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Author:
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ISBN:
Category : Technology assessment
Languages : en
Pages : 610
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Author:
Publisher:
ISBN:
Category : Technology assessment
Languages : en
Pages : 610
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Book Description
Author: National Science Foundation (U.S.). Office of Exploratory Research and Problem Assessment
Publisher:
ISBN:
Category : Technology assessment
Languages : en
Pages : 96
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Author: National Science Foundation (U.S.). Office of Exploratory Research and Problem Assessment
Publisher:
ISBN:
Category : Technology assessment
Languages : en
Pages : 144
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Author: National Science Foundation (U.S.). Office of Exploratory Research and Problem Assessment
Publisher:
ISBN:
Category : Evaluación de tecnología
Languages : en
Pages : 44
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Author:
Publisher:
ISBN:
Category : Technology assessment
Languages : en
Pages : 44
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Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309176301
Category : Medical
Languages : en
Pages : 174
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Book Description
This book examines methods for selecting topics and setting priorities for clinical practice guideline development and implementation. Clinical practice guidelines are "systematically defined statements to assist practitioner and patient decisions about appropriate health care for specific clinical circumstances." In its assessment of processes for setting priorities, the committee considers the principles of consistency with the organization's mission, implementation feasibility, efficiency, utility of the results to the organization, and openness and defensibilityâ€"a principle that is especially important to public agencies. The volume also examines the implications of health care restructuring for priority setting and topic selection, including the link between national and local approaches to guidelines development.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309046963
Category : Medical
Languages : en
Pages : 163
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Book Description
The problem of deciding which health care technologies to evaluate is urgent. With new technologies proliferating alongside steadily increasing health care costs, it is critical to discriminate among technologies to direct tests and treatments at those who can benefit the most. Given the vast number of clinical problems and technologies to be evaluated, the many months of work required to study just one problem, and the relatively few clinicians with highly developed analytic skills, institutions must set priorities for assessment. This book sets forth criteria and a method that can be used by public agencies such as the Office of Health Technology Assessment (in the U.S. Public Health Service) and by any private organization conducting such work to decide which technologies to assess or reassess.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author: United States. Congress. House. Committee on Science and Technology. Subcommittee on Domestic and International Scientific Planning and Analysis
Publisher:
ISBN:
Category : Government information
Languages : en
Pages : 758
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Author: National Science Foundation (U.S.). Division of Policy Research and Analysis
Publisher:
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Category : Environmental policy
Languages : en
Pages : 276
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Book Description
