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Assessment and Evaluation of Health and Medical Care (UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare)

A comprehensive methods text describing the variety of approaches available in the assessment and evaluation of health and medical care. The text not only describes the principles of randomized controlled trials, case control studies, cohort studies and social surveys but also the value of qualitative methods in gaining an understanding of healthcare. Chapters are also included on the principles and problems of measuring outcomes in terms of patient satisfaction and quality of life, and assessing the economic value of treatments. The specific methodological problems of screening are discussed, and a final chapter outlines the issues surrounding meta-analysis and systematic reviews.

Assessment and Examination in the Secondary School: A Practical Guide for Teachers and Trainers

First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Assessment and Examination in the Secondary School: A Practical Guide for Teachers and Trainers

First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Assessment and Future Directions of Nonlinear Model Predictive Control (Lecture Notes in Control and Information Sciences #358)

Thepastthree decadeshaveseenrapiddevelopmentin the areaofmodelpred- tive control with respect to both theoretical and application aspects. Over these 30 years, model predictive control for linear systems has been widely applied, especially in the area of process control. However, today’s applications often require driving the process over a wide region and close to the boundaries of - erability, while satisfying constraints and achieving near-optimal performance. Consequently, the application of linear control methods does not always lead to satisfactory performance, and here nonlinear methods must be employed. This is one of the reasons why nonlinear model predictive control (NMPC) has - joyed signi?cant attention over the past years,with a number of recent advances on both the theoretical and application frontier. Additionally, the widespread availability and steadily increasing power of today’s computers, as well as the development of specially tailored numerical solution methods for NMPC, bring thepracticalapplicabilityofNMPCwithinreachevenforveryfastsystems.This has led to a series of new, exciting developments, along with new challenges in the area of NMPC.

Assessment and Intervention (Advances in Learning and Behavioral Disabilities #24)

The recent emphasis on accountability in policy and practice for individuals with learning and behavioral disabilities has placed a renewed focus on issues in assessment. However, assessment in itself is of little value unless it leads to more effective and systematic interventions. In this volume, a distinguished group of international authors provide important insights on recent advances on assessment and intervention, and the relation between the two. Included in this volume are chapters on curriculum based measurement and response to intervention, dynamic assessment and working memory, diagnostic accuracy and functional diagnosis, assessment of social behavior, assessment and intervention in reading and writing, assessment and treatment of attention deficit hyperactivity disorder, and assessment and intervention in social and emotional competence and self-determination. Taken together, these chapters provide significant new information that will be of interest to graduate students, clinicians, teachers, and other professionals concerned with effective assessment and intervention for individuals with learning and behavioral disabilities.

Assessment and Intervention for English Language Learners: Translating Research into Practice

This book presents evidence-based practices for appropriate assessment of and school-based services for young English language learners. It identifies and addresses the challenges of assessing and intervening with these students at the curricular, instructional, environmental, and individual levels, particularly the complexities of determining the presence or absence of learning disabilities. Case studies and comparisons with fluent English speakers illustrate the screening and evaluation process – including multi-tier system of supports (MTSS) and response to intervention (RTI) – and proactive intervention planning in core literacy and math domains. Together, these chapters model effective teaching practice, advocacy, and teamwork with parents and colleagues as well as policy development toward meeting the needs of this diverse student population.This invaluable guide:Examines challenges of data collection when working with English language learners.Traces the development of dual-language fluency and competence.Discusses language-acquisition issues affecting oral language assessment.Reviews commonly used assessment and intervention tools in use with English learners.Features specialized chapters relating to reading, writing, and mathematics competencies.Can be used regardless of first language spoken by students.Assessment and Intervention for English Language Learners is an essential resource for researchers, professionals, and graduate students in diverse fields including school and clinical child psychology; assessment, testing, and evaluation; language education; special education; and educational psychology.

