Description of Assessments. Assessment Reason for selection Usage Alignment with curriculum, school goals, and/or school climate AIR Assessments Science and Social Studies Grades 4 and 6 Required Annual benchmark measure of student growth The OAA is grounded in a student’s ability to perform at high levels of thinking, which aligns with the school’s mission, curricular focus, and climate of accountability and achievement. PARCC Assessments Reading and Math Grade 5 and 8 Required Annual benchmark measure of student growth PARCC Assessments are grounded in a student’s ability to perform at high levels of thinking, which aligns with the school’s mission, curricular focus, and climate of accountability and achievement. Terra Nova Grades K–2 Local Annual benchmark measure of student growth NWEA Assessment Data Base Grades K–8 Aligned with Ohio’s New Learning Standards (Common Core) and Ohio Revised Standards Quarterly benchmark measure of student growth Benchmark test based on student’s ability to perform at high levels of thinking, which aligns with the school’s mission, curricular focus, and climate of accountability, achievement, and higher-order thinking. STAR READING Grades K–8 Aligned with Ohio’s New Learning Standards (Common Core) and Ohio Revised Standards Diagnostic and evaluative measure for student placement and reading instruction purposes; also used to measure student growth Aligns with PCLC’S mission of increased learning and achievement focused on higher- order thinking. Through diagnostic and intervention measures, students’ levels of achievement in reading will be increased. STAR MATH Grade K–8 Aligned with Ohio’s New Learning Standards (Common Core) and Ohio Revised Standards Diagnostic and evaluative measure for student placement and reading instruction purposes; also used to measure student growth Aligns with PCLC’S mission of increased learning and achievement focused on higher- order thinking. Through diagnostic and intervention measures, students’ levels of achievement in reading will be increased. Performance Indicator Test (PI Test) Grades K–8 Local short- cycle measure aligned with Ohio’s New Learning Standards (Common Core) Monthly benchmark measure of student growth Students’ learning can be monitored on a monthly basis to ensure that students are on track in all content areas.
Description of Assessments. Unless otherwise indicated, all assessments listed below will be performed by the investigator or other regular study personnel. If the subject terminates the study or drops out before week 48, the premature discontinuation form in the CRF should be filled in. Clinical visit at baseline: Individuals who are interested to participate and are deemed eligible for inclusion are invited to a base-line visit which includes assessment of eligibility criteria. Eligible individuals who provide written informed consent are randomly allocated to one of the two study groups (active snus or placebo snus). The baseline visit will also include medical history, assessment of smoking status (age of initiation of daily smoking, average number of cigarettes smoked per day during the past year, history of previous quit attempts, and intention to participate: “want to quit smoking” versus “want to reduce smoking”, history of previous use of NRT or other pharmaceutical or other smoking cessation aids), blood samples, a lung function test, CO in exhaled air, measurement of blood pressure , height and weight, and Xxxxxxxxxx test of nicotine dependence. At selected study sites the participants will be asked to provide extra 30- 50 ml of blood and a sample of buccal cells obtained with a tooth brush, to allow exploratory analyses of adducts. These analyses are not part of this protocol. The participants are given a diary to register, on a weekly basis, their average daily cigarette and snus consumption during the preceding week, as well as any untoward subjective symptoms should such arise. Participants are instructed to cut down on smoking by taking a sachet of snus when they feel an urge to smoke. If they still want to smoke after 20-30 minutes, they can do so (although they should then remove the snus sachet to avoid nicotine overdosage). They are also informed that although smoking cessation is preferable, the primary objective of the first 24 weeks of the study is smoking reduction, which in itself is worthwhile since it may have beneficial health effects, and that it might be a first step towards complete smoking cessation. The number of snus sachets consumed per day is determined by the participants themselves. The fact that one sachet delivers roughly the same amount of nicotine as one cigarette implies that individuals who replace all of their cigarettes with snus will consume about 10-25 sachets per day, that is, the same number as their previous cigarette consumption. Th...
Description of Assessments. The first organizational unit that was assessed had a size of approximately 40 personnel who developed real time embedded systems using Ada. For the interrater agreement study, the ENG.3 process (Develop Software Design) was selected. The purpose of this process is to establish a software design that effectively accommodates the software requirements. Practices within this process are: develop software architectural design, design interfaces at top level, develop detailed design, and establish traceability. The assessment team was divided into two teams. The two teams were chosen to be of equal experience. Both teams attended the interviews and therefore had access to the same information. They then performed their adequacy ratings independently. For the second study, a different organizational unit was assessed. This organizational unit consisted of 95 staff members. The project assessed was staffed by 12 software engineers developing a real-time embedded system of approximately 10 XXXX written in Ada. The conduct of the assessment was similar to the one above. The data we obtained was from assessing the PRO.5 process (Manage Quality). The purpose of this process is to manage the quality of the project's products and services to ensure that they satisfy the customer. Practices within this process are: establish quality goals, define quality metrics, identify and perform quality activities, assess quality, and take corrective action.
