Validity Of Assessment Procedures Research Articles

Dynamic testing of language learning aptitude: an exploratory proof of concept study

Abstract This paper provides an example for how online technology can be utilised to increase efficiency and validity of assessment procedures beyond simple computerization of testing. We report the first steps of the development of an online assessment procedure for the measurement of language learning aptitude that is based on the concept of dynamic testing. Online adaptive dynamic tests provide learning opportunities in the test situation, allowing test takers demonstrate their ability to benefit from feedback. Test performance shown in such test procedures has been demonstrated to be more useful in predicting future learning and to represent a more valid indication of test takers’ learning potential. The newly developed online assessment procedure aims at measuring young learner’s ability to improve performance based on inductive reasoning across lexical, morphological and syntactic rules of an artificial language using pictorial stimuli. The test was administered on ten mainland Chinese children aged between 9 and 13. The tentative analysis indicates that the newly developed test is feasible and has the potential to be a useful diagnostic tool for measuring language learning aptitude. We report and discuss insights gained and outline how these will be utilised for the further refinement of this online assessment tool.

Usability of CEFR Companion Volume scales for the development of an analytic rating scale for academic integrated writing assessment

"Successful academic writing from sources requires a broad range of competencies. When writing from sources, students are expected to mine source texts for relevant ideas, present these ideas with precision and in necessary depth, have efficient paraphrasing skills and the knowledge of proper source attribution. In order to assess the combination of these skills in writing and to provide diagnostic feedback to the learners, there is a need to design a rating scale where the required skills are operationalized in separate criteria (Knoch 2011). However, this endeavour may be challenging due to the complex nature of the academic integrated writing construct. This article describes the process of analytic rating scale development in the context of German higher education (HE). We address the issues of construct complexity and the operationalization of the construct elements in rating scale criteria by a combination of theory-based, descriptor-based, empirical, and intuitive approaches to scale development (e.g., Chan, Chihiro and Taylor 2015; Kuiken and Vedder 2021), with a particular focus on the usability of relevant scales from the CEFR Companion Volume (CEFR/CV; Council of Europe 2020). Besides the CEFR scales, we also explore the usability of existing scales for integrated writing and relevant taxonomies (e.g., Keck 2006; Shi 2004). Finally, we present qualitative insights of intuitive expert judgement from a workshop with four content experts who trialled and refined the first draft of the rating scale. The ensuing validation of the rating scale is, however, beyond the scope of this paper and the mixed-methods validation study will be reported elsewhere. The rating scale development reported here was part of the DFG-funded research project Modelling of academic integrated linguistic competencies, conducted at the University of Bremen and the Leibniz Institute for Research and Information in Education in Frankfurt. The project aim was to evaluate the academic-linguistic preparedness of students taking up English-medium studies in Germany by employing authentic integrated writing tasks and valid assessment procedures. The article offers insights into challenges and critical considerations when developing CEFR-based rating scales for integrated writing, focusing on valid rating criteria, bands, and adapting existing descriptors. "

Evaluating the effectiveness of support for teachers' professional development programs based on the automated monitoring system

Introduction. The article presents a study on the problem of developing and implementing support interventions for teachers’ professional development programs based on an automated monitoring system. The purpose of the article is to evaluate the effectiveness of supporting teacher professional development programs based on an automated monitoring system. Materials and Methods. The study was structured within the framework of a descriptive model of supporting teachers’ professional development programs based on an automated monitoring system, as it is aimed at evaluation the effectiveness of support. The research tasks were solved by means of applying a set of complementary theoretical methods, such as analysis of Russian and international educational theory and practice in the field of designing support for teachers’ professional development; modeling, comparison and generalization. The empirical methods included assessment tools, statistical processing and expert assessment procedures. The study was based on data obtained during the assessment of professional competencies of 3,375 teachers from 48 municipal departments of education in the Republic of Bashkortostan (the Russian Federation). The data were subjected to comparative quantitative and qualitative analysis according to the evaluation criteria developed according to the types of teachers’ professional activities. Results. The authors have identified the components within the model of supporting teachers’ professional development based on an automated monitoring system. Technological aspects of implementation were adjusted, and the effectiveness of support was evaluated. It has been established that a system-forming component in the design and implementation of support for teachers’ professional development programs is assessment, which allows to identify professional deficits and determine a set of forms of educational events that contribute to teachers’ professional development. Modern assessment system of professional competencies should be characterized by validity and objectiveness; also it should follow the principles of confidentiality, competence, responsibility, systematic nature, informing participants about the goals and results of the evaluation procedure. The authors emphasize that automated systems allow to conduct valid assessment procedures, as well as to build a system for tracking the effectiveness of supporting teachers’ professional development in one or a range of educational settings. Conclusions. The article concludes that the use of the proposed model of supporting teachers’ professional development programs based on an automated monitoring system will allow each teacher to identify and eliminate professional deficits in conditions of constantly increasing requirements for teachers’ competence, which corresponds to the concept of continuing education of teachers. The authors emphasize that designing teachers’ professional development programs based on the automated monitoring system ensures the development of teachers’ subjective position, allowing them to build an individual educational route independently or under the guidance of a mentor, and also stimulates the development of variability in the content and technologies of the professional development system, which corresponds to the trends in the development of the system of continuing education. The presented practical experience of the implementation of the proposed model can be used in planning methodological activities in educational institutions of various levels.

