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
Abstract This paper reports on an analysis of qualitative data accrued across four research studies that addressed the experiences of field instructors in evaluating students and providing corrective feedback when necessary. Findings suggest that while tools for field evaluation are increasingly attempting to provide standardized, objective, and “impartial” measures of performance, these evaluations nevertheless occur within a professional and relational context that may undermine their value. As social workers, field instructors are guided by the professional values of respecting diversity, focusing on strengths and empowerment, advocating for vulnerable individuals, and valuing relationships as avenues for growth and change. By placing field instructors in a gatekeeping role, the university requires them to advocate for particular normative standards of professional behavior and to record a negative evaluation for a student who fails to achieve or adhere to these normative standards. Such activities can be in direct conflict with social workers' personal and professional values, thereby creating a disquieting paradox for the field instructor. Models of student evaluation must consider the influence of this conflict on the field instructor's ability to fulfill the role of professional gatekeeper and must find new ways of addressing the problematic student.
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 | 0.011 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
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