Assessment and Intervention for Executive Function Difficulties (School-Based Practice in Action)

In Assessment and Intervention for Executive Function Difficulties, McCloskey, Perkins, and Diviner provide a unique blend of theory, research, and practice that offers clinicians an overarching framework for the concept of executive functions (EFs) in educational settings. The conceptual model of executive functions is detailed, including their role in behavior, learning, and production across all settings. The heart of the book focus on the practical issues involved in the use of assessment tools, tests, report writing, and the implementation and follow-up of targeted interventions using the EF model. Six case studies are introduced in Chapter 1 and followed throughout the book, building understanding of the executive function difficulties of each child, assessment for identifying the difficulties, and interventions for dealing with the difficulties. An additional case study is discussed in detail in one of the concluding chapters, and a companion CD will provide the practitioner with a wealth of assessment forms, parent and teacher handouts, behavior tracking charts, and report/documentation forms.

Assessment and Intervention for Executive Function Difficulties (School-Based Practice in Action)

In Assessment and Intervention for Executive Function Difficulties, McCloskey, Perkins, and Diviner provide a unique blend of theory, research, and practice that offers clinicians an overarching framework for the concept of executive functions (EFs) in educational settings. The conceptual model of executive functions is detailed, including their role in behavior, learning, and production across all settings. The heart of the book focus on the practical issues involved in the use of assessment tools, tests, report writing, and the implementation and follow-up of targeted interventions using the EF model. Six case studies are introduced in Chapter 1 and followed throughout the book, building understanding of the executive function difficulties of each child, assessment for identifying the difficulties, and interventions for dealing with the difficulties. An additional case study is discussed in detail in one of the concluding chapters, and a companion CD will provide the practitioner with a wealth of assessment forms, parent and teacher handouts, behavior tracking charts, and report/documentation forms.

Assessment and Intervention Issues Across the Life Span

This volume evolved from the second life span development conference held at Southern Illinois University entitled "Assessment and Intervention Across the Lifespan." Providing an overview and consideration of important directions for research in areas of assessment and intervention across the lifespan, the presentations covered a variety of topic areas including social ecology, cultural diversity, attitudes about aging, as well as attention, visual, and linguistic skills. This volume consists of chapters based on the conference presentations as well as additional chapters by experts in related specialty areas discussing attachment theory, learning disabilities, and phonological processing. The second conference and volume continue the work of the first conference and its associated earlier volume. The chapters cover important interactions between assessment and intervention for each major developmental period; several emphasize the importance of early assessment and intervention. A common theme found throughout is the critical connection between basic research and practice. The editors hope this book will prove useful not only to researchers, but also to practitioners in related disciplines working with individuals of all ages.

Assessment and Intervention Issues Across the Life Span

This volume evolved from the second life span development conference held at Southern Illinois University entitled "Assessment and Intervention Across the Lifespan." Providing an overview and consideration of important directions for research in areas of assessment and intervention across the lifespan, the presentations covered a variety of topic areas including social ecology, cultural diversity, attitudes about aging, as well as attention, visual, and linguistic skills. This volume consists of chapters based on the conference presentations as well as additional chapters by experts in related specialty areas discussing attachment theory, learning disabilities, and phonological processing. The second conference and volume continue the work of the first conference and its associated earlier volume. The chapters cover important interactions between assessment and intervention for each major developmental period; several emphasize the importance of early assessment and intervention. A common theme found throughout is the critical connection between basic research and practice. The editors hope this book will prove useful not only to researchers, but also to practitioners in related disciplines working with individuals of all ages.

Assessment and Intervention with Children and Adolescents Who Misuse Fire: Practitioner Guide (Programs That Work)

It's surprisingly common for children and adolescents to play with fire and to actually set fires. A single fire has the potential to cause a cascade of serious consequences to children, families, and their community, sometimes with devastating impact. Yet, there is limited practical information and evidence-based advice available to help programs and practitioners with children and adolescents who engage in this behavior. Assessment and Intervention with Children and Adolescents Who Misuse Fire presents practical guidelines to facilitate the clinical assessment and treatment of youth firesetting. Based on nearly four decades of research and intervention experience, the treatment is directed toward reducing any inappropriate involvement in fire or related activities in order to lower the risk for property damage, personal injury, and other adverse consequences associated with these behaviors. This evidence-based intervention provides clinicians with a comprehensive program for school-aged children, early adolescents, and adolescents, and the child and his/her caregiver(s) are both important participants in treatment. The modular approach allows for therapists to be flexible in deciding which topics to cover in order to best meet the needs of children and families. This treatment model encourages more appropriate and safe behaviors in both children/adolescents and their caregivers and provides skills likely to discourage fire involvement. In addition, the materials promote controlling exposure to incendiary materials and opportunities to use fire. The intervention is provided in a single volume, encompassing a practitioner guide, parent workbook, and child/adolescent workbook, including handouts for participating clients.

