Letter to the Editor Regarding “What Is the Best Timing of Repeated CT Scan in Mild Head Trauma with an Initially Positive CT Scan?”
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Grading (engineering)
Brain tumor
Arterial spin labeling
Contrast Enhancement
Contents: Preface. Part I: The Objectives of Evaluation. In the Background: How We Feel About Grading. Specific Situations: Putting Evaluation Into a Context. The Pieces of the Grading Puzzle. Part II: Evaluation Options. Approaches to Grading. Response Strategies. Management Systems. Evaluation Styles. State Standards and Assessments. Part III: Using Grading as a Teaching Tool. Tools of the Trade: Choosing Evaluation Options in a Communication Setting. Transcending the Red Ink, or Making Grading Serve Teaching. Teach Yourself to Grade, or the Grading Process in Action. Appendices: Sample Papers. Annotated Bibliography. State Scoring Guides.
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Arterial spin labeling
Site-directed spin labeling
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The Power of Grading for Learning and Assessment. GRADING IN THE CLASSROOM. Managing the Grading Process. Making Assignments Worth Grading. Fostering Motivation and Learning in the Grading Process. Establishing Criteria and Standards for Grading. Calculating Course Grades. Making Grading More Time--Efficient. Using the Grading Process to Improve Teaching. HOW GRADING SERVES BROADER ASSESSMENT PURPOSES. Determining Faculty Performance, Rewards, and Incentives. Strengthening Departmental and Institutional Assessment. A Case Study of Grading as a Tool for Assessment.
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In this thesis I have described the introduction and validation of a new spatially non-selective arterial spin labeling (SNS-ASL) method in healthy subjects. Acceleration selective ASL
(AccASL) was compared with pseudo continuous ASL (pCASL), a traditional ASL method, as well as other spatially non-selective ASL methods (velocity selective ASL, as introduced by Wong et al with two velocity-selective blocks, and using only a single labeling module), and with [15O]-H2O PET as the gold standard for brain perfusion imaging. By combining an AccASL with VSASL labeling module, the location of label origin in the vascular tree was
assessed. Furthermore, time-encoded pCASL was explored in combination with SNS-ASL labeling modules to obtain insight into labeling at multiple post labeling delays (PLD). Finally, te-pCASL was combined with T2-Relaxation-under-Spin-Tagging (TRUST) to provide a time efficient method to distinguish spin compartments based on their T2-values.
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Site-directed spin labeling
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Grading is a complicated process yet serves many significant roles such as judging students' achievement and providing parental feedback.However, studies suggest that grading practices are not always uniform in that non-achievement factors are also frequently included in determining grades.Thus it is important to review and further understand teachers' grading practices.This article explores the discussion and debates around grading practices both in the general education field as well as studies in the English as a foreign language (EFL) context.The discussion, in particular, focuses on the range of factors that influence teachers' grading practices.Finally, this article reflects on implications of grading practices and offers suggestions that have been commonly recommended by experts.
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This chapter helps the teachers to determine what exactly they are assessing and why, and to get clear on their process for monitoring in-class progress. It also helps the teachers to figure out when and where they grade, and to share grades with families. One approach could be to grade in weekly batches, segmenting out certain types of grading per day—based on student needs and teachers' own environment. The benefit of grading in cycles is the predictability. Teachers may need extended time to review student work in great detail. Grading is truly a window into how students are learning, and it is arguably one of the most important parts of teachers' jobs.
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Specifications (specs) grading is a grading system in which mastery of specific educational outcomes is the basis for the final grade a student earns in the course. Implementation of the types of assessments used for specs grading has shown to be beneficial for student learning and motivation compared to traditional grading systems. We designed a specs grading strategy in an undergraduate Cell Biology course, creating 20 individual learning outcomes (LOs). The grade earned in lecture depended on the number of LOs the student mastered. If students were unable to master the content on their initial attempt, they could earn retakes for each LO assessment by completing an assignment associated with the information covered in that LO. A student's final class grade was dependent on the number of LOs mastered combined with the grade earned on their final exam. Here, we present how specifications grading was implemented in Cell Biology, differences in overall grade distribution between grading systems, improved performance on content-related assessment questions in sections using specifications grading, and more-positive attitudes for sections using specifications grading than for traditionally graded sections.
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This article explores three teachers’ experiences introducing a new assessment approach in an existing school-wide, grading framework. Teachers explore how they were able to manipulate the school framework in a way that allowed (and required) students to revise and rewrite until they had achieved mastery on key writing assignments.
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