Browsing by Subject "Assessment"

Now showing 1 - 20 of 36

10 Key Policies and Practices for Assessment in Schools
(2017) The Meadows Center for Preventing Educational Risk
An evidence-based practice assessment of efficacious diagnostics for bilingual children with suspected autism spectrum disorders
(2016-05) Jauregui, Linda Beatriz; Bedore, Lisa M.; Sundarrajan, Madhu
The purpose of this study was to determine the best type of diagnostics to use in kindergarten aged bilingual children with autism spectrum disorders (ASD) using evidence-based practices. The Educational Resources Information Center (ERIC) and American Speech Language and Hearing Association’s (ASHA) journal databases were used to find citations. The following outcome terms were used: diagnosis, assessment, screener, standard, Checklist for Autism in Toddlers, CAST, Pervasive Developmental Disorders Screening Test-II, Primary Care Screener, Asperger Syndrome Diagnostic Scale, Autism Behavior Checklist, Autism Quotient- Adolescent Version, Autism Spectrum Screening Questionnaire, Childhood Autism Rating Scale, Gilliam Asperger’s Disorder Scale, Krug Asperger’s Disorder Index, Pervasive Developmental Disorders Screening Test-II, Screening Tool for Autism in Two-Year-Olds, Social Communication Questionnaire. The Autism Diagnostics Interview-Revised was found to be the most efficacious screener for bilingual English-Spanish children.
Assessing personality using a virtual simulation : a research proposal
(2011-05) Quick, Daniel Ryan; Sherry, Alissa René; Schallert, Diane
One of the primary goals of personality assessment is to provide meaningful information regarding an individual’s characteristic way of thinking, feeling, and behaving. Given the interaction between the individual and the context, however, there is much debate as to how well personality tests do what they intend. In this paper, the limitations of text-based personality assessments are examined, and the use of virtual simulations as an alternative to conventional tests is explored. A research study is proposed comparing a virtual test with a written test on a variety of criteria. Modern technology and the growing popularity of gaming suggest that researchers may find virtual simulations as a more immersive, flexible, and accurate forms of assessment.
Assessment and analytical framework for sport literacy : a case of college basketball
(2016-12) Kim, Kyungun; Hunt, Thomas M.; Sparvero, Emily Suzanne, 1975-; Todd, Janice S; Castelli, Darla M; Ozyurtcu, Tolga; Green, B. Christine
This dissertation aims to develop an analytical framework for measuring sport literacy from a case study of college basketball literacy. The dissertation is motivated by the recognition of the importance of sport literacy as an essential concept for fan development and the lack of empirical research on the development of an assessment tool. The goals of this dissertation are twofold: 1) to build a conceptual framework that explains the necessary components for sport spectating, and 2) to develop an assessment that can measure the sport literacy of college students. To accomplish these goals, I constructed two sequential studies within the context of college basketball. The first study proposes a conceptual model of sport literacy through a multiple case study design method (Eisenhardt, 1989). Data were collected from multiple sources including expert interviews, scenario plays, and documentary evidence. Multiple comparisons and inductive analyses allowed the discovery of relevant knowledge categories and components. In the second study, I developed a college basketball literacy assessment (CBLA). The instrumentation process was guided by the evidence-centered design method (Mislevy & Riconscente, 2006). Initially, 51 items were generated with the aid of six content experts including basketball players, coaches, and fans. These items were reviewed by an additional group of experts to establish the content validity. Through the expert reviews and pilot testing, 40 items were finalized for the CBLA. A total of 382 responses from college students were used to evaluate the CBLA. Using the Rasch model, all 40 items were calibrated to examine psychometric properties of the assessment. The results supported the construct validity of the CBLA, showing acceptable unidimensionality, fit statistics, differential item functioning, etc. All except one item showed good fit statistics within the model. The results also demonstrated that the level of sport literacy has moderate and significant correlations with team identification and intention to watch the game. These findings prompt a re-thinking of developing strategies to recruit and retain spectators for a given sport. In conclusion, the results of this dissertation provide theoretical and empirical justification for developing the sport literacy assessment and highlight the importance of improving sport literacy as a solution for enhancing the intercollegiate sport spectating experience.
Bilingual reading assessment : identification of English language learners at risk for reading disorders
(2012-05) Finelli-Thomsen, Allegra Joy; Peña, Elizabeth D.
