Evaluating the processes and outcomes of vocational counselling: An action theory perspective
Bibliographic record
Abstract
In the context of current research in, and calls for, evidence-based practice, an action theory perspective is proposed for the evaluation of vocational counselling and other career guidance interventions. The proposition of an action theory perspective, which is based on the common understanding of human experience as being goal-directed, is made in light of several issues in the philosophy of science relevant to evaluation, including the role accorded common sense, the tension between evaluating processes and outcomes, how meaning is represented, how quality is judged, and the place of the intentionality of human agents. The specifics of this integrative approach for evaluation include the continuity of action, project, and career, as well as goals, functional steps, and behavioural and other elements that comprise them. These systems operate in vocational counselling itself, as well as in other systems of which counselling is a part. The research evidence on vocational counselling reflects the goal-directed processes that the perspective enunciates.
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How this classification was reachedexpand
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 | 0.002 | 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) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".