narrative literature review (NLR), this article proposes a transformative theory-based framework (TTbF) that HEIs can apply to equip IPPLTs with transformative assessment practices (TAPs) during their training and teaching practice sessions. The findings reveal that transformability, transformative-targeted interventions, and adaptive capacity can be valuable takeaways for IPPLTs’ professional development in applying TAPs. The study recommends that IPPLTs consider applying the TTbF to strengthen their ability to implement TAPs in schools.

A narrative review on emerging issues about war-related trauma in perinatal women: good practice for assessment, prevention, and treatment.

Wars, in addition to causing death and destruction, have a negative impact on mental health, especially on perinatal women. The literature has identified psychological trauma as one of the most prevalent mental health issues associated with wars, but few studies have summarized how to assess, prevent, or treat this problem in perinatal women. To address this gap, the purpose of this study is to provide a narrative review of the current state of assessment, prevention, and treatment interventions of trauma among perinatal women living in war conditions or displaced as a result of a war. A literature search was performed in different research databases (e.g., Medline, PsycInfo). The search terms include a combination of trauma and stressor-related disorders and focused on diagnosis, prevention, and treatment. Most of the results were related to post traumatic stress disorder (PTSD) more than acute stress disorder, although there are not many assessments, and interventions (prevention or treatment) dedicated specifically to perinatal women affected by war conditions. Research in this area is still scarce. Recommendations for evidence-based practices in assessment and prevention and treatment interventions and future directions in research and clinical practice are provided. • The literature on trauma in perinatal women is sparse, and especially among perinatal women living in conditions of war. • This paper presents a narrative review of evidence-based assessment and treatment for perinatal women victims of war who experience trauma.

Practical Repair Cost Assessment of Steel Office Buildings with Diverse Beam-to-Column Connection Types in Japan

This study investigates the seismic performance of beam-to-column connections in Japanese steel office buildings and evaluates their impact on repair costs as part of practical seismic loss assessment. Repair cost analysis is conducted following FEMA P-58 guidelines, utilizing a probabilistic seismic performance approach. Additionally, this study incorporates the damage and loss of non-structural components, accounting for uncertainties arising from various factors. By applying story loss functions and the Capacity Spectrum Method within the assessment framework of this study, the applicability of these methods in Japanese design practices is validated. A numerical model of a typical steel building is established based on prior experimental data, and a series of numerical analyses are conducted to quantitatively assess variations in building response distribution and fragility resulting from different beam-to-column connection types. Analysis results indicate that, within the range up to maximum strength, differences in connection performance contribute more to variations in fragility than to building response. Component fragility is particularly influenced by connection type and dimensions that affect inter-story drift ratios. This approach highlights the potential cost differences driven by structural specifications and emphasizes the importance of connection-specific fragility in accurately estimating seismic repair costs in practical design. Furthermore, improvements in structural performance have limited effects in reducing non-structural damage, underscoring the necessity of directly enhancing non-structural component performance.

A survey of academic library public service policies, training and assessment practices

PurposeThis study seeks to better understand if academic libraries are generating service policies broadly and if they differentiate between a customer service focus and research assistance perspective. It also examines the level of training and assessment conducted to maintain and update service policies.Design/methodology/approachResearchers developed an online survey collecting data on demographic, policy development, training and assessment practices.FindingsOnly a very small number of respondents reported having any kind of policy, regardless if it was a customer service or reference/research policy. Within the small number of libraries that reported having any sort of policy, an even smaller number perform any type of assessment on these policies. Furthermore, between the 2021 and 2023 deployments of the surveys, there was an obvious decrease in many areas surveyed.Originality/valueThe implications of this study can inform the development, implementation and assessment of library service policies at academic libraries.