Children who are English Language Learners (ELLs) are often falsely identified with reading disorders. Similarly, some ELLs with true reading disorders are overlooked because it is assumed that they are still acquiring the necessary reading skills in English. This review of current bilingual assessment literature focuses on the use of early screening tasks to identify potential reading disorders among ELLs. These assessment tasks cover phonological, letter naming, rapid naming, sequencing and reading skill sets. This review synthesizes current research findings to determine which tasks are the most appropriate for assessing future reading disorders among children from linguistically diverse backgrounds. Results were mixed. Further research is needed to determine the best methods for reading assessment of ELLs.
Bureaucratic access points
(2012-05) Sternemann, Daniel Thomas; Jones, Bryan D.; Sparrow, Bartholomew H.
This paper studies how organizational mission influences policy implementation. Interagency conflicts and bureaucratic challenges affecting implementation are largely due to different missions and different assessment measures. The focus of this investigation is the relationship between humanitarian assistance/disaster relief (HA/DR) agencies and associated Department of Defense (DOD) medical components. Access point theory is important to this study, for it helps us understand how successful policy implementation is enabled in the midst of bureaucratic conflicts and challenges. The notion of access points has traditionally involved lobbyists and interest groups accessing elected officials and their staffs. I ask what is the effect of lobbyists and interest groups accessing bureaucrats directly in the policy implementation process and its subsequent evaluation. More importantly, I argue that bureaucrats take advantage of access points to other bureaucrats during policy implementation proceedings. This study offers the novel perspective that access points for HA/DR bureaucrats, to include those in the DOD, are readily available during the punctuating event (i.e., the natural disaster itself) and may be evaluated through the notions of timing, efficiency, and the information and capabilities they possess and can leverage during these punctuations. Simply stated, bureaucratic access points theory helps us understand how policies are successfully implemented in the midst of bureaucratic conflicts and challenges.
Children’s experience of therapeutic assessment techniques within school-based assessment
(2012-08) Kuhlman, Jamie Thomas; Sherry, Alissa René; Tharinger, Deborah J.; Ainslie, Ricardo; Cawthorn, Stephanie; Finn, Stephen
This dissertation examined students‘ experience with school assessment infused with Therapeutic Assessment (TA) techniques. Nine assessors from the school district were assigned to one of two groups, TA-infused group and the assessment-as-usual group. Those in the TA-infused group were trained in collaborative assessment practices based on Finn‘s model of TA with children (TA-C), specifically collaborative interviews, extended inquiries, and collaborative oral and written feedback (Finn, 2007). Thirty-three students from a medium sized public school district in central Texas completed the study in its entirety. It was hypothesized that those in the TA-infused group, compared with the assessment-as-usual group, would report learning more about themselves, experiencing a more positive relationship with the assessor, feeling more positive about the assessment process, feeling more collaborated with, and having greater perceptions of parental understanding. It was also hypothesized that those in the TA-infused group would report an increase in positive feelings and a decrease negative in feelings about themselves and their challenge when compared with the assessment-as-usual group. Additionally, it was hypothesized that those in the TA-infused group would report an increase in positive attitudes toward school after the intervention when compared with the assessment-as-usual group. Outcomes were measured by the Child‘s Experience of Assessment Survey (CEAS), the Children‘s Positive and Negative Affect Scale (CPNE-S), and the Attitude to School (ATS) subtest of the BASC-2-SRP. A descriptive discriminate analysis was conducted using the five subscales of the CEAS to measure the first hypotheses. RM ANOVAs were run on the CPNE-S and the ATS to analyze the second and third hypotheses. Additionally, a qualitative interview was conducted with participants. Analyses yielded no statistically significant results between the groups. Qualitative interviews indicated that both groups were satisfied with the assessment process. Additionally, those in the TA-infused group all reported positive reactions to the collaborative written feedback. Specifically, those that received a fable reported liking the fable and feeling that it related to their lives. Those that received a letter reported learning more about themselves, appreciating a written record of the feedback, and feeling positively about their relationship with the assessor. Further research is needed to understand the effects of collaborative techniques within school assessments, particularly the effects of the different forms of written feedback.