Assessment and Intervention with Children and Adolescents Who Misuse Fire: Practitioner Guide (Programs That Work)

It's surprisingly common for children and adolescents to play with fire and to actually set fires. A single fire has the potential to cause a cascade of serious consequences to children, families, and their community, sometimes with devastating impact. Yet, there is limited practical information and evidence-based advice available to help programs and practitioners with children and adolescents who engage in this behavior. Assessment and Intervention with Children and Adolescents Who Misuse Fire presents practical guidelines to facilitate the clinical assessment and treatment of youth firesetting. Based on nearly four decades of research and intervention experience, the treatment is directed toward reducing any inappropriate involvement in fire or related activities in order to lower the risk for property damage, personal injury, and other adverse consequences associated with these behaviors. This evidence-based intervention provides clinicians with a comprehensive program for school-aged children, early adolescents, and adolescents, and the child and his/her caregiver(s) are both important participants in treatment. The modular approach allows for therapists to be flexible in deciding which topics to cover in order to best meet the needs of children and families. This treatment model encourages more appropriate and safe behaviors in both children/adolescents and their caregivers and provides skills likely to discourage fire involvement. In addition, the materials promote controlling exposure to incendiary materials and opportunities to use fire. The intervention is provided in a single volume, encompassing a practitioner guide, parent workbook, and child/adolescent workbook, including handouts for participating clients.

Assessment and Intervention with Mothers and Partners Following Child Sexual Abuse: Empowering to Protect

Assessment and Intervention with Mothers and Partners Following Child Sexual Abuse provides child protection professionals with the guidance they need to make the right decisions in cases of suspected or proven sexual abuse and ensure the best outcome for the child.Assessments and interventions used for other forms of abuse, such as physical abuse or neglect, elicit a great deal of information, but do not fully address the issues and needs in relation to child sexual abuse. This book lays out a new model for understanding, assessing and working with mothers of sexually abused children or partners of known or suspected sexual offenders - a model which combines offender knowledge with understanding of mothers and partners. It is structured around the following central critical questions:· Did she know it was happening?· Is she able to protect the child?· What do I need to do to ensure that the child is safe?Combining research and empirical evidence with case studies, exercises and practical guidance, this book is essential reading for child protection professionals working with children and families.

Assessment and Learning

Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning. This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners. With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features: - New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning - Teacher-friendly assessment topics - Practical examples and chapter summaries throughout This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment. John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.

Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations

This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity. This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.

Assessment and Learning in the Primary School

This is an innovative yet practical resource book for teachers, focusing on the classroom and covering vital skills for primary and secondary teachers. The book is strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre. Divided into six units, Ted Wragg addresses important topics such as: * principles and purposes of assessment* written, oral and practical evaluation* self-assessment the 'whole school' approach* staff development and appraisal. The inclusion of practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in primary schools.

Assessment and Learning in the Primary School

This is an innovative yet practical resource book for teachers, focusing on the classroom and covering vital skills for primary and secondary teachers. The book is strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre. Divided into six units, Ted Wragg addresses important topics such as: * principles and purposes of assessment* written, oral and practical evaluation* self-assessment the 'whole school' approach* staff development and appraisal. The inclusion of practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in primary schools.

Assessment and Learning in the Secondary School

Assessment is now regarded as a 'high stakes' issue: schools, teachers, and individual pupils are often judged by the results of national tests and public examinations. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre and involves them sensibly and appropriately in the improvement of teaching and learning. The book is divided into six units where Ted Wragg address topics such as: * principles and purposes of assessment* written, oral and practical evaluation* self-assessment the 'whole school' approach* staff development and appraisal. The inclusion of tried and tested practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in secondary schools. This is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were bestsellers, and these revised second editions will be equally welcomed by teachers eager to improve their teaching skills.

