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This paper is part of a PhD research in urban metabolism assessment tools. Its purpose is to propose a new strategic urban metabolism assessment tool that can be integrated in the urban ecosystem planning process.

The paper uses the systemic approach to build a model of an urban ecosystem in order to understand its structure and function; understand its metabolism flows and how to assess and “control” it. This systemic model outlines the role of the ecological footprint (EF) in the assessment of urban metabolism flows and demonstrates the need for a new tool to assess the function of metabolism control.

The research paper proposes a new strategic assessment tool composed of the EF, as an assessment tool of urban metabolism flows, and of a new tool dedicated to the assessment of the urban metabolism control function. This tool, fully integrated in the urban planning process, will bridge the gap between urban metabolism assessment and urban metabolism control and planning.

There are many urban metabolism assessment tools that are developed to assess and evaluate urban metabolisms, but urban planning practitioners need a strategic tool to transform assessment results into urban actions integrated in the urban ecosystem planning process.

To describe the design and use of an outcomes assessment tool for one‐shot library instruction classes that is objective, quantitative, easy to use, and flexible.

An “outcomes” assessment tool was created based on the ideas of the one‐minute paper and student reflection papers. The tool was administered to classes in Spanish and Biology that had one shot library sessions.

The assessment tool was helpful in pointing out areas where librarians need to improve instruction in their one shot classes. The tool was useful, easy to use, and fulfilled our objectives.

The tool's use may be limited to institutions where there is excellent rapport between librarians and course instructors or to libraries with a staff large enough to find volunteers to grade the papers outside of the course librarian.

The tool developed provides one more weapon for the outcomes assessment arsenal.

This contribution is unique; there is no other outcomes assessment tool for one‐shot classes in the library literature. Because one‐shot sessions are the majority of library instruction appearances and because outcomes assessment is very important, this tool should be of great practical help to instruction librarians.

This paper demonstrates how a single assessment tool can be linked to intermediate care services eligibility criteria to examine referrals and admissions to these services, by reporting on a project in a locality in East Kent. The project involved implementing a standardised patient assessment tool for three months in all intermediate care services, to examine the suitability of patients entering each of these intermediate care services. This paper focuses on the results of the community assessment rehabilitation team (CART), a recuperative care centre and the day hospital. After analysing patient assessments, we found that some patients in all intermediate care services were placed there inappropriately, and this was most evident in the day hospital. The paper concludes with considerations and suggestions for improving the effectiveness of assessment tools in practice.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Several initiatives have taken part in the sustainability assessment tools, especially on the neighbourhood scale. These tools have been developed as neighbourhood sustainability assessment tools (NSATs) in global and local settings. Despite the widespread use of NSATs over the last two decades, research on NSATs in Global South cities is currently limited. This review article synthesizes literature themes and provides research priorities for NSATs.

This paper presents a systematic review of 48 research articles on NSATs in cities of the Global South, conducted and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A thematic synthesis of 18 articles was reviewed using content analysis to provide a thematic classification and research priorities that outline approaches and actions for implementation.

The results revealed five themes of NSATs for research tackling cities in the Global South, with one dominant theme related to case study-based frameworks and tools. The findings indicate a high level of affiliation contribution and research content focus within the Asian continent compared to the African continent and MENA region.

This study contributes to the bibliometric analysis of where the current body of research stands in NSATs. The added value highlights research priorities based on themes, spatial regions and tools.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Ongoing research and development into the implementation of concurrent engineering(CE) within the construction industry have made researchers think how to make CE implementation better, more effective, and more efficient. This has led researchers to investigate CE implementation efforts within other industry sectors, which suggest to carryout a CE readiness assessment of a construction organisation before the adoption of some CE aspects within the industry that has facilitated the CE adoption in other industries. Now the problem is that there is no model or tool available, which will help in assessing the readiness of the organisation. Therefore, this paper discusses the development of a CE readiness assessment model for the construction industry. It also includes a comparative review of existing readiness assessment tools and models that have been specifically developed and successfully used in the manufacturing andIT sectors. It argues that readiness assessment of a construction organisation is a necessity for the implementation of CE in construction and assesses the applicability of existing tools and models to the construction industry. And finally the development of a new readiness assessment model for the construction industry called “BEACON” is presented.

The purpose of this study is to obtain preliminary evidence over a three‐year period on the efficacy of a curriculum designed to foster information literacy skills in graduate students in a chemistry bibliography course.

Specifically, the researchers examined the application and results of an assessment tool and its connectivity to instructional strategies for improving literacy outcomes. ACRL's “Information literacy competency standards for higher education” provided the basis for the construction of the assessment tool. The instrument was given to chemistry graduate students enrolled in the course at the beginning and at the end of the semester.

The assessment results from all three years indicated marked improvements in the average student score from the pre‐ to the post‐test. The assessment provided evidence of skill development over the course of the semester for specified outcomes.

The research would have been strengthened by the use of a valid control group of graduate students in related chemistry majors who were not enrolled in the class. The extended study would have supplied rates of improvement in the control group over a given period of time compared with rates of improvement of students enrolled in the class.

The paper provides methods for approaching the assessment of information literacy skills by focusing on tool development based on desired learning outcomes.

The study developed, refined and applied a methodology to assess student information literacy skills based on learning outcomes over a three‐year period. The literature lacks reports of studies looking at the assessment of information literacy development of graduate students in the sciences as well as the use of “backward design” in creating evaluative tools.

In this paper, the challenging and thorny issue of assessing graduate attributes (GAs) is addressed. An interdisciplinary team at The University of Alberta ----developed a formative model of assessment centered on students and instructor interaction with course content.

The paper starts by laying the theoretical groundwork on which this novel GA assessment tool is based, that is, competency-based education, assessment theory and GA assessment. It follows with a description of the online assessment tool for GAs that was developed in the course of this project.

The online assessment tool for GAs targets three types of stakeholders: (1) students, who self-assess in terms of GAs, (2) instructors, who use the tool to define the extent to which each GA should be inculcated in their course and (3) administrators, who receive aggregate reports based on the data gathered by the system for high-level analysis and decision-making. Collected data by students and professors advance formative assessment of these transversal skills and assist administration in ensuring the GAs are addressed in academic programs. Graduate attributes assessment program (GAAP) is also a space for students to build a personal portfolio that would be beneficial to highlight their skills for potential employers.

This research has strong implications for the universities, since it can help institutions, academics and students achieve better results in their practices. This is done by demonstrating strong links between theory and practice. Although this tool has only been used within the university setting by students, instructors and administrators (for self-, course and teaching and program improvement), it could increase its social and practical impact by involving potential employers and increase our understanding of student employability. Moreover, because the tool collects data on a continuous basis, it lends itself to many possible applications in educational data mining,

The GAAP can be used and adapted to various educational contexts. The plugin can be added to any Learning Management System (LMS), and students can have access to their data and results throughout their education.

The GAAP allows institutions to provide a longitudinal formative assessment of students’ graduate attributes acquisition. It provides solid and valid evidence of students’ progress in a way that would advance society and citizenship.

To date, the GAAP is the first online interactive platform that has been developed to longitudinally assess the acquisition of GAs during a complete academic cycle/cohort. It provides a unique space where students and instructors interact with assessment scales and with concrete data for a complete university experience profile.