Does it Matter with What I Write? Comparing Performance on Paper, Computer and Portable Writing Devices
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The mode of administration effects reported here and in previous studies (Russell, 1999; Russell and Haney, 1997) highlight a complicated challenge testing programs must overcome as they continue to use tests containing open-ended items to make inferences about student and school achievement. To reduce the mode of administration effect, state testing programs should consider allowing students to select the mode by which open-ended responses are composed. For the past decade, the Province of Alberta has employed this strategy for its graduation testing program (Alberta Learning, 2000). Over the past five years, the province has seen the percentage of students opting to perform the English, Social Studies, Biology and French tests on computer increase from 6.7% in 1996 to 24.5% in 2000. Within high schools, the percentage of students opting to perform the test on a computer ranges from 0 to 80% (Sakyi, 2000).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it