Search results for '*Neuropsychological Assessment' (try it on Scholar)

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  1.  1
    Office of Technology Assessment (1982). An Assessment of Alternatives for a National Computerized Criminal History System. Acm Sigcas Computers and Society 12 (3):14-25.
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  2. D. Ashley Cohen, Differences in Awareness of Neuropsychological Deficits Among Three Patient Populations.
  3.  41
    Tristan Bekinschtein, Cecilia Tiberti, Jorge Niklison, Mercedes Tamashiro, Melania Ron, Silvina Carpintiero, Mirta Villarreal, Cecilia Forcato, Ramon Leiguarda & Facundo Manes (2005). Assessing Level of Consciousness and Cognitive Changes From Vegetative State to Full Recovery. Neuropsychological Rehabilitation. Vol 15 (3-4):307-322.
  4.  26
    Erik J. Kobylarz & Nicholas D. Schiff (2005). Neurophysiological Correlates of Persistent Vegetative and Minimally Conscious States. Neuropsychological Rehabilitation. Vol 15 (3-4):323-332.
  5.  28
    Catherine Tallon-Baudry (2004). Attention and Awareness in Synchrony. Trends in Cognitive Sciences 8 (12):523-525.
  6.  13
    Eliane da Silva Moreira Fay, Lucas Neiva-Silva & Carolina Vieira (2007). Avaliação psicológica, neuropsicológica e recursos em neuroimagem: novas perspectivas em saúde mental. Aletheia 26:181-195.
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  7.  27
    Brick Johnstone & Bret A. Glass (2008). Support for a Neuropsychological Model of Spirituality in Persons with Traumatic Brain Injury. Zygon 43 (4):861-874.
    Recent research suggests that spiritual experiences are related to increased physiological activity of the frontal and temporal lobes and decreased activity of the right parietal lobe. The current study determined if similar relationships exist between self-reported spirituality and neuropsychological abilities associated with those cerebral structures for persons with traumatic brain injury (TBI). Participants included 26 adults with TBI referred for neuropsychological assessment. Measures included the Core Index of Spirituality (INSPIRIT); neuropsychological indices of cerebral structures: temporal lobes (Wechsler Memory Scale-III), (...)
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  8.  1
    Nicole Maineri Steibel & Rosa Maria Martins de Almeida (2010). Estudo de Caso - Avaliação Neuropsicológica: Depressão X Demência. Aletheia 31:111-120.
    Essa pesquisa é um estudo de caso em que foram avaliadas as habilidades cognitivas de um idoso com queixa de memória e de sintomas depressivos. Foram aplicados testes cognitivos, escalas para avaliar as funções cognitivas e realizadas análise qualitativa e quantitativa dos resultados com objetivo de..
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  9. Shelley Marie Gremley, Self-Awareness and Memory Deficits in Sub-Acute Traumatic Brain Injury.
  10. Brian Levine (2000). Self-Regulation and Autonoetic Consciousness. In Endel Tulving (ed.), Memory, Consciousness, and the Brain: The Tallinn Conference. Psychology Press/Taylor & Francis
  11. Rebecca Martin-Scull & Robert Nilsen (2002). Evaluating Awareness: A Rating Scale and its Uses. International Journal of Cognitive Technology 7 (1):31-37.
     
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  12.  52
    Ivana S. Marková & German E. Berrios (2006). Approaches to the Assessment of Awareness: Conceptual Issues. Neuropsychological Rehabilitation 16 (4):439-455.
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  13.  16
    J. L. Bernheim, Locked-In: Don't Judge a Book by its Cover.
    Amyotrophic lateral sclerosis (ALS; also called motor neuron disease) is a devastating medical condition that progressively robs patients of their ability to move, speak and eventually breathe. At present, many physicians are hesitant to propose tracheostomy and respiratory support in the terminal phase of ALS. In accordance with the principle of patient autonomy, physicians should respect the right of the ALS patient to accept or refuse any treatment, including mechanical ventilation. Also, in environments where euthanasia or physician-assisted death is legal, (...)
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  14.  1
    Philip J. Benson (1997). The Fragility of the Locality Assumption: Comparative Evidence. Behavioral and Brain Sciences 20 (3):515-516.