Assessment and Learning in the Secondary School

Assessment is now regarded as a 'high stakes' issue: schools, teachers, and individual pupils are often judged by the results of national tests and public examinations. This book addresses both formal and informal ways of assessing children's work and progress. Pupils' learning is often neglected in the debate, so this book puts what children actually learn right at its centre and involves them sensibly and appropriately in the improvement of teaching and learning. The book is divided into six units where Ted Wragg address topics such as: * principles and purposes of assessment* written, oral and practical evaluation* self-assessment the 'whole school' approach* staff development and appraisal. The inclusion of tried and tested practical activities, discussion topics, photographs, cartoons and case examples makes this a very user-friendly book for both trainee and experienced teachers in secondary schools. This is one of a set of eight innovative yet practical resource books for teachers, focussing on the classroom and covering vital skills for primary and secondary teachers. The books are strongly influenced by the findings of numerous research projects during which hundreds of teachers were observed at work. The first editions of the series were bestsellers, and these revised second editions will be equally welcomed by teachers eager to improve their teaching skills.

Assessment and Learning (PDF)

Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning. This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners. With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features: - New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning - Teacher-friendly assessment topics - Practical examples and chapter summaries throughout This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment. John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.

Assessment and Learning (PDF)

This new and unique text is a major source of practice-based theory on assessment for learning, a formative assessment approach to support individual development and motivate learners. Key areas covered in the book include the practice of assessment for learning in the classroom and its power to enhance, developing and maintaining motivation for learning, drawing on the key messages from research, the role of assessment for learning in teachers, assessment and theories of learning, using up-to-date research to consider the reliability and validity of assessment and to debunk some of the myths about the reliability of assessments external to the classroom. Assessment policies across the four countries of the UK and selected European countries, with a commentary on the assessment context in the US. The book is a hugely important output from the internationally known Assessment Reform Group (ARG), which is influential in the field of assessment and education policy and practice in the UK, with related developments as far afield as Australia, Hong Kong, the US and Canada. The group carries out research in order to reach policy-makers in government, and also works closely with teachers and local authority staff. Assessment and Learning will prove a very valuable resource for a wide variety of people involved in teaching, learning and assessment whether as practitioners, researchers or policy-makers.

Assessment and Management of Emotional and Psychosocial Reactions to Brain Damage and Aphasia

Aims to provide an accessible and practical guide to the assessment, differentiation and clinical management of the emotional and psychosocial problems of aphasic and non-aphasic brain damaged individuals and their families. Current clinical approaches are also considered.

Assessment and Management of Environmental Risks: Cost-efficient Methods and Applications (NATO Science Series: IV: #4)

Managing environmental contamination requires decision makers to weigh eXlstmg risks against the potential effects of implementing environmental policies - considering both the benefits and disruptions that may result from different actions. The NATO Advanced Research Workshop in Lisbon was an important step in the development and application of cost efficient methods of risk assessment especiaIly within the constraints of a budget. The goal of the workshop was to evaluate the potential for risk assessment to serve as a unified and unifying technique in addressing a wide range of environmental problems. Papers presented in this book discuss issues ranging from specific and local studies (specific site, ecosystem, pollutant) to global decision and management frameworks (watersheds, regions, integration of multiple poIlutants and stressors); they develop a range of approaches starting from specific methods to widely applied public policies (Figure 1). The papers show that the use of risk assessment can provide the scientific basis for environmentaIly sound and cost-efficient policies, strategies, and solutions to our environmental chaIlenges. The organization of the Proceedings reflects sessions and discussions during the workshop. The papers in the introductory Chapter summarize the positions of Drs. Glenn Suter (EPA) and Jim Wilson (Resources for the Future) regarding whether the use of often-expensive risk assessments in developing countries can be justified, given evolving regulatory institutions and limited resources.

Assessment and Management of Hepatobiliary Disease

Assessment and Management of Plant Invasions (Springer Series on Environmental Management)

Biological invasion of native plant communities is a high-priority problem in the field of environmental management. Resource managers, biologists, and all those involved in plant communities must consider ecological interactions when assessing both the effects of plant invasion and the long-term effects of management. Sections of the book cover human perceptions of invading plants, assessment of ecological interactions, direct management, and regulation and advocacy. It also includes an appendix with descriptive data for many of the worst weeds.