Abstract: A blister package for a contact lens is provided. A deformable slider supporting a lens is movable via pull-tab or hinge to lift the contact lens out of a lens well. The deformable slider can include a hinge connected to a flexible peel-away top of the blister package or connected to a pull tab that can be pulled to pull taut the deformable slider. A blister package is also provided that includes a hinged shell having a lateral opening opposite the hinge, and a deformable slider that is folded over onto itself and seals both a top chamber and a bottom chamber. By pulling a tongue of the deformable slider, which extends from the lateral opening, the deformable slider can be removed from the closed shell and the closed shell can be opened enabling access to the contact lens.

Abstract: A method and system for estimating uncalibrated task performance are disclosed.

Abstract: A Portal Assessment Design System includes a system for designing assessment models and assessments (e.g., standardized tests). In assessment design, specifications are organized around three basic elements: 1) what knowledge, skill or abilities are important to measure; 2) what is necessary evidence of that knowledge, skill or ability; 3) what performance situations are needed to elicit the required evidence from students and other assessment users. The system includes three modules (i.e., Domain Analysis, Domain Modeling, Conceptual Assessment Framework), each of which targets a specific phase of the design process, for designing an assessment in accordance with the three basic elements. The sequence of modules represents the structure of a design process that helps assessment developers work through successive stages or phases of assessment design, from the gathering of raw information to the creation of a complete set of specifications for an assessment product.

Abstract: A Portal Assessment Design System includes a system for designing assessment models and assessments (e.g., standardized tests). In assessment design, specifications are organized around three basic elements: 1) what knowledge, skill or abilities are important to measure; 2) what is necessary evidence of that knowledge, skill or ability; 3) what performance situations are needed to elicit the required evidence from students and other assessment users. The system includes three modules (i.e., Domain Analysis, Domain Modeling, Conceptual Assessment Framework), each of which targets a specific phase of the design process, for designing an assessment in accordance with the three basic elements. The sequence of modules represents the structure of a design process that helps assessment developers work through successive stages or phases of assessment design, from the gathering of raw information to the creation of a complete set of specifications for an assessment product.