Quality Teaching in Ekiti State Secondary Schools: An Application of Ordinal Logistic Regression

This study investigates the quality of teaching in secondary schools in Ekiti State, Nigeria, using ordinal logistic regression to examine the impact of teacher demographics and teaching practices on student performance. The research focuses on teachers from six selected secondary schools within Ado-Ekiti, comprising a sample of 295 educators. Data were collected through a structured questionnaire administered via Google Forms and shared on WhatsApp platforms of the respondents. The study analyzes factors such as age, gender, educational background, teaching experience, lesson planning, technology integration, teaching methods, assessment practices, feedback provision, and professional development. Descriptive statistics and ordinal logistic regression were employed to assess the significance of these variables on student performance outcomes. Results indicate that older teachers and female educators positively influence student performance, while frequent integration of technology and rigid lesson planning negatively impact outcomes. The study also finds that regular feedback and active student participation significantly enhance performance. However, attending professional development workshops and the availability of teaching resources showed unexpected negative associations with student performance, suggesting potential issues with the applicability or effectiveness of these resources and training. The study highlights the importance of adaptive teaching methods, supportive administrative practices, and active student engagement in improving educational quality. These findings provide valuable insights for policy makers and educators aiming to enhance teaching effectiveness and student learning in secondary schools in Ekiti State.

Assessment of Urological Knowledge and Practice Among Emergency and Primary Health Care Physicians

Assessment of Urological Knowledge and Practice Among Emergency and Primary Health Care Physicians

Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach

Abstract This study employed a multiple-case study design to investigate nine English-as-a-foreign-language undergraduates’ disciplinary writing experiences in a bilingual teaching and learning context. Drawing on writing samples, writer’s logs, and semi-structured interviews, the study identified weaknesses in their discourse features and explored their relationships to the composing processes, immediate personal traits, and larger environmental factors. Overall, the students demonstrated a basic level of discourse competence (i.e., they could write an essay on the topic and use complex connectives accurately). However, they tended to ignore other discourse features (e.g., composing a statement to control ideas in the introduction, closing the essay with an effective conclusion, and maintaining appropriate reader-writer interactions). The data revealed a positive association between English proficiency and discourse features. Typically, those with low novice and intermediate novice proficiency levels relied on text-recognition technology to translate English materials into their L1s, thus enabling source processing. They also depended on automatic translation applications to translate their essays into English, which were written in their L1s first. Based on these findings, this study suggests the integration of adequate genre knowledge, academic reading skills, and discipline-relevant task design into L2 writing instruction and assessment practice in undergraduate study.

AI-resistant assessments in higher education: practical insights from faculty training workshops

The emergence of generative AI in education introduces both opportunities and challenges, especially in student assessment. This paper explores the transformative influence of generative AI on assessment practices, drawing from recent training workshops conducted with educators in the Global South. It examines how AI can enrich traditional assessment approaches by fostering critical thinking, creativity, and collaboration. The paper introduces innovative frameworks, such as AI-resistant assessments and the Process-Product Assessment Approach, which emphasize evaluating not only the final product but also the student’s interaction with AI tools throughout their learning journey. Additionally, it provides practical strategies for integrating AI into assessments, underscoring the ethical use and preservation of academic integrity. Addressing the complexities of AI adoption, including concerns around academic misconduct, this paper equips educators with tools to navigate the intricacies of human-AI collaboration in learning settings. Finally, it discusses the significance of institutional policies for guiding the ethical use of AI and offers recommendations for faculty development to align with the evolving educational landscape.

A Modified Green Star Area (MoGSA) and software to assess greenness of reactions in the chemistry laboratories.

The environmental and health impacts of chemical processes have been a growing concern, leading to the establishment of Green Chemistry principles. Introducing new metrics for the assessment of methods' greenness is crucial to evaluate the exerted efforts to conserve the environment. In this work, we introduce a Modified Green Star Area (MoGSA) and software to assess the greenness of chemical reactions in laboratory settings. MoGSA refines the traditional Green Star Area Index (GSAI) by allowing users to selectively apply specific principles of Green Chemistry based on their relevance to the chemical process being evaluated. This approach addresses the limitations of GSAI, which often lacks clear boundaries between green and non-green practices and does not account for the varying applicability of the 12 Green Chemistry principles across different contexts. Through comparative case studies on catalytic stereoselective reduction of acetophenone, MoGSA demonstrates its utility in providing a more refined and flexible assessment, enhancing both educational and industrial applications of sustainable chemical practices. The software is available as an open source at https://bit.ly/MOGSA.