    The locality assumption (LA) seems rather awkward, especially when one considers centres of neuronal specialisation as defined by observed CNS activity. It is clear from electrophysiology that extra-striate functional compartmentalisation (modularity) is rather less well-defined than first thought; neuropsychological assessment attaching significance to varieties of preserved behaviour also reveals that some basic flaws must be inherent in current reasoning supporting LA.
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  15. Lidia Artiola I. Fortuny, David Hermosillo Romo, Robert K. Heaton & Roy E. Pardee Iii (2000). Manual de Normas y Procedimientos Para la Bateria Neuropsicologia. Psychology Press.
    This manual is the product of a normative research program carried out over four years with Spanish-speaking populations in two geographically distinct regions: Madrid, Spain and the USA/Mexico border region. The manual describes a comprehensive system of procedures and normative data designed to assist the clinical researcher and the clinical practitioner in the neuropsychological assessment and diagnosis of adults whose main language is Spanish. Together the procedures comprise a brief and practical battery of eight tests for a basic examination (...)
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  16. Joan C. Borod (ed.) (2000). The Neuropsychology of Emotion. Oxford University Press Usa.
    This volume represents a comprehensive overview of the neuropsychology of emotion and the neural mechanisms underlying emotional processing. It draws on recent studies utilizing behavioral paradigms with normal subjects, the brain lesion approach, clinical evaluations of patients with neurological and psychiatric disorders, and neuroimaging techniques. The book opens with an introduction summarizing each chapter and pointing to directions for future research. The first section is on history, the neuroanatomy and neurophysiology of emotion, and techniques that have been widely used to (...)
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  17. Jacob Stegenga (forthcoming). Herding QATs: Quality Assessment Tools for Evidence in Medicine. In Huneman, Silberstein & Lambert (eds.), Herding QATs: Quality Assessment Tools for Evidence in Medicine.
    Medical scientists employ ‘quality assessment tools’ (QATs) to measure the quality of evidence from clinical studies, especially randomized controlled trials (RCTs). These tools are designed to take into account various methodological details of clinical studies, including randomization, blinding, and other features of studies deemed relevant to minimizing bias and error. There are now dozens available. The various QATs on offer differ widely from each other, and second-order empirical studies show that QATs have low inter-rater reliability and low inter-tool reliability. (...)
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  18.  87
    John MacFarlane (2014). Assessment Sensitivity: Relative Truth and its Applications. OUP Oxford.
    John MacFarlane explores how we might make sense of the idea that truth is relative. He provides new, satisfying accounts of parts of our thought and talk that have resisted traditional methods of analysis, including what we mean when we talk about what is tasty, what we know, what will happen, what might be the case, and what we ought to do.
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  19.  11
    André Nijhof, Stephan Cludts, Olaf Fisscher & Albertus Laan (2003). Measuring the Implementation of Codes of Conduct. An Assessment Method Based on a Process Approach of the Responsible Organisation. Journal of Business Ethics 45 (1-2):65 - 78.
    More and more organisations formulate a code of conduct in order to stimulate responsible behaviour among their members. Much time and energy is usually spent fixing the content of the code but many organisations get stuck in the challenge of implementing and maintaining the code. The code then turns into nothing else than the notorious "paper in the drawer", without achieving its aims. The challenge of implementation is to utilize the dynamics which have emerged from the formulation of the code. (...)
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  20.  7
    Michiel van Oudheusden (2011). Questioning 'Participation': A Critical Appraisal of its Conceptualization in a Flemish Participatory Technology Assessment. Science and Engineering Ethics 17 (4):673-690.
    This article draws attention to struggles inherent in discourse about the meaning of participation in a Flemish participatory technology assessment (pTA) on nanotechnologies. It explores how, at the project’s outset, key actors (e.g., nanotechnologists and pTA researchers) frame elements of the process like ‘the public’ and draw on interpretive repertoires to fit their perspective. The examples call into question normative commitments to cooperation, consensus building, and common action that conventionally guide pTA approaches. It is argued that pTA itself must (...)
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  21.  59
    David Wright (2011). A Framework for the Ethical Impact Assessment of Information Technology. Ethics and Information Technology 13 (3):199-226.
    This paper proposes a framework for an ethical impact assessment which can be performed in regard to any policy, service, project or programme involving information technology. The framework is structured on the four principles posited by Beauchamp and Childress together with a separate section on privacy and data protection. The framework identifies key social values and ethical issues, provides some brief explanatory contextual information which is then followed by a set of questions aimed at the technology developer or policy-maker (...)