Note-Taking Proficiency in Interpreting Teaching: Putting the Note-Taking Fluency Scale to the Test

Note-taking skills are critical to consecutive interpreting. As an important construct of translation competence and an essential skill of interpreting performance, note-taking merits rigorous and systematic investigations as well as reliable and valid assessment instruments and procedures. In the present study, we aim to further validate the note-taking fluency scale developed by Zhou and Dong (2019), focusing on four dimensions, the coordination between listening and note-taking, the timing of taking notes, the systematic nature of notes, and the use of notes. We evaluated the note-taking skills of a group of Master in Translation and Interpreting (MTI) students majoring in Chinese-Portuguese interpretation in Macao. The fluency scale was administered twice, at the beginning and the end of the training program respectively. The results corroborated the development of note-taking proficiency along with note-taking training in three cognitively less demanding dimensions, i.e., the timing of taking notes, the systematic nature of notes and the use of notes, while the more “stagnant/attractor” aspect of the coordination between listening and note-taking remained unchanged after several months' training. We conclude the paper by outlining specific pedagogical implications tailor made for the four dimensions of note-taking skills for future Chinese-Portuguese interpreting training.

Fundamentals of Students Assessment and its Dimensions in Medical Education

Assessment is the measure of students' performance or it is the process of testing a student's ability. During all phases ofmedical education & practice, medical students and physicians are constantly being assessed for multiple purposes. In medicalschool, assessment should guide and promote learning by providing feedback to the student on how well progress is beingmade, assure the predetermined competence of the graduates produced by the school and help in developing a habit forcontinued learning. It is true that most teachers employ assessment as one of the most important motivators of medical students.Assessment is necessary at all the stages of a medical student's life. From selection into medical schools, yet it was only duringthe past three decades that assessment in medical school came to be accepted and studied as a rational and useful application ineducational science. The international, national & institutional centers of medical educational science & research have played avery significant role in this process of change. Therefore, it is now the desire of the most medical teachers to hear from theenlightened teachers views about numerous technical aspects of assessment, observe them constructing higher quality testinstruments and in general, spend more time attempting to improve the assessment techniques that they wish to use. As aconsequence it is natural that assessment instruments that are being used in medical schools have improved considerably &medical teacher have developed greater expertise in using more and more valid and reliable assessment procedures. This article highlights the functional requirements of all assessments, assessment scheme, evaluation and the application ofassessment findings, four simple questions on quality improvement in assessment, blooms taxonomy, authentic assessmentand its difference with traditional assessment, The article also indicates the domain based tests & types /assessment tools,criteria / qualities of a good test, test construction, possible barriers and clues in test items, including five vital questions needsto be considered in relation to assessment as well

Teacher and student perceptions of L1-oral language lessons in Dutch secondary education

Little is known about contemporary L1-oral language lesson practices in secondary education. In The Netherlands experts work on an upcoming L1-educational reform. In this study, we investigate teachers’ and students’ perceptions of contemporary L1-oral language lesson practices as well as the underlying rationales of these lessons. Eleven L1-teachers were interviewed and 212 of their students completed a digital questionnaire. Both teachers and their students mentioned L1-oral language education is important, even though in most cases it forms a rather small part of the L1-curriculum. In general, both groups reported that in L1-oral language lessons attention is paid to cognitive (such as rhetoric and argumentation theory), linguistic and presentational content elements. Teachers also reported that they teach their students how to use feedback and how to give constructive peer feedback. Both teachers and students considered practising and receiving feedback as mutually reinforcing for developing oral language skills. However, due to shortage of time in the lessons, teachers and students in particular, expressed concerns about having insufficient opportunity to practise oral language skills. The teachers reported two other hindrances for good L1-oral language teaching: difficulties with organizing a safe learning environment and valid assessment procedures. These barriers have to be taken into account when designing educational innovations for L1-oral language lessons.

