Survey Of Assessment Practices Research Articles

A survey of assessment practices among health professionals diagnosing females with autism

BackgroundEmerging research suggests there may be a distinct female autism phenotype, although females are still diagnosed at a much lower rate than males. To date, no research has examined the assessment practices of health professionals when assessing females for autism. AimsThis study aimed to identify the training received, level of confidence, and assessment practices specific to assessing females for autism. Methods and procedureAn online survey was completed by 126 health professionals (34 paediatricians, 40 psychologists and 52 speech pathologists) working across Australia. Outcomes and resultsThe majority of health professionals received no training that addressed gender differences when assessing for autism, even when controlling for number of years since they completed their studies. Most health professionals reported using similar assessment practices when assessing and diagnosing males and females for autism; only 18.2 % reported using female-specific assessment measures. Conclusions and implicationsSuggestions for the lack of difference in assessment measures used across genders are discussed. Potential for including measures that may be more sensitive to the presentation of autism in females in health professional’s assessment practices is identified. The high proportion of health professionals engaging in professional development following their clinical training highlights the importance of training opportunities to enhance practitioner understanding and confidence when undertaking assessments for autism in females.

Survey of Assessment Practices in Political Science

Survey of Assessment Practices in Political Science

Method for simulator and scenario design assessing cognitive aspects of fitness to drive

An increasing part of the global population holds a driver’s license. Thus, a greater variety of prerequisites regarding the fitness to drive will occur, increasing the demand for assessing fitness to drive. However, today, there is a lack of internationally agreed upon methods for assessing the fitness to drive. Specifically, there is a need to develop methods to assess cognitive abilities required for driving safely (Hird, Vetivelu, Saposnik, & Schweizer, 2014; Vrkljan, Myers, Crizzle, Blanchard, & Marshall, 2013). The aim of the present project was to develop an objective and scientifically valid method for assessing cognitive aspects of the fitness to drive in a few targeted groups. The aim was to design and implement a mini-simulator for assessing fitness to drive. The target groups included stroke, mild cognitive impairment, ageing and ADHD. A mini-simulator as well as test scenarios for the assessment of cognitive aspects of fitness to drive was designed (see figure 1). A literature review was undertaken regarding previous research on assessing fitness to drive in the targeted groups. The features of the focused diagnosis were studied regarding underlying cognitive impairment with bearing on driving ability. Each scenario of the simulator drive was designed to enable assessment of these cognitive abilities. Examples of diagnose features that were included were risk taking, distraction, impulsivity, inattention, cognitive flexibility, overconfidence, reaction time, responsiveness, neglect, divided attention and memory. A fixed based mini-simulator was built (Figure 1). To assess the cognitive features mentioned, a road stretch was designed. The road included rural road, highway and urban road. The speed limits varied as well as the landscape surrounding the road. Along the road, different, more or less critical situations, were staged enabling assessment of the targeted cognitive abilities. The mini-simulator met the expectations regarding a good implementation of the simulated scenarios. Future research include validation of the mini-simulator and the scenarios.

Evaluating medically at-risk drivers: A survey of assessment practices in Canada

Assessing medical fitness to drive (FTD) can include both off- and on-road testing, although consistency of practice is unclear. To examine actual practices being used to assess FTD at driver assessment centres (DACs) across Canada. Surveys e-mailed to 90 DACs were returned by 47 assessors. The majority of respondents (89%) were occupational therapists. Assessors reported doing an average of eight FTD assessments per month (range = I to 40) at an average cost of $366 (SD = $225; range = $40 to $985). Referrals came from physicians (96%), other health professionals (70%), and licensing authorities (66%). Clients with stroke, dementia, traumatic brain injury, mild cognitive impairment, and multiple sclerosis composed 62% of estimated caseloads. Assessments took 3 hr on average (range = 1.24 to 4.5 hr); 64% reported they always took clients on road regardless of clinic results. Evidence-based guidelines for training and assessment are clearly needed given the inconsistency in practice.

Assessing Dental Students’ Competence: Best Practice Recommendations in the Performance Assessment Literature and Investigation of Current Practices in Predoctoral Dental Education

In this article, the Task Force on Student Outcomes Assessment of the American Dental Education Association's Commission on Change and Innovation in Dental Education describes the current status of student outcomes assessment in U.S. dental education. This review is divided into six sections. The first summarizes the literature on assessment of dental students' performance. Section two discusses catalysts, with a focus on problem-based learning, for development of new assessment methods, while the third section presents several resources and guides that can be used to inform selection of assessment techniques for various domains of competence. The fourth section describes the methodology and results of a 2008 survey of current assessment practices in U.S. dental schools. In the fifth section, findings from this survey are discussed within the context of competency-based education, the educational model for the predoctoral curriculum endorsed by the American Dental Education Association and prescribed by the Commission on Dental Accreditation. The article concludes with a summary of assessments recommended as optimal strategies to measure three components of professional competence based on the triangulation model. The survey of assessment practices in predoctoral education was completed by 931 course directors, representing 45 percent of course directors nationwide, from fifty-three of the fifty-six U.S. dental schools. Survey findings indicate that five traditional mainstays of student performance evaluation-multiple-choice testing, lab practicals, daily grades, clinical competency exams, and procedural requirements-still comprise the primary assessment tools in dental education. The survey revealed that a group of newer assessment techniques, although frequently identified as best practices in the literature and commonly used in other areas of health professions education, are rarely employed in predoctoral dental education.

A Survey of Assessment Practices in Accounting Departments of Colleges and Universities

This study reports the results of a 1999 survey of 164 chairs of accounting departments at institutions of higher education in the United States. It identifies assessment tools/techniques used by accounting departments, describes the focus of assessment processes, and reports how the outcomes of assessment activities were used. Institutions that awarded the doctorate degree had the most concern about meeting their responsibility to the public and to students. At schools accredited by the AACSB—The International Association for Management Education—accounting departments considered planning to be a purpose of assessment to a significantly greater extent than departments at schools accredited by other associations. At institutions accredited by the Association of Collegiate and Business Schools and Programs (ACBSP), assessment results were used for instructional changes to a significantly greater extent than at departments accredited by the AACSB or by regional accreditation associations.

Standardized measures of reading achievement for placement of students in chapter 1 and learning disability programs: A nationwide survey of assessment practices

Abstract The authors present results of a nationwide survey to determine measures being used to diagnose reading difficulties and place students in learning disability or Chapter 1 classes. State directors of special education and coordinators of Chapter 1 services were surveyed to determine their state's testing and placement procedures. Percentage of return of the survey was high (85%). Findings reveal important information (a) that states generally require standardized tests to be used, though they usually do not mandate which specific tests must be used, (b) that there are five standardized reading tests used most often for placement in Chapter 1 and learning disability programs based on reading difficulties, and (c) wide discrepancies exist in criteria for placement in programs from state to state and across tests. Findings suggest that calls for change in assessment and placement practices have largely been ignored and implications suggest a need for reform.

Identification of Gifted Learners: A National Survey of Assessment Practices and Training Needs of School Psychologists

This study surveyed assessment practices and training needs of school psychologists involving gifted individuals. Using stratified random sampling procedure, a sample of practicing school psychologists was selected from the national register of the National Association of School Psychologists. A survey questionnaire containing 20 items relating to the uses of individual ability and achievement tests was mailed to the group. An analysis of responses indicated that the Wechsler Scales ranked first despite newly developed available tests. Results also indicated a number of training needs related to assessment the implications of which are discussed.