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  22.  21
    Bradley Partridge & Wayne Hall (2014). Conflicts of Interest in Recommendations to Use Computerized Neuropsychological Tests to Manage Concussion in Professional Football Codes. Neuroethics 7 (1):63-74.
    Neuroscience research has improved our understanding of the long term consequences of sports-related concussion, but ethical issues related to the prevention and management of concussion are an underdeveloped area of inquiry. This article exposes several examples of conflicts of interest that have arisen and been tolerated in the management of concussion in sport (particularly professional football codes) regarding the use of computerized neuropsychological (NP) tests for diagnosing concussion. Part 1 outlines how the recommendations of a series of global protocols for (...)
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  23.  34
    Franklin G. Miller & Luana Colloca (2011). The Placebo Phenomenon and Medical Ethics: Rethinking the Relationship Between Informed Consent and Risk–Benefit Assessment. Theoretical Medicine and Bioethics 32 (4):229-243.
    It has been presumed within bioethics that the benefits and risks of treatments can be assessed independently of information disclosure to patients as part of the informed consent process. Research on placebo and nocebo effects indicates that this is not true for symptomatic treatments. The benefits and risks that patients experience from symptomatic treatments can be shaped powerfully by information about these treatments provided by clinicians. In this paper we discuss the implications of placebo and nocebo research for risk–benefit (...) and informed consent. (shrink)
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  24.  1
    Jutta Jahnel (2015). Conceptual Questions and Challenges Associated with the Traditional Risk Assessment Paradigm for Nanomaterials. NanoEthics 9 (3):261-276.
    Risk assessment is an evidence-based analytical framework used to evaluate research findings related to environmental and public health decision-making. Different routines have been adopted for assessing the potential risks posed by substances and products to human health. In general, the traditional paradigm is a hazard-driven approach, based on a monocausal toxicological perspective. Questions have been raised about the applicability of the general chemical risk assessment approach in the specific case of nanomaterials. Most scientists and stakeholders assume that the (...)
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  25.  70
    Erich Schienke, Seth Baum, Nancy Tuana, Kenneth Davis & Klaus Keller (2011). Intrinsic Ethics Regarding Integrated Assessment Models for Climate Management. Science and Engineering Ethics 17 (3):503-523.
    In this essay we develop and argue for the adoption of a more comprehensive model of research ethics than is included within current conceptions of responsible conduct of research (RCR). We argue that our model, which we label the ethical dimensions of scientific research (EDSR), is a more comprehensive approach to encouraging ethically responsible scientific research compared to the currently typically adopted approach in RCR training. This essay focuses on developing a pedagogical approach that enables scientists to better understand and (...)
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  26.  23
    Caroline Gauthier (2005). Measuring Corporate Social and Environmental Performance: The Extended Life-Cycle Assessment. [REVIEW] Journal of Business Ethics 59 (1-2):199 - 206.
    This papers attempts to bridge business ethics to corporate social responsibility including the social and environmental dimensions. The objective of the paper is to suggest an improvement of the most commonly used corporate environmental management tool, the Life Cycle Assessment (LCA). The method includes two stages. First, more phases are added to the life-cycle of a product. Second, social criteria that measure the social performance of a product are introduced. An application of this “extended” LCA tool is given.
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  27.  5
    Rachel Wahl (forthcoming). What Can Be Known and How People Grow: The Philosophical Stakes of the Assessment Debate. Studies in Philosophy and Education:1-17.
    Fierce debates over standardized assessments in teacher preparation have revolved around flaws in implementation and the politics of privatization. While important, this focus obscures the philosophical divide between proponents and opponents of standardized assessments. This article examines how faculty in New York State argue for and against a controversial performance assessment for teacher candidates, the edTPA. Revealing the distinctive ways that teacher educators on opposing sides of this debate understand the nature of knowledge, human development, professionalism, and social justice (...)
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  28.  9
    Brent Daniel Mittelstadt, Bernd Carsten Stahl & N. Ben Fairweather (2015). How to Shape a Better Future? Epistemic Difficulties for Ethical Assessment and Anticipatory Governance of Emerging Technologies. Ethical Theory and Moral Practice 18 (5):1027-1047.
    Empirical research into the ethics of emerging technologies, often involving foresight studies, technology assessment or application of the precautionary principle, raises significant epistemological challenges by failing to explain the relative epistemic status of contentious normative claims about future states. This weakness means that it is unclear why the conclusions reached by these approaches should be considered valid, for example in anticipatory ethical assessment or governance of emerging technologies. This paper explains and responds to this problem by proposing an (...)
