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One major point of pushback to using test scores in teacher evaluations has been the concern that such tools, known as value-added measures, reflect student demographics more than a teacher's ability, and penalize teachers who take on more difficult students.
The response to the problem of poor quality context specific economic evaluations has been the arrival of the generalized cost-effectiveness analysis (CEA) [ 56].
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These evaluations have been the only evaluations of preventive services carried out nation-wide and provide information on the progress and effectiveness of the program over its 15 years of existence [ 7- 9].
Its evaluation has been the goal of considerable research, and subject to considerable controversy (for example [ 1*, 2*]).
A cross-cutting theme from discourses on the role of an assessment tool in partnership evaluation has been the importance of reflecting the context in which the partnership operates [ 59, 60, 62, 64, 85].
For many years the World Health Organization criteria for treatment response evaluation have been the criteria used by most oncologists and in most clinical trials [ 2].
Stochastic approach for the neutronic evaluations has been adopted.
After secondary evaluations have been completed, the factor structure of the PSYCa 3 6, corresponding to different clinical conditions should be investigated.
Our evaluation has been focused the on the multi-topic assignment problem.
Thus the requirement for ever greater restrictions in intervention evaluations had been questioned and the suitability of the RCT in the evaluation of community development interventions re-assessed.
Hence, the traditional role of the research programme evaluations have been to legitimate the past research activities.
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