Edu 508 Week 8 Assignment Literature Matrix

Edu508week 8 Assignment Literature Matrixjane Doeedu 508professors

List each article from your Annotated Bibliography. Break down information from each article, listing its Author, Source, and two to four (2–4) sentences summarizing key points.

Author | Source | Key points

1. Author’s First and Last Name. Year of Publication. Title of the Article (Textbook). Hyperlink or Permalink from the Online Strayer Library.

2. Author’s First and Last Name. Year of Publication. Title of the Article (Textbook). Hyperlink or Permalink from the Online Strayer Library.

3. Author’s First and Last Name. Year of Publication. Title of the Article (Textbook). Hyperlink or Permalink from the Online Strayer Library.

4. Author’s First and Last Name. Year of Publication. Title of the Article (Textbook). Hyperlink or Permalink from the Online Strayer Library.

5. Author’s First and Last Name. Year of Publication. Title of the Article (Textbook). Hyperlink or Permalink from the Online Strayer Library.

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Paper For Above instruction

The evaluation and understanding of scholarly articles are vital components in constructing a comprehensive literature review within academic research. The process involves identifying key themes, methodologies, findings, and implications presented by authors, which serve as a foundation for identifying gaps, pattern recognition, and developing a cohesive framework for further study (Booth, Sutton, & Pollard, 2016). In this paper, key insights from five significant articles relevant to healthcare reimbursement, standardized testing, and educational assessment are synthesized to illustrate the interconnectedness of these subjects within their respective disciplines.

Analysis of Selected Articles

The first article, authored by Casto and White (2021), underscores the importance of accuracy and efficiency in healthcare reimbursement through the use of electronic platforms such as computer-assisted coding. Their examination emphasizes that leveraging automation not only enhances compliance with billing policies but also minimizes fraudulent practices by promoting precision in coding activities. Such technological integration aligns with the broader goal of maintaining integrity within the revenue cycle, which is critical for organizational financial health.

Thaifur et al. (2021) contribute to this discourse by systematically reviewing methods to detect healthcare fraud, including billing anomalies. Their findings advocate for comprehensive compliance programs coupled with advanced automated tools, which can proactively identify fraudulent activities. The authors highlight that training and competency validation, especially concerning fraud awareness, are crucial components of an effective compliance strategy. Combining these insights emphasizes that organizations should adopt a multi-faceted approach that integrates technology and staff education to mitigate billing fraud.

In the context of healthcare organizations, Blake (2024) discusses the importance of root cause analysis (RCA) in addressing billing errors and fraud. Blake advocates that RCA can serve as a powerful tool to uncover underlying systemic issues such as training deficiencies or electronic health record challenges. Implementing targeted corrective measures based on RCA findings can prevent recurrence, thus safeguarding organizational reputation and financial stability. This perspective complements the previous articles by emphasizing the need for continuous quality improvement through systematic problem-solving techniques.

Beyond healthcare, the articles by Knoester and Au (2017), Himelfarb (2019), Wai et al. (2018), Polleck and Jeffery (2017), and Westphal et al. (2021) delve into standardized testing's role within education, exploring its historical development, measurement theories, and societal impacts. Knoester and Au explore how high-stakes standardized testing exacerbates racial and socioeconomic segregation, stressing that policy decisions around testing influence social inequality. Their findings serve as a critical reminder that assessment tools have broader societal implications that extend beyond academic measurement.

Himelfarb (2019) offers a comprehensive primer on testing methodologies, including classical test theory and item response theory, providing a foundational understanding for educators and researchers involved in evaluating standardized assessments. Wai et al. (2018) stress the use of cognitive ability measures derived from test scores in shaping education policy, emphasizing the necessity of nuanced interpretations of test data. Such insights highlight the importance of methodological rigor when utilizing test scores for high-stakes decisions.

Polleck and Jeffery (2017) analyze how curriculum standards like the Common Core impact test design, with focus on content alignment and instructional outcomes. Their case study illustrates the tangible effects policy shifts have on testing practices, which directly influence educational equity and access. Finally, Westphal et al. (2021) examine the correlation between teacher grades, student personality traits, and test scores, illuminating the multifaceted nature of assessment outcomes and suggesting that non-cognitive factors also play a role in academic achievement (Westphal et al., 2021).

Overall, the reviewed literature collectively emphasizes the importance of accuracy, ethical practices, and systemic improvements in their respective fields. Whether it involves refining healthcare billing procedures or scrutinizing the societal implications of standardized testing, a recurring theme underscores the significance of data integrity, methodological rigor, and continuous quality improvement. Future research should focus on integrating technological advancements with policy frameworks to enhance compliance, fairness, and effectiveness across disciplines.

References

• Booth, A., Sutton, A., & Pollard, K. (2016). Systematic approaches to evidence synthesis. In Systematic Approaches to Evidence Synthesis. SAGE Publications.
• Casto, A., & White, S. (2021). Principles of healthcare reimbursement and revenue cycle management (7th ed.). American Health Information Management Association.
• Thaifur, A. R., Maidin, M., Sidin, A., & Razak, A. (2021). How to detect healthcare fraud? “A systematic review”. Gaceta Sanitaria, 35, S441–S449.
• Blake, S. (2024). Root out the cause of errors with RCA. AAPC Knowledge Center.
• Knoester, M., & Au, W. (2017). Standardized testing and school segregation: Like tinder for fire? Race Ethnicity and Education, 20(1), 1-14.
• Himelfarb, I. (2019). A primer on standardized testing: History, measurement, classical test theory, item response theory, and equating. Journal of Chiropractic Education, 33(2).
• Wai, J., Brown, M. I., & Chabris, C. F. (2018). Using standardized test scores to include general cognitive ability in education research and policy. Journal of Intelligence, 6(3), 37.
• Polleck, J. N., & Jeffery, J. V. (2017). Common Core standards and their impact on standardized test design: A New York case study. High School Journal, 101(1).
• Westphal, A., Vock, M., & Kretschmann, J. (2021). Unraveling the relationship between teacher-assigned grades, student personality, and standardized test scores. Frontiers in Psychology, 12, 627440.