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  29.  15
    Nick Peim & Kevin J. Flint (2009). Testing Times: Questions Concerning Assessment for School Improvement. Educational Philosophy and Theory 41 (3):342-361.
    Contemporary education now appears to be dominated by the continual drive for improvement measured against the assessment of what students have learned. It is our contention that a foundational relation with assessment organises contemporary education. Here we draw on a 'way of thinking' that is deconstructive in its intent. Such thinking makes clear the vicious circularity of the argument for improvement, wherein assessment valorised in discourses of improvement provides not only a rationalisation for improvement via assessment, (...)
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  30.  65
    Franz Huber (2007). The Logic of Theory Assessment. Journal of Philosophical Logic 36 (5):511-538.
    This paper starts by indicating the analysis of Hempel's conditions of adequacy for any relation of confirmation (Hempel, 1945) as presented in Huber (submitted). There I argue contra Carnap (1962, Section 87) that Hempel felt the need for two concepts of confirmation: one aiming at plausible theories and another aiming at informative theories. However, he also realized that these two concepts are conflicting, and he gave up the concept of confirmation aiming at informative theories. The main part of the paper (...)
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  31.  35
    Roger Gil, E. M. Arroyo-Anllo, P. Ingrand, M. Gil, J. P. Neau, C. Ornon & V. Bonnaud (2001). Self-Consciousness and Alzheimer's Disease. Acta Neurologica Scandinavica 104 (5):296-300.
    Gil R, Arroyo-Anllo EM, Ingrand P, Gil M, Neau JP, Ornon C, Bonnaud V. Self-consciousness and Alzheimer’s disease. Acta Neurol Scand 2001: 104: 296–300. # Munksgaard 2001. Objectives – To propose a neuropsychological study of the various aspects of self-consciousness (SC) in Alzheimer’s disease. Methods – Forty-five patients with probable mild or moderate AD were included in the study. Severity of their dementia was assessed by the Mini Mental State (MMS). Fourteen questions were prepared to evaluate SC. Results – No (...)
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  32.  17
    Zahra Meghani (2009). The Us' Food and Drug Administration, Normativity of Risk Assessment, Gmos, and American Democracy. Journal of Agricultural and Environmental Ethics 22 (2):125-139.
    The process of risk assessment of biotechnologies, such as genetically modified organisms (GMOs), has normative dimensions. However, the US’ Food and Drug Administration (FDA) seems committed to the idea that such evaluations are objective. This essay makes the case that the agency’s regulatory approach should be changed such that the public is involved in deciding any ethical or social questions that might arise during risk assessment of GMOs. It is argued that, in the US, neither aggregative nor deliberative (...)
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  33.  3
    Michiel Wesseling, Lode Wigersma & Gerrit van der Wal (2016). Assessment Model for the Justification of Intrusive Lifestyle Interventions: Literature Study, Reasoning and Empirical Testing. BMC Medical Ethics 17 (1):1-8.
    BackgroundIn many countries health insurers, employers and especially governments are increasingly using pressure and coercion to enhance healthier lifestyles. For example by ever higher taxes on cigarettes and alcoholic beverages, and ever stricter smoke-free policies. Such interventions can enhance healthier behaviour, but when they become too intrusive, an unfree society can emerge. Which lifestyle interventions that use pressure or coercion are justifiable and which are not? We tried to develop an assessment model that can be used for answering this (...)
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  34.  14
    Bjørn Hofmann (2005). On Value-Judgements and Ethics in Health Technology Assessment. Poiesis and Praxis 3 (4):277-295.
    The widespread application of technology in health care has imposed a broad range of challenges. The field of health technology assessment (HTA) is developed in order to face some of these challenges. However, this strategy has not been as successful as one could hope. One of the reasons for this is that social and ethical considerations have not been integrated in the HTA process. Nowadays however, such considerations have been included in many HTAs. Still, the conclusions and recommendations (...)
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  35.  22
    Doris Schroeder & Clare Palmer (2003). Technology Assessment and the 'Ethical Matrix'. Poiesis and Praxis 1 (4):295-307.
