Consumers — besides being unable at times to process many complex options — can not always accurately
assess differences in quality.
Not exact matches
They should exercise caution
in markets characterized by consumers» limited ability to accurately
assess quality differences and imperfect information.
And if there are
differences, it allows the students to discuss the merits of different approaches.117 Providing sample or model email responses for students to review after class can allow students to self -
assess their work and to improve for future email tasks.118 But students may struggle to understand what separates the
quality of their work from the
quality reflected
in the model.119 So giving students multiple, annotated responses that highlight the positive aspects of the model and giving students the chance to review the model answers
in groups can maximize the chances that students can learn from model answers.120 And a checklist or grading rubric can be another useful tool — either for the professor to effectively and efficiently
assess student learning outcomes or for students to self -
assess their own learning.121
We estimated two multilevel models
assessing differences in positive
quality and negative
quality.
We plan to: (a) identify high risk adolescents based on elevated scores on a screening measure of depressive symptoms that is delivered
in primary care; (b) recruit 400 (200 per site) of these at - risk adolescents to be randomized into either the CATCH - IT or the Educational group; and (c)
assess outcomes at 2, 6, 12, 18 and 24 months post intake on measures of depressive symptoms, depressive diagnoses, other mental disorders, and on measures of role impairment
in education,
quality of life, attainment of educational milestones, and family functioning; and to examine predictors of intervention response, and potential ethnic and cultural
differences in intervention response.