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This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.

This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.

Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.

One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.

At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.

So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.

The purpose of this study was to provide an outline of the process of developing an on-road driving test route and rating form. Comprehensive evaluation of medical fitness to drive should comprise of an off-road and an on-road assessment. Much research attention has focussed on the off-road phase of assessment, while there is less standardisation evident in the completion and measurement of the on-road phase of fitness-to-drive assessment.

A scholarship of practice approach was used to inform the development of an on-road test route and an associated generic on-road assessment tool that was guided by research evidence and best practice recommendations.

A step-by-step guide, outlining seven recommended phases in the development of an on-road route for the assessment of fitness to drive that aligns with best practice recommendations, was developed. A preliminary generic on-road assessment tool (the Maynooth–Trinity Driving Test) that includes higher-order cognition alongside element of strategic, tactical and operational driving ability was developed and piloted alongside the newly developed on-road test route.

This paper offers an overview of an approach to developing evidence-based on-road test routes and an associated generic assessment tool that may assist occupational therapists and on-road driving assessors establish a standard practice for testing on-road behaviour as part of a comprehensive approach to evaluate fitness to drive.

To elaborate the nature of fact-checking in the domain of political information by examining how fact-checkers assess the validity of claims concerning the Russo-Ukrainian conflict and how they support their assessments by drawing on evidence acquired from diverse sources of information.

Descriptive quantitative and qualitative content analysis of 128 reports written by the fact-checkers of Snopes – an established fact-checking organisation – during the period of 24 February 2022 – 28 June, 2023. For the analysis, nine evaluation grounds were identified, most of them inductively from the empirical material. It was examined how the fact-checkers employed such grounds while assessing the validity of claims and how the assessments were bolstered by evidence acquired from information sources such as newspapers.

Of the 128 reports, the share of assessments indicative of the invalidity of the claims was 54.7%, while the share of positive ratings was 26.7%. The share of mixed assessments was 15.6%. In the fact-checking, two evaluation grounds, that is, the correctness of information and verifiability of an event presented in a claim formed the basis for the assessment. Depending on the topic of the claim, grounds such as temporal and spatial compatibility, as well as comparison by similarity and difference occupied a central role. Most popular sources of information offering evidence for the assessments include statements of government representatives, videos and photographs shared in social media, newspapers and television programmes.

As the study concentrated on fact-checking dealing with political information about a specific issue, the findings cannot be extended to concern the fact-checking practices in other contexts.

The study is among the first to characterise how fact-checkers employ evaluation grounds of diverse kind while assessing the validity of political information.

This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO.

A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation.

The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users.

This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

Saudi universities have incorporated capstone projects in the final year of an undergraduate study. Although universities are following recommendations of the National Commission for National Commission for Academic Accreditation and Assessment (NCAAA) and Accreditation Board for Engineering and Technology (ABET), no detailed guidelines for management and assessment of capstone projects are provided by these accreditation bodies. Variation in the management and assessment practices of capstone project courses and analysis of the students' capabilities to align with industry demands, to realize Vision 2030, is challenging. This study investigates the current practices for structure definition, management and assessment criteria used for capstone project courses at undergraduate level for information technology (IT) programs at Saudi universities.

A web-based questionnaire is administered using a web service commonly used for questionnaires and polls to investigate the structure, management and assessment of capstone projects at the undergraduate level offering software engineering, computer science and information technology (SECSIT) programs. In total, 42 faculty members (with range of experience of managing/advising capstone projects from 1 to more than 10 years) from 22 Saudi universities (out of more than 30 universities offering SECSIT undergraduate programs) participated in the study.

The authors have identified that Saudi universities are facing challenges in the utilized process model, the distribution of work and marks, the knowledge sharing approach and the assessment scheme. To cope with these challenges, the authors recommend the use of an incremental development process, the utilization of a project-driven approach, the development of a national level digital archive and the implementation of homogeneous assessment scheme.

To contribute to the national growth and to fulfill the market demand, universities are recommended to align the capstone project courses with latest technology trends. Universities must collaborate with the industry and update the structure and requirements of capstone project courses accordingly. This will further facilitate to bridge the gap between industry and academia and will develop a win–win scenario for all the stakeholders.

Although universities are committed to increase innovative capacities of their students for enabling them to contribute to economic and social growth, it is still hard to know the knowledge creation and sharing at national level. Variations in the management and assessment practices for capstone projects further intensify this challenge. Hence, there is a need of smart assessment and management of software capstone projects being developed in Saudi universities. Incorporating latest technologies, such unified management can facilitate discovering the trends and patterns related to the domain and complexity.

Ride comfort is one of the important factors affecting passenger health. Therefore, the elevator industry usually uses the International Organization for Standardization (ISO) 18738-1 standard to evaluate elevator ride quality and optimize elevator design. However, this method has certain limitations in its evaluation of comfort due to the problem of boundary division. The ISO 2631-4 standard is used as a general method of comfort evaluation in the current rail transit system, but it has not been applied in the elevator industry. In order to explore the difference and connection between the two standards, the author aims to conduct a detailed analysis on this.

Based on the elevator internet, a large amount of measured data of normal and abnormal vibration of elevator car were collected and analyzed and preprocessed; based on ISO 18738-1:2012 standard and ISO 2631-4:2001 standard, the differences of ride comfort assessment methods in the two standards were analyzed, and the ride comfort assessment study of elevator under normal and abnormal vibration conditions was carried out.

