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Generally scores below 0.20 corresponds to randomly chosen unrelated proteins whereas structures with a score higher than 0.5 assume roughly the same fold. [2] A quantitative study [3] shows that proteins of TM-score = 0.5 have a posterior probability of 37% in the same CATH topology family and of 13% in the same SCOP fold family. The ...
Value-added modeling (also known as value-added measurement, value-added analysis and value-added assessment) is a method of teacher evaluation that measures the teacher's contribution in a given year by comparing the current test scores of their students to the scores of those same students in previous school years, as well as to the scores of other students in the same grade.
In simpler terms, it serves as a set of criteria for grading assignments. Typically presented in table format, rubrics contain evaluative criteria, quality definitions for various levels of achievement, and a scoring strategy. [1] They play a dual role for teachers in marking assignments and for students in planning their work. [2]
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Test takers cannot "fail" a norm-referenced test, as each test taker receives a score that compares the individual to others that have taken the test, usually given by a percentile. This is useful when there is a wide range of acceptable scores, and the goal is to find out who performs better.
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All parameters correctly handle plurals (1 win, 2 wins etc.). w - the number of wins; l - the number of losses; d - the number of draws; otl - the number of overtime losses; t - the number of ties (for use in sports, such as cricket, where draws and ties are different results)