Client perceptions of community mental health providers' multicultural counseling competence
(2013-08) Ihorn, Shasta Marie; Carlson, Cindy I., 1949-
As the population of the United States becomes more diverse, it is important that research be done to inform the implementation of psychological services that meet the needs of a wide variety of ethnic and socioeconomic groups. One current limitation to research in multicultural counseling competence (MCC) is the lack of reliable and valid measures that consider the perspectives of the client. The standardized measures currently available are self-report measures completed by practitioners regarding their own perceived competence. These self-report measures are based largely on the well-regarded MCC guidelines set forth by Sue and colleagues (1992). Unfortunately, these measures present an incomplete (and possibly erroneous) representation of MCC as experienced by the client. The current study outlines the development of a measure meant to meet this need--the Client Experience of Provider Cultural Competence (CEPCCI)--and investigates the relationship between provider and client perceptions of the providers' abilities in this area. The CEPCCI is anchored in Sue et al.'s (1992) well-regarded theory on cultural competence and a qualitative study of client perceptions of multicultural counseling competence (Davis, 2007). The resulting scale consists of 38 items loading on one subscale with demonstrated content and construct validity and good reliability. A significant correlation between provider and client perceptions of the providers' multicultural counseling competence was also found. The need to obtain a consumer perspective on practitioner MCC is well-documented in the literature, and the present study has created a measure to fill this gap. This measure will open up a wider range of possibilities for research in MCC, as well as allowing providers of mental health services a way to assess their performance and progress in this area.
Closing the loop on assessment : an analysis of the use of the Community College Survey of Student Engagement
(2010-05) Wilson, Grant Warren; Bumphus, Walter G.; Roueche, John E.; Cary, Lisa J.; Nolte, Walter; Johnson, Christine; McClenney, Kay M.
Accountability in community colleges, like all institutions of higher education, is a movement that has grown over the past several years. Consequently, colleges are generating a great deal of assessment data, both locally developed and nationally benchmarked. One national survey is the Community College Survey of Student Engagement (CCSSE). CCSSE is an appropriate focus for this study because many community colleges are concerned about the lack of comparative data that would enable them to make more comprehensive evaluations of their programs. This is a case study of a college in Wyoming and its use of the CCSSE data after the college received the results of the survey. A Wyoming college is the focus because it performed adequately on the CCSSE measures and was not currently under any economic pressures that may have affected colleges in other parts of the country during the time frame of the study.
Combining systems thinking, model-based reasoning, and project-based learning to advance student agency, increase student engagement and understanding, and provide an authentic and accurate method of assessing student competencies in a high school aquatic science course
(2013-08) Ryan, Douglas Wayne; Stroup, Walter M.; Petrosino, Anthony J
Science elective courses for high school seniors provide an opportunity to engage students in rigorous, relevant instruction that requires students to employ a broad range of science knowledge and skills from previous courses toward real world problems with relevance to students’ current and future life experiences. The goal of this work is to provide teachers of high school science courses with a methodology for the introduction of strong STEM components into traditional science courses, particularly model eliciting activities, system dynamics, and engineering based design challenges. Employing these instructional methods in an aquatic science course produced an effective, engaging curriculum that increased students understanding of science content and provided students with the tools to analyze, evaluate and design solutions to real world problems. Teaching the concept of system dynamics early in the course gave students tools, including causal loop diagrams, to create useful models for analyzing interactions in complex systems. Student creation of such models proved an effective instructional method for teaching science content and the nature of scientific processes. Students displayed the ability to apply these techniques, once taught, to a diverse set of problems and expressed an intention to continue to use these skills both personally and professionally in the future. Having students create, analyze, and discuss their own models of complex systems provided the teacher with an effective method for both formative and summative assessment of student knowledge and comprehension. The models provided a more authentic and accurate evaluation of student knowledge and understanding than a written test or multiple choice response exam alone. Student use of software modeling tools, such as STELLA, can be added to these methods, providing students with the ability to add the concepts of rate and flow to their models.