    This paper explores the usefulness of the 'ethical matrix', proposed by Ben Mepham, as a tool in technology assessment, specifically in food ethics. We consider what the matrix is, how it might be useful as a tool in ethical decision-making, and what drawbacks might be associated with it. We suggest that it is helpful for fact-finding in ethical debates relating to food ethics; but that it is much less helpful in terms of weighing the different ethical problems that it (...)
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  36.  5
    Dario Sacchini, Andrea Virdis, Pietro Refolo, Maddalena Pennacchini & Ignacio Carrasco de Paula (2009). Health Technology Assessment (HTA): Ethical Aspects. [REVIEW] Medicine, Health Care and Philosophy 12 (4):453-457.
    “HTA is a multidisciplinary process that summarizes information about the medical, social, economic and ethical issues related to the use of a health technology in a systematic, transparent, unbiased, robust manner. Its aim is to inform the formulation of safe, effective, health policies that are patient focused, and seek to achieve best value” (EUnetHTA 2007). Even though the assessment of ethical aspects of a health technology is listed as one of the objectives of a HTA process, in (...)
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  37.  77
    Soemini Kasanmoentalib (1996). Science and Values in Risk Assessment: The Case of Deliberate Release of Genetically Engineered Organisms. [REVIEW] Journal of Agricultural and Environmental Ethics 9 (1):42-60.
    To make more responsible decisions regarding risk and to understand disagreements and controversies in risk assessments, it is important to know how and where values are infused into risk assessment and how they are embedded in the conclusions. In this article an attempt is made to disentangle the relationship of science and values in decision-making concerning the deliberate release of genetically modified organisms (GMOs) into the environment. This exercise in applied philosophy of science is based on Helen Longino's (...)
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  38.  32
    E. Ann Clark & Hugh Lehman (2001). Assessment of GM Crops in Commercial Agriculture. Journal of Agricultural and Environmental Ethics 14 (1):3-28.
    The caliber of recent discourse regarding geneticallymodified organisms (GMOs) has suffered from a lack of consensuson terminology, from the scarcity of evidence upon which toassess risk to health and to the environment, and from valuedifferences between proponents and opponents of GMOs. Towardsaddressing these issues, we present the thesis that GM should bedefined as the forcible insertion of DNA into a host genome,irrespective of the source of the DNA, and exclusive ofconventional or mutation breeding.Some defenders of the commercial use of GMOs (...)
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  39.  8
    Barbara Skorupinski & Konrad Ott (2002). Technology Assessment and Ethics. Poiesis and Praxis 1 (2):95-122.
    Technology assessment (TA) is – for several reasons – not detachable from ethical questions. The development of institutions and concepts for TA, especially in the USA and Western Europe, has been marked by an increasing tendency to focus evaluative and normative questions. In the following paper, we point out, in as far as the common notions of TA are implicitly normative, why reflection upon conceptual options of TA inevitably leads to ethical questions, and that the key question of participation (...)
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  40.  5
    Rob P. B. Reuzel, Gert-Jan van Der Wilt, Henk A. M. J. ten Have & Pieter F. de Vries Robbé (1999). Reducing Normative Bias in Health Technology Assessment: Interactive Evaluation and Casuistry. Medicine, Health Care and Philosophy 2 (3):255-263.
    Health technology assessment (HTA) is often biased in the sense that it neglects relevant perspectives on the technology in question. To incorporate different perspectives in HTA, we should pursue agreement about what are relevant, plausible, and feasible research questions; interactive technology assessment (iTA) might be suitable for this goal. In this way a kind of procedural ethics is established. Currently, ethics too often is focussed on the application of general principles, which leaves a lot of confusion as to (...)
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  41.  14
    Thomas S. Huddle (2007). The Limits of Objective Assessment of Medical Practice. Theoretical Medicine and Bioethics 28 (6):487-496.
    Medical work is increasingly being subjected to objective assessment as those who pay for it seek to grasp the quality of that work and how best to improve it. While objective measures have a role in the assessment of health care, I argue that this role is currently overestimated and that no human practice such as medicine can be fully comprehended by objective assessment. I suggest that the character of practices, in which formalizations are combined with judgment, (...)
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  42.  5
    Qinghui Suo (2016). Chinese Academic Assessment and Incentive System. Science and Engineering Ethics 22 (1):297-299.
    The Chinese academic assessment and incentive system drew mixed responses from academia. In the essay the author tried to explain why the current assessment system is appropriate in China and an opportunistic behavior in Chinese academia is exposed.