Assessment of Quality Assurance Practices on Performance of Graduates of Selected Private Universities in Western Uganda

This study investigated the influence of quality assurance systems, practices and regulatory standards on the performance of graduates of selected universities in Western Uganda. The core question of this research was, is the teaching and learning provided in higher institutions of learning fit for purpose, does it prepare graduates with appropriate skills that employers need to meet the needs of society? To address this largely unresolved topic of discussion, this research aligned with a transformative research approach with qualitative methodologies. The study targeted 16 members of the university management team through purposive sampling; 19 employers and 17 graduates through snowball sampling. Data was collected through in-depth interviews and document reviews analysed thematically. Findings revealed that universities tried to meet stipulated regulatory standards for the minimum entry requirements, study programs always defined student learning outcomes, and monitoring and evaluation procedures were in place. Withal, it was reported that some accreditation requirements were not adhered to and some gaps in monitoring and evaluation practices were earmarked. It’s recommended that universities enhance quality assurance procedures and standards to improve the efficiency and effectiveness of service delivery and the teaching-learning environment to cater for the labour market needs

Assessment of Knowledge, Practices, and Attitudes Toward Prostate Cancer and Its Screening Among Men Aged 40 Years and Older in the United Arab Emirates: A Cross-Sectional Study.

Prostate cancer is the second most common cancer in men globally and the fifth greatest cause of cancer-related mortality. In the United Arab Emirates (UAE), prostate cancer has been on the rise due to population aging. However, knowledge deficits and screening barriers do exist because of cultural, social, and psychological factors. The objective of this study is to assess the knowledge, practices, and attitudes of prostate cancer and its screening among men aged 40 years and above in the UAE. A cross-sectional study was conducted between September 5and October 31, 2024,using a self-administered online questionnaire distributed through social media platforms. Data collected from the questionnaire were analyzed using SPSS version 26 (IBM Corp., Armonk, NY). A total of 471 responses were analyzed. The median age of participants was 51 ± 12. Most of the respondents were non-healthcare workers with at least a bachelor's degree. Most of the participants were moderately aware of prostate cancer risk factors and symptoms. However, there was a severe lack of awareness of genetic predisposition and racial risk factors. While 80.3% of participants were aware of the role of prostate-specific antigen test in prostate screening, 62.8% recognize the role of a digital rectal examination. The most important barriers to screening were lack of perceived risk, time constraint, and fear of diagnosis. Significant knowledge gaps and barriers to prostate screening exist. Health education initiatives targeting cultural stigma with the use of culturally appropriate and accurate information through credible online platforms are necessary.

Assessment and Enhancement of Safety Practices on Construction Sites in Nepal

Assessment and Enhancement of Safety Practices on Construction Sites in Nepal

Dynamic assessment, more than a diagnostic tool? Uses for goals, teaching moments, and procedural issues during intervention of speech sound disorder

ABSTRACT Dynamic assessment is typically used for diagnostic and baseline purposes; however, the current study explored expanding the use of dynamic assessment as a curriculum-based measure to additionally capture teaching moments and observe intervention elements during treatment of speech sound disorder (NCT06075303). Teaching moments occur when an SLT presents an antecedent, the child produces a behaviour, and the SLT responds with a consequence related to accuracy; yet, little is known about the characteristics of these elements that are the most essential for improving treatment outcomes. To address this gap, we used the Glaspey Dynamic Assessment of Phonology’s scoring system to establish the goal, code teaching moments, describe procedural issues, and evaluate children’s skill development. The participants included two English-speaking boys, ages three and six, with speech sound disorder. A modified cycles approach was administered by an SLT and a student clinician with two blocks of targets (minimally and moderately adaptable). Results indicated that coding with dynamic assessment was successfully used for tracking changes within the teaching moments and provided a more complete perspective of treatment efficacy when combined with outcome measures, yet more research is needed to establish goals with dynamic assessment. Both children demonstrated progress in a short period of time, though Participant 1 made more significant gains, which may be attributed to many elements including treatment intensity, target selection, clinician variables, or client variables. Overall, this preliminary research supports that dynamic assessment may lead to dynamic intervention, thus bridging assessment and treatment practices.