Complicit or implicit? : the role of examiner bias in the over-identification of African American boys as emotionally disturbed
(2017-09-14) Scardamalia, Kristin M.; Bentley, Keisha L.; Keith, Timothy Z; Bearman, Sarah Kate; Cawthon, Stephanie; Bartoli, Eleonora
Despite decades of diversity focused training, African American boys are identified for special education at disproportionate rates, particularly in the disability category of Emotional Disturbance (ED). While challenges associated with poverty partially account for the over-representation, research has failed to establish a consistent relationship between poverty and special education identification. A growing volume of literature investigating the nuanced role of implicit bias in decision making has found bias to be particularly salient when criteria are ambiguous. Criteria for ED were not scientifically defined and are highly subjective. This study examined the role of implicit bias in examiner decision making when considering the eligibility of Emotional Disturbance for Caucasian and African American boys. Participants included currently practicing Licensed Specialists in School Psychology and School Psychology graduate students in Texas. Participants reviewed a mock evaluation report and made an eligibility decision in addition to rating the severity of ED. Participants then completed a survey, provided demographic information, and completed an Implicit Association Test, a measure of implicit bias. First, logistic regression and analysis of variance determined if an over-representation occurred in the collected sample by examining the rates at which boys from each race and SES category were identified as ED. Next, analysis of variance and linear regression determined if the level of examiner bias predicted the likelihood that the examiner identified the child as ED. Finally, post-hoc analyses provide additional information about the influence of pressure to provide services. Results did not support the hypotheses that African American boys and boys from a low SES family would be identified as ED at disproportionate rates. Further, examiners who demonstrated moderate to high levels of bias did not identify African American boys more frequently than Caucasian boys. Unexpectedly, examiners with moderate to high levels of bias were significantly less likely to identify ED for any student regardless of race. Post-hoc analyses found marked inconsistency in the application of ED criteria. Additionally, the examiners who reported feeling pressure from the knowledge that support services are dependent on a finding of ED were more likely to find ED and to rate the severity as higher.
Considerations for stuttering assessment and treatment of individuals with cerebral palsy and intellectual impairment
(2017-05) Wineholt, Lindsey Lee Marie; Byrd, Courtney T.
Stuttering can be present in individuals with cerebral palsy (CP). Adding complexity to these cases, intellectual impairment is likely to co-occur with CP. Although the number of these cases is small, no literature exists that addresses best practices for this specific population. Clinical considerations are needed to guide speech-language pathologists in assessment and treatment of stuttering for individuals with CP and intellectual impairment. This paper highlights specific issues and provides recommendations for clinicians when assessing and treating stuttering in cases of this type. In the future, empirical evidence is needed regarding best practices for assessment and treatment of stuttering in individuals with CP and intellectual impairment.
Designing tools and interventions for a more engaging formative feedback process
(2014-05) Kraus, Alexis Rose; Catterall, Kate
To teach effectively, teachers rely on feedback from their students. But students often dislike conventional forms of feedback such as taking tests or answering questions in front of their peers. For my MFA thesis project, I have designed tools that k-12 educators can use to elicit formative feedback, even from quiet and reserved students and those who do not feel their feedback is of value. My overarching intent with these lowstakes, low-tech, inexpensive tools is to improve teaching and learning. By giving teachers tools that generate useful feedback in a way that is low-stakes for the students, all students are given a voice. Through this design process, I also developed some generalizable principles about the way in which good formative feedback can be elicited in learning environments.
Developing a screening measure for at-risk and advanced beginning readers to enhance response-to-intervention frameworks using the Rasch model
(2011-12) Weisenburgh, Amy Boward; Vaughn, Sharon, 1952-; Dodd, Barbara Glenzing; Linan-Thompson, Sylvia; O'Reilly, Mark; Rieth, Herb
The Rasch model was employed to analyze the psychometric properties of a diagnostic reading assessment and then create five short forms (n = 10, 16, 22, 28, 34 items) with an optimal test information function. The goal was to develop a universal screening measure that second grade teachers can use to identify advanced and at-risk readers to enhance Response-to-Intervention frameworks. These groups were targeted because both will need differentiated instruction in order to improve reading skills. The normative dataset of a national reading test developed with classical test theory methods was used to estimate person and item parameters. The measurement precision and classification accuracy of each short form was evaluated with the second grade students in the normative sample. Compared with full bank scores, all short forms produced highly correlated scores. The degree to which each short form identified exceptional readers was also analyzed. In consideration of classification accuracy and time-efficiency, the findings were most robust for the 10-item form.