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  43.  31
    Maddalena Taras (2005). Assessment: Summative and Formative: Some Theoretical Reflections. British Journal of Educational Studies 53 (4):466 - 478.
    This paper wishes to clarify the definitions of the central terms relating to assessment. It argues that all assessment begins with summative assessment (which is a judgement) and that formative assessment is in fact summative assessment plus feedback which is used by the learner.
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  44.  16
    Kevin Possin (2013). A Serious Flaw in the Collegiate Learning Assessment [CLA] Test. Informal Logic 33 (3):390-405.
    The Collegiate Learning Assessment Test has become popular and highly recommended, praised for its reliability and validity. I argue that while the CLA may be a commendable test for measuring critical-thinking, problem-solving, and logical-reasoning skills, those who are scoring students’ answers to the test’s questions are rendering the CLA invalid.
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  45.  4
    Barbara Skorupinski (2002). Putting Precaution to Debate – About the Precautionary Principle and Participatory Technology Assessment. Journal of Agricultural and Environmental Ethics 15 (1):87-102.
    Technology assessment (TA) as aninstitution was introduced nearly thirty yearsago as an instrument to render possible themaking of responsible decisions concerning newtechnological options. Another recentdevelopment however has been the introductionof participatory technology assessment (pTA),mainly connected to the growing insight thatthe evaluation of technological options withrespect to their risks and benefits, is not –only – a scientific question. This paper willfocus on the questions, to what degree theideas of technology assessment and thePrecautionary Principle are connected and how.Without naming (...)
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  46.  20
    Barbara Crossouard & John Pryor (2012). How Theory Matters: Formative Assessment Theory and Practices and Their Different Relations to Education. [REVIEW] Studies in Philosophy and Education 31 (3):251-263.
    The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss ‘theory’ out of hand as belonging to the world of the ‘academic’, abstracted from the ‘realities’ of the classroom. This paper views theory as necessarily implicated in all practices, but argues that depending on the theories embraced, and the understanding of theory itself, education can be understood in very different ways. Resisting the separation (...)
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  47.  5
    Wolff‐Michael Roth & Timothy J. Mavin (2015). Peer Assessment of Aviation Performance: Inconsistent for Good Reasons. Cognitive Science 39 (2):405-433.
    Research into expertise is relatively common in cognitive science concerning expertise existing across many domains. However, much less research has examined how experts within the same domain assess the performance of their peer experts. We report the results of a modified think-aloud study conducted with 18 pilots . Pairs of same-ranked pilots were asked to rate the performance of a captain flying in a critical pre-recorded simulator scenario. Findings reveal considerable variance within performance categories, differences in the process used as (...)
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  48.  21
    Lorraine Y. Landry (1999). Multi-Disciplinary Competence Assessment: A Case Study in Consensus and Culture. Theoretical Medicine and Bioethics 20 (5):423-437.
    The case of May Redwing, an American Indian woman assessed for competence is examined in detail. The case highlights the interconnections between the cultures of medicine and law and notes the importance of criteria of competence assessment, but also underscores the necessity of attention to the patient'scultural background in a multi-disciplinary competence assessment team process. Three interrelated areas of inquiry are explored: (1) Can we expect a morally and politically justifiable assessment of competence from a multi-disciplinary approach? (...)
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  49.  14
    Gordon Stobart (2001). The Validity of National Curriculum Assessment. British Journal of Educational Studies 49 (1):26 - 39.
    This paper reviews the validity of National Curriculum assessment in England. It works with the concept of 'consequential validity' (Messick, 1989) which incorporates both conventional 'reliability' issues and the use to which any assessment is put. The review uses the eight stage 'threats to validity' model developed by Crooks, Kane and Cohen (1996). The complexity of National Curriculum assessment makes evaluation difficult. These assessments are used for a variety of purposes so that the 'consequential' aspects are compounded. (...)
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  50.  12
    Peter A. D. Beets (2012). Strengthening Morality and Ethics in Educational Assessment Through Ubuntu in South Africa. Educational Philosophy and Theory 44 (s2):68-83.
    While assessment is regarded as integral to enhancing the quality of teaching and learning, it is also a practice fraught with moral and ethical issues. An analysis is made of current assessment practices of teachers in South Africa which seem to straddle the domains of accountability and professional codes of conduct. In the process the position of the teacher as mediator between policies and diverse learner needs is explored in the light of moral and ethical considerations. Based on (...)
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