Objectives: There is virtually no literature on how to assess competencies of applied sport psychologists. We assessed casework of applied sport psychology students and compared written case report assessment (WCRA) with structured case presentation assessment (SCPA) on reliability and acceptability (e.g., validity, transparency, feedback function and preference of methods, as perceived by students and assessors). Design: A quantitative, comparative study of two assessment methods. Method: Participants were 11 students, nine supervisors and three exam committee members. A number of 18 cases were evaluated with both WCRA by the supervisor and SCPA by two exam committee members. Ten of these cases were also evaluated with WCRA by exam committee members. Interrater reliability measures were calculated and compared for the different assessment methods. Participants' perception of the validity, transparency, and feedback function of the methods, and the preferences for assessment methods were surveyed with a brief questionnaire. Results: SCPA by the exam committee resulted in higher interrater reliability than WCRA by supervisor and exam committee. The feedback function of SCPA seemed superior to WCRA by either supervisor or exam committee. For assessment by the exam committee, the perceived validity and transparency of SCPA seemed higher than of WCRA. Students and exam committee had the highest preference for SCPA by supervisor and exam committee. Conclusions: Overall it can be concluded that, for assessment by the exam committee, structured case presentations provided a more reliable and acceptable method of assessment than written case reports only.
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from the article: "The purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group. Design/methodology/approach This study, using mixed methods, focusses on: designing a rubric by identifying assessment instruments in previous presentation research and implementing essential design characteristics in a preliminary developed rubric; and testing the validity of the constructed instrument with an expert group of higher educational professionals (n=38). Findings The result of this study is a validated rubric instrument consisting of 11 presentation criteria, their related levels in performance, and a five-point scoring scale. These adopted criteria correspond to the widely accepted main criteria for presentations, in both literature and educational practice, regarding aspects as content of the presentation, structure of the presentation, interaction with the audience and presentation delivery. Practical implications Implications for the use of the rubric instrument in educational practice refer to the extent to which the identified criteria should be adapted to the requirements of presenting in a certain domain and whether the amount and complexity of the information in the rubric, as criteria, levels and scales, can be used in an adequate manner within formative assessment processes. Originality/value This instrument offers the opportunity to formatively assess students’ oral presentation performance, since rubrics explicate criteria and expectations. Furthermore, such an instrument also facilitates feedback and self-assessment processes. Finally, the rubric, resulting from this study, could be used in future quasi-experimental studies to measure students’ development in presentation performance in a pre-and post-test situation."
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Business rules play a critical role during decision making when executing business processes. Existing modelling techniques for business rules offer modellers guidelines on how to create models that are consistent, complete and syntactically correct. However, modelling guidelines that address manageability in terms of anomalies such as insertion, update and deletion are not widely available. This paper presents a normalisation procedure that provides guidelines for managing and organising business rules. The procedure is evaluated by means of an experiment based on existing case study material. Results show that the procedure is useful for minimising insertion and deletion anomalies.
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