Dysphagia patient-reported outcome measures in multiple sclerosis
(2021-05-03) Sheppard-Marvin, Madeline; Jones, Corinne, Ph. D.; Armer, Kristy
Dysphagia in multiple sclerosis (MS) is poorly characterized. The Dysphagia in Multiple Sclerosis (DYMUS) is a dysphagia questionnaire developed specifically for persons with MS but lacks validation, and recent research has questioned its accuracy as a screening tool. The Sydney Swallow Questionnaire (SSQ) is a validated visual analogue scale, but has not been used in persons with MS. We aimed to capture patient-reported swallowing outcomes in a large group of persons with MS and compare dysphagia complaints with other MS symptoms. Six hundred and fifty-three adults with MS (mean age=51.71±12.72yrs; 509 female) completed an online survey consisting of the DYMUS, SSQ, PDDS, MFIS, MSIS- 29, and subsections of the NeuroQOL. Spearman’s rank correlation and logistic regressions were performed. We hypothesized there would be significant relationships between the SSQ and DYMUS, and that disease duration and general MS symptoms, including fatigue, would predict abnormal scores on the SSQ and DYMUS. Average total scores were DYMUS: 3.13/10 (SD=2.99), SSQ: 280.86/1700 (SD=281.12), PDDS: 3.54/8 (SD=1.95), MFIS: 41.7/84 (SD=19.8), and MSIS: 74.97/145 (SD=24.79). 49.83% of respondents had abnormal DYMUS (>3) scores and 41.71% of respondents had abnormal SSQ (>234) scores. 69.02% of respondents with abnormal DYMUS and 69.04% of respondents with abnormal SSQ scores reported never receiving instrumented swallowing evaluation. DYMUS and SSQ scores were significantly positively correlated (r=0.822, p<0.001). Abnormal DYMUS scores were best described by Communication NeuroQOL (OR=0.839, p<0.001) and total MFIS (OR=1.035, p<0.001). Abnormal SSQ scores were best described by Communication NeuroQOL (OR=0.8545, p<0.001), total MSIS (OR=1.023, p<0.001), and sex (OR(male)=0.513, p=0.001). A large proportion of respondents with complaints of dysphagia had not undergone an instrumented swallow study, suggesting that swallowing concerns are not being appropriately evaluated and treated. Furthermore, the DYMUS showed strong convergent validity to the SSQ. Abnormal DYMUS and SSQ scores were best described using a combination of questionnaires including the MFIS and Communication NeuroQOL, suggesting that fatigue and communication should be evaluated and considered in assessment and management of dysphagia. More widespread use of dysphagia questionnaires, including the introduction of electronic versions, is recommended.
The effect of response to intervention and discrepancy testing in diagnosing English language learners with a reading learning disability
(2011-05) Pettit, Sarah Michelle; Carlson, Cindy I., 1949-; Sander, Janay
This study looks at two methods of identification for a specific learning disability in reading – Response to Intervention and Discrepancy Testing – and examines their efficacy with English Language Learners (ELL). A McNemar chi square analysis will be used to compare the outcomes of the two methods. Additionally, a multiway contingency table will be constructed and the association between English as a First Language (EFL)students and ELL students will be determined by using a conditional odds ratio. It is expected that both methods of learning disability testing will have difficulty distinguishing between a learning disability in reading and a language acquisition problem. The results will help prevent the misplacement of ELLs into Special Education.
Effects of observation duration on evaluations of teaching in secondary school band and choir rehearsals
(2014-05) Chapman, DaLaine; Duke, Robert A.
The purpose of the present study was to determine whether expert evaluators' assessments of teachers vary between observations of rehearsal frames that demonstrate effective student behavior change and observations of full rehearsals. Ten experienced evaluators rated 12 music teachers on 10 criteria. The evaluators first observed brief video recordings of two rehearsal frames (RF) of each teacher and then a recording of a full rehearsal (FV) taught by the same teacher. The evaluators rated the teachers on all 10 criteria following each observation. Evaluators in the present study tended to rate teachers more highly and express greater confidence in their ratings in the FV condition than in the RF condition. These differences indicate that observing brief video episodes of teaching does not lead to the same ratings of teacher effectiveness as does observing video recordings of full rehearsals. The differences between the two conditions were larger in terms of evaluator confidence (29% higher confidence ratings in the FV condition) than in terms of ratings of teacher effectiveness (7% higher ratings in the FV condition). Although all teachers were rated more highly overall in the FV condition than in the RF condition, the differences between the two conditions were small and varied considerably among teachers and among evaluators.