Expert opinion in obsessive-compulsive disorder: Treating patients with obsessive-compulsive disorder during the COVID-19 pandemic

This commentary outlines assessment and treatment of patients with OCD during the era of COVID-19. The ongoing COVID-19 pandemic has required providers to make important considerations in treatment, including how usual risk is defined, as well as the use of personal protective equipment and telehealth services. These considerations have allowed providers to continue using both reliable and valid assessment procedures, as well as previously established and efficacious interventions. These adjustments create a context in which patient care for OCD remains fundamentally unchanged; however, important considerations should still be made because of the COVID-19 pandemic.

Multilingual children and language impairment

Multilingual children and language impairment Abstract. For many children with a migration background, difficulties acquiring their second language skills influences their educational success. Because of the wide range of languages and their varieties, which are not described linguistically in detail, development of reliable and valid assessment procedures is hindered. This results in a diagnostic dilemma, as children who have problems learning their second language, along with many other reasons, have to be distinguished from children suffering from a specific language impairment (SLI). Children with migration background may show linguistic profiles which superficially resemble those of children with SLI. The current paper constitutes a selective review of relevant literature and offers suggestions for meeting those respective challenges. It is assumed that the prevalence for clinically relevant language disorder is the same in multilingual as in monolingual children. Also, multilingual children like monolingual children can show subtle cognitive weaknesses. The relevance of language disorder in psychiatrically ill multilingual and monolingual children is well known and has to be considered in the context of a comprehensive assessment. For those children with a migration background who face more pronounced problems acquiring their second language skills, language assessment in their mother tongue is essential.

Characteristics of Real-World Signal to Noise Ratios and Speech Listening Situations of Older Adults With Mild to Moderate Hearing Loss.

The first objective was to determine the relationship between speech level, noise level, and signal to noise ratio (SNR), as well as the distribution of SNR, in real-world situations wherein older adults with hearing loss are listening to speech. The second objective was to develop a set of prototype listening situations (PLSs) that describe the speech level, noise level, SNR, availability of visual cues, and locations of speech and noise sources of typical speech listening situations experienced by these individuals. Twenty older adults with mild to moderate hearing loss carried digital recorders for 5 to 6 weeks to record sounds for 10 hours per day. They also repeatedly completed in situ surveys on smartphones several times per day to report the characteristics of their current environments, including the locations of the primary talker (if they were listening to speech) and noise source (if it was noisy) and the availability of visual cues. For surveys where speech listening was indicated, the corresponding audio recording was examined. Speech-plus-noise and noise-only segments were extracted, and the SNR was estimated using a power subtraction technique. SNRs and the associated survey data were subjected to cluster analysis to develop PLSs. The speech level, noise level, and SNR of 894 listening situations were analyzed to address the first objective. Results suggested that as noise levels increased from 40 to 74 dBA, speech levels systematically increased from 60 to 74 dBA, and SNR decreased from 20 to 0 dB. Most SNRs (62.9%) of the collected recordings were between 2 and 14 dB. Very noisy situations that had SNRs below 0 dB comprised 7.5% of the listening situations. To address the second objective, recordings and survey data from 718 observations were analyzed. Cluster analysis suggested that the participants' daily listening situations could be grouped into 12 clusters (i.e., 12 PLSs). The most frequently occurring PLSs were characterized as having the talker in front of the listener with visual cues available, either in quiet or in diffuse noise. The mean speech level of the PLSs that described quiet situations was 62.8 dBA, and the mean SNR of the PLSs that represented noisy environments was 7.4 dB (speech = 67.9 dBA). A subset of observations (n = 280), which was obtained by excluding the data collected from quiet environments, was further used to develop PLSs that represent noisier situations. From this subset, two PLSs were identified. These two PLSs had lower SNRs (mean = 4.2 dB), but the most frequent situations still involved speech from in front of the listener in diffuse noise with visual cues available. The present study indicated that visual cues and diffuse noise were exceedingly common in real-world speech listening situations, while environments with negative SNRs were relatively rare. The characteristics of speech level, noise level, and SNR, together with the PLS information reported by the present study, can be useful for researchers aiming to design ecologically valid assessment procedures to estimate real-world speech communicative functions for older adults with hearing loss.