The experimental results show that the comfort assessment results of ISO 2631-4:2001 standard and ISO18738-1:2012 standard are consistent under two vibration conditions. At the same time, ISO 2631-4:2001 can not only provide a more accurate quantitative description of comfort, but also roughly determine the comfort interval of each vibration, which can provide theoretical reference for elevator vibration classification and car comfort design.

The authors designed an Internet of Things (IOT)-based elevator vibration signal acquisition method to address the shortcomings of the previous elevator ride comfort assessment methods, which can realize the dynamic assessment of elevator ride comfort; by comparing the assessment results of elevator ride comfort under normal vibration and abnormal vibration, the feasibility of ISO 2631-4:2001 for elevator ride comfort assessment was fully verified. In addition, the experimental results also give the influence of abnormal vibration on elevator riding comfort under the stages of start-stop, uniform speed, acceleration and deceleration, which can provide theoretical support for elevator vibration suppression and comfort transformation.

This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in higher education.

The application was developed using a design-based research (DBR) methodology. The application’s design was informed by a literature search and needs assessment of quality assurance stakeholders to ensure compliance with daily practices and accreditation requirements. Stakeholders from three study programmes evaluated the application.

As part of the development of the application, module- and programme-level dashboards were created to provide an overview of the programme’s outcomes, assessment methods, assessment metrics, self-evaluated quality indicators and assessment documents. The application was evaluated by stakeholders at the module and programme levels. Overall, the results indicated that the dashboards aided them in gaining insight into the assessment programme and its alignment with underlying assessments.

Visualisation of the assessment programme’s structure and content identifies gaps and opportunities for improvement, which can be used to initiate a dialogue and further actions to improve assessment quality.

The application developed facilitates a cyclical and transparent assessment quality assurance procedure that is continuously available to various stakeholders in quality assurance.

This study aimed to identify research trends and topics in sustainability assessment in the food sector within the scope of economics, business and management research.

The authors conducted a bibliometric analysis by applying a rigid and systematic research protocol, employing bibliometric techniques and a keyword co-occurrence network. Further, the Visualization of Similarities viewer software was used to analyse publications between 1994 and 2021.

The knowledge trends regarding “sustainability assessment” in the research area of business economics demonstrated a notable evolution of the topics analysed, ranging from indicators and policy analyses in agriculture and fishery sectors, to the topic of sustainability life cycle assessment (LCA) and management systems. In business and management research areas, the main theoretical frameworks used for sustainability assessment in the food sector included the triple-bottom line (TBL) and the LCA, and the main research topics were food chain logistics, bio-based products, retailers, consumption patterns and crop-based biodiesel options.

This study employed only the WoS database and future studies could incorporate other scientific databases. Regarding future research, more emphasis could be laid on food retailers given their prevalence as demonstrated by the study and past research.

The findings can help all participants in the food global value chain to make better decisions to guide their sustainability efforts and assessment. Moreover, this research reveals that companies need to be actively engaged with their stakeholders and pay special attention to consumer patterns and perceptions.

The bibliometric research focus on business and management research areas using the Web of Sciences categories, starting from the research area of business economics to the analysis of the food sector's sustainability assessment.

Learning assessment is defined as assessment and evaluation of the learners' learning activities, process and outcomes. In recent years, as the Internet access is increasingly available, a majority of distance education providers in China have succeeded in delivering programs and support services through modern communications technology, in particular, the Internet. However, as far as the education assessment mode is concerned, the conventional paper-pencil test or endof-course assessment is still overwhelmingly employed for measuring learning outcomes. Therefore, the exploration of web-based learning assessment mode is not only the practical need for conducting open distance instruction and assessment reform at China Central Radio and Television University (CRTVUS), but also has become a hot research topic in the whole sphere of distance education. Under this circumstance, the Examination Center in CCRTVU began to show research interests in exploring web-based assessment mode. As a consequence, in 2005, the Center applied for and launched research project "Practice and research on web-based learning assessment in open and distance education", which is approved by Ministry of Education as a key project program of 2005. This article reports the important research contents of the project. This article first describes the core achievements of the project-namely, design and implementation of the web-based assessment system, principles in creating assessment scheme for the mode, and the mechanism. Then it moves on to report feedback from the pilot population about the application of the web-based learning assessment mode in the two semesters of year 2005. The article ends with the discussion of innovations the research has made.

The study aims to test the efficacy of brief-caries risk assessment form with standard caries risk assessment form and to evaluate the application of caries risk assessment following American Academy of Pediatric Dentistry (AAPD) between brief and standard caries risk assessment on dental health status among preschool children.

Brief-caries risk assessment form was developed. Then, experimental study was conducted in public health center 54 among 70 patients (35 test and 35 control) from January to July 2019. Test group used brief-caries assessment form, and control group used standard form. Both groups received the same caries risk assessment criteria and management protocol from AAPD. At baseline, 3-month and 6-month follow-up, caries risk and dental health status (plaque index, cavitated caries lesion and non-cavitated caries lesion) were assessed. Data were analyzed by descriptive statistic, t-test, chi-square test, Fisher's exact test and repeated measures ANOVA.

Percentage of high caries risk decreased from baseline (93.9%: test and 96.9%: control) to 6-month follow-up (66.7%: test and 65.6%: control) in both groups, with no statistically significant differences between groups. Plaque index, cavitated caries lesion and non-cavitated caries lesion were not statistically significant differences between groups. Brief-caries assessment decreased times/visit from 10-15 minutes to 5 minutes.

Brief-caries assessment form decreased caries risk and prevented dental caries as the standard form. Using brief-caries assessment form could save time, is cost-effective and is appropriate for use in public health centers. However, a short follow-up time might have insufficient power to detect the differences between groups.