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Electroconvulsive therapy (ECT) is a controversial therapy used to treat certain mental illnesses such as major depressive disorder, schizophrenia, depressed bipolar disorder, manic excitement, and catatonia. [1] These disorders are difficult to live with and often very difficult to treat, leaving individuals suffering for long periods of time.
Electroconvulsive therapy is not a required subject in US medical schools and not a required skill in psychiatric residency training. Privileging for ECT practice at institutions is a local option: no national certification standards are established, and no ECT-specific continuing training experiences are required of ECT practitioners. [111]
The guidelines summarised the current state of knowledge about ECT, set standards for its administration and discussed aspects of consent. ECT was, the guidelines concluded, an effective treatment for endogenous depression. There was less certainty about its value in mania, and little evidence for its usefulness in schizophrenia.
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
The 2014 edition is the 7th edition of The Standards, and it shares the exact same names as the 1985 and 1999 editions. [3] Technical recommendations for psychological tests and diagnostic techniques: A preliminary proposal (1952) and Technical recommendations for psychological tests and diagnostic techniques (1954) editions were quite brief.
Proposition 4: Teachers think systematically about their practice and learn from experience; Proposition 5: Teachers are members of learning communities; The National Board publishes standards of “accomplished teaching” for 25 certificate areas [5] and developmental levels for pre-K through 12th grade. These standards were developed and ...
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. [1] [2] Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
Evidence-based assessment is a component of the broader movement towards evidence-based practices. The concept of evidence-based assessment originated in the field of medicine , [ 3 ] and has since been adopted in several other disciplines, notably clinical psychology .