Validation of a Screening Model for Referrals to Support Students with Hidden Disabilities in Higher Education

This study describes validation of a screening model for Referrals to Support with Hidden Disabilities in Higher Education. A screening model describes the screening procedures implemented by HEIs in all 8 public universities in Bosnia and Herzegovina. In the study, 5073 bachelor students were participated. There were 1371 (27%) male and 3702 (73%) female participants. In this research, the questionnaire for students in higher education was used. In order to validate the screening model, a multivariate method of exploratory factor analysis was applied. The intercorrelation of manifest variables was calculated, and on the basis of the obtained coefficients, the variables were selected for further analysis. The variables were subjected by calculating the coefficient of the inner consistency of the Cronbach alpha, and an estimate of the reliability of the variables was made by calculating the interstellar statistics. On the basis of the obtained results of factor analysis, a set of 28 manifest variables have been reduced to 15 variables that have satisfactory reliability and internal agreement, and it is justifiable to use them as a screening model. Findings support the requirement for a reliable and valid standardized assessment procedure for HEIs, which would provide equitable access to an initial diagnosis.

Risk assessment matters, but only when implemented well: A multisite study in juvenile probation.

There is a strong movement toward juvenile justice agencies' use of risk assessment and risk-need-responsivity approaches to improve case management decisions for young offenders. However, little is known about whether adoption of risk assessment actually effectuates any changes in the way young offenders are handled. This was a multisite study of the impact on case processing of implementation of the Structured Assessment of Violence Risk in Youth (SAVRY) or Youth Level of Service/Case Management Inventory in 6 juvenile probation offices using a prepost design and 1,694 propensity score-matched young offenders. Consistent with the risk principle, there were significant changes to at least some areas of case processing in all but 1 site, most notably with respect to decreases in the amount of supervision youth received and in rates of out-of-home placement. The nature and extent of the impact varied as a function of sites' characteristics and implementation quality, not as a function of the risk assessment used. No increases in recidivism were observed in any site, and there was a significant reduction in recidivism in 1 site. The key benefits of implementation of valid risk assessment and case management procedures were improved resource allocation and fewer instances of inappropriate interference in youths' lives without an apparent increased risk to public safety. (PsycINFO Database Record

Prevention of shoulder injuries in overhead athletes: a science-based approach.

The shoulder is at high risk for injury during overhead sports, in particular in throwing or hitting activities, such as baseball, tennis, handball, and volleyball. In order to create a scientific basis for the prevention of recurrent injuries in overhead athletes, four steps need to be undertaken: (1) risk factors for injury and re-injury need to be defined; (2) established risk factors may be used as return-to-play criteria, with cut-off values based on normative databases; (3) these variables need to be measured using reliable, valid assessment tools and procedures; and (4) preventative training programs need to be designed and implemented into the training program of the athlete in order to prevent re-injury. In general, three risk factors have been defined that may form the basis for recommendations for the prevention of recurrent injury and return to play after injury: glenohumeral internal-rotation deficit (GIRD); rotator cuff strength, in particular the strength of the external rotators; and scapular dyskinesis, in particular scapular position and strength.

?Show Me How Your Wrist Moves, and I Will Tell You How Active You Are!? Towards an Objective Measure of Preschoolers? Motor Activity

Objective: Although a certain level of motor activity is considered to be typical in preschoolers, in the most severe cases it interferes with the child’s social and academic development. Valid assessment procedure of children’s motor activity is therefore a very important issue. The current study aims to validate the Triaxial Accelerometry for Preschoolers (3AAP), a method using the measurement of children’s wrist acceleration as a way to estimate their motor activity. Method: Data were collected from a community sample of 226 preschoolers and from a sample of 32 preschoolers clinically referred for externalizing behavior concerns. The participants’ motor activity was assessed using a triaxial accelerometer (a sensor worn on the wrist) in three different conditions of assessment, i.e. at school, in a lab session and during a computerized task administration. Results: The 3AAP variables, i.e. the peak, the mean level, the intra-individual variability, and the median of motor activity as well as the percentage of time spent in the lower range and conversely in the higher range of motor activity, were highly intercorrelated and normally distributed. They were significantly correlated with externalizing behavior-related scales from the CBCL, the SDQ and the UCG, and low correlations were reported with internalizing behavior-related scales from the same instruments. Test-retest correlations after a 10-week interval were moderate to high. Significant differences were displayed between the three conditions of assessment as well as between referred and normally-developing preschoolers. Conclusion: The 3AAP scores are good candidates for an objective, low-cost and reliable measurement of preschoolers’ motor activity that could be helpful both for research and clinical purposes.

