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Formative Evaluation Following BEd Program Revisions: Background and Insights

2001· article· en· W153920091 on OpenAlexaffvenueabout
Fern Snart, Al MacKay

Bibliographic record

VenueAlberta Journal of Educational Research · 2001
Typearticle
Languageen
FieldDecision Sciences
TopicEvaluation and Performance Assessment
Canadian institutionsUniversity of Alberta
Fundersnot available
KeywordsFormative assessmentPsychologyMathematics educationPedagogyMedical educationMedicine

Abstract

fetched live from OpenAlex

The value of ongoing evaluative feedback in undergraduate education programs is exemplified in this article, with a particular focus on program revision and the relevance and impact of contextual variables throughout the change process. Revision of the Bachelor of Education (BEd) program at the University of Alberta from a four-year to a "one plus three" delivery model is described, including the results of an initial formative evaluation of one component of the program. Points of consideration are suggested for others considering program revisions in faculties of education or other university faculties.

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.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.120
metaresearch head score (Gemma)0.232
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesMetaresearch
Consensus categoriesnone
DomainCandidate signal: Evaluation · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.880
Threshold uncertainty score0.637

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.1200.232
Meta-epidemiology (narrow)0.0010.001
Meta-epidemiology (broad)0.0010.001
Bibliometrics0.0030.002
Science and technology studies0.0020.002
Scholarly communication0.0050.003
Open science0.0020.003
Research integrity0.0010.002
Insufficient payload (model declined to judge)0.0020.000

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.

Opus teacher head0.545
GPT teacher head0.646
Teacher spread0.101 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

Study designObservational
DomainEvaluation
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations1
Published2001
Admission routes3
Has abstractyes

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