Examining effective advising and assessment : the academic advising environment, current practices and experiences at UT Austin
(2014-05) Wong, Stephen Dajone; Kameen, Marilyn C.
Effective academic advising may be perceived or experienced differently depending on a person’s involvement (student, advisor, or administrator). In addition, a person’s understanding and description of effective advising depends on how it is identified (process, outcome, or approach) or the context in which it is encountered. Results from multiple studies of the relevant literature have demonstrated how the quality of advising influences students in regard to retention, academic and social integration, decision-making processes in selecting academic programs and careers, overall student satisfaction, and success (Banta et al., 2002; Cuseo, 2004, Hunter & White, 2004). However, research on effective advising and the assessment of advising has received very little attention in the literature. Although awareness of the importance of institutional assessment has increased, assessment of academic advising today is – if conducted at all – is piecemeal and consists of simple student satisfaction surveys that may be neither adequate of useful. Even when assessment measures are conducted, advising units are often inept at utilizing the results to create positive change within their programs. Understanding effective advising requires a closer look at the participants, the advising programs, and the assessment practices of programs along with exploring student learning outcomes. The overarching area of inquiry in the research study is: What is effective advising (how is it manifested and in what ways is it measured at the University)? Within this context, the goals for this study were to uncover the following: how academic advising is administered and supported across a specific institution; how perceptions about advising differ among system participants; what valued characteristics are found among effective advisors and advising programs; what assessment of academic advising looks like at the institution; what advisors and advising programs do to contribute to quality and improvement. To achieve these objectives, the study utilized a multi-faceted case study of undergraduate academic advising and the participants within a large public research institution which contained several academic advising centers. Understanding effective advising and the advising system required a comprehensive and multi-dimensional approach that involved the collection and analysis of many different forms of data from a variety of sources and over an extended period of time. A mixed methods, action-research design utilized the collection and review of numerous assessment and advising documents, descriptive and quantitative SPSS analysis of several longitudinal data sets yielded from electronic survey systems of seven colleges, numerous original interviews and focus groups with students, staff, and administrators, and a year’s worth of detailed field observations (journals and critical reflection) of the advising process and the advising system.
Examining the vulnerability of communities and residents in the Houston metropolitan statistical area with special attention to Hurricane Harvey
(2018-05-03) Castles, Katherine Lacey; Jiao, Junfeng
In addition to the hazards posed by the physical landscape, social factors and systems affect the vulnerability of communities and their residents to natural disasters. Such demographic and socio-economic factors influence the ability of individuals and families to anticipate, prepare, and recover from disasters. The region around Houston, TX and its increasing propensity to flood acts as a case study. This report describes the various measures of social vulnerability and illustrates their spatial pattern in the Greater Houston region, and compares it with the distribution of damages from the recent disaster of 2017, Hurricane Harvey. While findings supported a concentration of social vulnerability in the inner city, these households seemed to be negatively correlated with damage calculations. However, these results are not conclusive as this report was forced to use limited datasets; better and more complete information would improve the analysis. This report emphasizes the importance of spatial analyses of social vulnerability in emergency management, disaster response, and resilience planning efforts to support the recovery and improvement of the Houston region in the years after Harvey.
Improving electrical power grid resiliency and optimizing post-storm recovery using LiDAR and machine learning
(2020-02-03) Davis, Michael Andrew, II; Bajaj, Chandrajit
While many external factors influence resiliency, weather remains the single greatest threat to the electric power grid, and the impacts caused by significant storms can be long-lasting and widespread. When damage occurs, it is very costly to identify due to the vast size of electrical transmission and distribution circuits, which can span hundreds of miles. Pinpointing a failure in a circuit requires the expensive process of dispatching human teams to “walk the line” and physically inspect the circuit to identify damage. It is proposed that this problem can be optimized through automation, by leveraging flight vehicles, light detection and ranging (LiDAR) technology, and machine learning. The goals for this project are: 1) Investigate the feasibility of, and problems associated with, developing a system to remotely inspect electrical power transmission and distribution infrastructure with lidar. 2) Investigate the feasibility of developing an automated system to classify and detect damage to terrestrial transmission and distribution assets with lidar and artificial intelligence. 3) Develop a proof of concept of such a system, including a simulation of real-time lidar data collection and damage assessment