The continuity between DSM-5 obsessive-compulsive personality disorder traits and obsessive-compulsive symptoms in adolescence: an item response theory study.

Various studies have shown that obsessive-compulsive symptoms exist as part of not only obsessive-compulsive disorder (OCD) but also obsessive-compulsive personality disorder (OCPD). Despite these shared characteristics, there is an ongoing debate on the inclusion of OCPD into the recently developed DSM-5 obsessive-compulsive and related disorders (OCRDs) category. The current study aims to clarify whether this inclusion can be justified from an item response theory approach. The validity of the continuity model for understanding the association between OCD and OCPD was explored in 787 Dutch community and referred adolescents (70% female, 12-20 years old, mean = 16.16, SD = 1.40) studied between July 2011 and January 2013, relying on item response theory (IRT) analyses of self-reported OCD symptoms (Youth Obsessive-Compulsive Symptoms Scale [YOCSS]) and OCPD traits (Personality Inventory for DSM-5 [PID-5]). The results support the continuity hypothesis, indicating that both OCD and OCPD can be represented along a single underlying spectrum. OCD, and especially the obsessive symptom domain, can be considered as the extreme end of OCPD traits. The current study empirically supports the classification of OCD and OCPD along a single dimension. This integrative perspective in OC-related pathology addresses the dimensional nature of traits and psychopathology and may improve the transparency and validity of assessment procedures.

Towards a model for student selection in clinical psychology

BackgroundSelection of candidates for clinical psychology programmes is arguably the most important decision made in determining the clinical psychology workforce. However, there are few models to inform the development of selection tools to support selection procedures. The study, using a factor analytic structure, has operationalised the model predicting applicants' capabilities.MethodEighty‐eight clinical applicants for entry into a postgraduate clinical psychology programme were assessed on a series of tasks measuring eight capabilities: guided reflection, communication skills, ethical decision making, writing, conceptual reasoning, empathy, and awareness of mind and self‐observation.ResultsFactor analysis revealed three capabilities: labelled “awareness” accounting for 35.71% of variance; “reflection” accounting for 20.56%; and “reasoning” accounting for 18.24% of variance. Fourth year grade point average (GPA) did not correlate with performance on any of the selection capabilities other than a weak correlation with performance on the ethics capability.ConclusionsEight selection capabilities are identified for the selection of candidates independent of GPA. While the model is tentative, it is hoped that the findings will stimulate the development and validation of assessment procedures with good predictive validity which will benefit the training of clinical psychologists and, ultimately, effective service delivery.

Assessing risks arising from challenging behaviours: a model and a brief review of existing resources

Purpose – Challenging behaviours are defined in part by the risks of harm they present and the support of individuals who challenge would be improved with effective assessments of the risks posed by challenging behaviours. The purpose of this paper is to outline a model of risk assessment and review literature that provides relevant information. Design/methodology/approach – Literature review. Findings – Forensic risk assessment has a well worked-out and validated approach but tools used to assess challenging behaviours are not effective risk predictors. Applied Behaviour Assessment provides methods that can be more effectively used for risk assessment. Practical implications – There is a need to develop valid risk assessment procedures for assessing the risks presented by challenging behaviours. Originality/value – This is a fresh perspective on risk assessment in relation to challenging behaviours.

