Teacher-based reactivity to provincial large-scale assessment in Canada
Notice bibliographique
Résumé
The roots of accountability pg.1.1.2International pressures pg. 1. 1.3 Other purposes of assessments pg. 1. 1.4 The limits of tests pg.1.1.5Changes in instruction pg.1.1.6Opportunity cost pg.1.2 Research questions pg.1.3 Motivation pg.1.4 Canadian context pg.1.4.1 National demographic information pg.1.4.2Provincial demographic information pg.1.5 Charts pg.Chapter 2 2.1 Introduction pg.2.1 Mixed methods pg.2.2 Surveys pg.2.3 Survey sampling pg.2.4 Other potential errors pg.2.5 Survey data analysis pg. 2.6 Interviews pg.2.7 Canadian context pg.2.8 Conceptual framework pg.2.9 Charts pg. Chapter 3I also had the good fortune to have a supportive, encouraging, and uncompromising supervisory team.Dr. Jo Ritzen was my thesis promoter and brought both a wealth of knowledge and practical suggestions to my aid.I could not have asked for a better promoter.Dr. Louis Volante took a place on the team after the work had taken on much of its current shape, yet his advice on how to improve the work for academic publication and his insights into the topic itself were enlightening and welcome.Dr. Jan van den Brakel also starting working with me later in the project and I think I relied on his econometric expertise most of all.While I know my way around schools and have a fairly good handle on this topic, the analysis of the data was something I had to learn to do, and Jan was the unfortunate soul tasked with answering all of my questions.Thank you, Jan, for sharing some of your knowledge but especially for your patience.I should mention that the other GPAC fellows were a limitless source of strength, experience and friendship.Ana, Corrine, Rafa, Camillo, Shellie, Casty, Hoda and Corinne all started with me in March 2012, and all of us have stuck through the hard moments to see our work progress.Without their kindness and enthusiasm, this would not have nearly so engaging a journey.Even those whose paths eventually diverged from GPAC, Rron, Alexis and Daniel, made the experience richer and I am thankful for the time they were there.I will really miss these twice-yearly trips to be with friends, to get lots of great ideas, and to try some of the local beer.This whole study rests on the voluntary participation of teachers, and for this reason the professional educators across Canada deserve some recognition.Teachers only ever had a chance to participate if the school administrator agreed to distribute my survey, so principals and vice principals also earn a nod.Even those who said 'no' often did so for reasons I respect, so hat's off to them all.The staffs at several school districts and divisions were responsible for deciding whether or not to grant me access to school administrators, and I am indebted to them for allowing this study to be done at all.I will admit now that I really had no idea what I was signing on for when I joined this program.A PhD seemed like simply the next logical step after a Master's, but it turned out to be much more.No preparations beyond a good academic standing and having good work habits are required for university study even up to the graduate level.Yet these criteria proved to be necessary but not sufficient for PhD work.I think that the combination of rigour and long-term nature of the PhD demands more than the more basic skill set in order to see success.You need, in the end, more support and forgiveness from your friends, your family and from those kinds spirits you meet along the road.To all of you, I give my sincere thanks. Introduction to the topic1.1 of a chosen jurisdiction (SHAPE International School in Belgium and AFNORTH International School in Germany both follow the guidelines of the Department of National Defence's "Schools Overseas" program and offer courses based on the Ontario curriculum).16 Canada is a nation that has two official languages with the majority of Canadians (79.4%) acknowledging that English (of the two official choices) is their primary language whereas 20.6% indicate French is their primary tongue.The French-speaking population is centered in Québec and the largest population of Francophones outside Québec lives in New Brunswick.Public schools instruct in either English or French, and even though for this study only English language schools were considered, there are 6.5 million Canadians for whom French or English is not their first language.17
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,029 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,005 | 0,001 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».