Geriatric rehabilitation after hip fracture

The demand for geriatric rehabilitation will drastically increase over the next years. It will be increasingly important to demonstrate the efficacy and effectiveness of geriatric rehabilitation. One component is the use of objective and valid assessment procedures. These should be understandable to patients, relevant for goal attainment, and able to document change. A number of currently used physical capacity measures have floor effects. The use of body-fixed sensor technology for monitoring physical activity is a possible supplement for the assessment during geriatric rehabilitation to overcome floor effects and directly monitor improvement of mobility as a component of geriatric rehabilitation in many patients. The observational study with a pre-post design examined 65 consecutive geriatric hip fracture inpatients. Measurements were performed on admission and 2 weeks later. The capacity measures included gait speed, chair rise time, a balance test, 2-Minute-Walk test and the Timed-Up-and-Go test. Physical activity was measured over 9h using body-fixed sensor technology and expressed as cumulated walking and walking plus standing (time on feet). Body-fixed sensors allowed direct measurement of physical activity in all patients available for testing. Cumulated walking and standing (time on feet) increased from a median 83.6 to 102.6min. Cumulated walking increased from a median 7.0 to 16.3min. The comparison with the physical capacity measures demonstrated a modest to fair correlation (rs = 0.455 and 0.653). This indicates that physical capacity measures are not the same construct as physical activity. Body-fixed sensor-based assessment of physical activity was feasible even in geriatric patients with severe mobility problems and decreased the number of patients with missing data both on admission and 2 weeks later. Body-fixed sensor data documented change in activity level.

The Universal Thermal Climate Index UTCI Compared to Ergonomics Standards for Assessing the Thermal Environment

The growing need for valid assessment procedures of the outdoor thermal environment in the fields of public weather services, public health systems, urban planning, tourism & recreation and climate impact research raised the idea to develop the Universal Thermal Climate Index UTCI based on the most recent scientific progress both in thermo-physiology and in heat exchange theory. Following extensive validation of accessible models of human thermoregulation, the advanced multi-node 'Fiala' model was selected to form the basis of UTCI. This model was coupled with an adaptive clothing model which considers clothing habits by the general urban population and behavioral changes in clothing insulation related to actual environmental temperature. UTCI was developed conceptually as an equivalent temperature. Thus, for any combination of air temperature, wind, radiation, and humidity, UTCI is defined as the air temperature in the reference condition which would elicit the same dynamic response of the physiological model. This review analyses the sensitivity of UTCI to humidity and radiation in the heat and to wind in the cold and compares the results with observational studies and internationally standardized assessment procedures. The capabilities, restrictions and potential future extensions of UTCI are discussed.

RFID Tracking of Sublethal Effects of Two Neonicotinoid Insecticides on the Foraging Behavior of Apis mellifera

The development of insecticides requires valid risk assessment procedures to avoid causing harm to beneficial insects and especially to pollinators such as the honeybee Apis mellifera. In addition to testing according to current guidelines designed to detect bee mortality, tests are needed to determine possible sublethal effects interfering with the animal's vitality and behavioral performance. Several methods have been used to detect sublethal effects of different insecticides under laboratory conditions using olfactory conditioning. Furthermore, studies have been conducted on the influence insecticides have on foraging activity and homing ability which require time-consuming visual observation. We tested an experimental design using the radiofrequency identification (RFID) method to monitor the influence of sublethal doses of insecticides on individual honeybee foragers on an automated basis. With electronic readers positioned at the hive entrance and at an artificial food source, we obtained quantifiable data on honeybee foraging behavior. This enabled us to efficiently retrieve detailed information on flight parameters. We compared several groups of bees, fed simultaneously with different dosages of a tested substance. With this experimental approach we monitored the acute effects of sublethal doses of the neonicotinoids imidacloprid (0.15–6 ng/bee) and clothianidin (0.05–2 ng/bee) under field-like circumstances. At field-relevant doses for nectar and pollen no adverse effects were observed for either substance. Both substances led to a significant reduction of foraging activity and to longer foraging flights at doses of ≥0.5 ng/bee (clothianidin) and ≥1.5 ng/bee (imidacloprid) during the first three hours after treatment. This study demonstrates that the RFID-method is an effective way to record short-term alterations in foraging activity after insecticides have been administered once, orally, to individual bees. We contribute further information on the understanding of how honeybees are affected by sublethal doses of insecticides.

Is DAS a Profitable Score to Be Used for Rheumatoid Arthritis Patient Follow Up?

Rheumatoid arthritis (RA) is a complex systemic joint inflammatory disease with differing manifestations and evolution. A valid, reliable and sensitive assessment procedure that is able to differentiate the inflammatory activity is essential in clinical practice, both in terms of reaching therapeutic decisions and assessing the response to treatment.The methods currently employed to assess the activity of RA are a combination of clinical parameters, laboratory tests and indicators of the progression of the disease, such as the criteria of the American College of Rheumatology (ACR), the Disease Activity Score (DAS) and the Simplified Disease Activity Index (SDAI).The emergence of new and more effective therapies obliges us to be more demanding in our therapeutic objectives, and therefore to consider the suitability of the methods that we use to follow our patients’ progress.