Instruction-Based Action Guidelines Built on Bloom's Revised Framework: Setting Objectives for Entrepreneurship Teaching
Bibliographic record
Abstract
Abstract Bloom's revised framework is used to develop action guidelines for teaching, learning and assessing entrepreneurial skills. A tutorial on idea generation, a precursor to opportunity recognition, is used as the exemplar. Distinctions are made between global, educational and instructional objectives and detailed examples are provided. Amabile's linkage of creativity, innovation and entrepreneurship is married with work in creative problem solving in creating the idea generation tutorial. The guidelines distill a small number of key concepts, convert key concepts into word pictures, link process instructions to key concepts, and provide indicative rather than prescriptive application scenarios and are intended for publication in the third stream of entrepreneurship research identified by Hindle, Anderson and Gibson in the November 2004 issue of the Journal for Small Business and Entrepreneurship. Sommaire La structure révisée de Bloom sert à développer des directives d'action pour enseigner, apprendre et évaluer les habiletés entrepreneuriales. On prend ici comme modèle un tutoriel sur la recherche d'idées, précurseur de l'identification d'opportunités. On distingue entre objectifs globaux, éducatifs et pédagogiques, et des exemples détaillés sont fournis. Pour le tutoriel sur la recherche d'idées, le lien qu'Amabile crée entre créativité, innovation et entrepreneuriat est joint aux travaux portant sur la résolution créative de problèmes. Les directives distillent un petit nombre de concepts-clés, convertissent ceux-ci en descriptions vivantes, relient les consignes de marche à suivre aux concepts-clés, et fournissent des scénarios de mise en place indicatifs plutôt que prescriptifs. Publication suivra dans la troisième vague de recherche entrepreneuriale identifiée par Hindle, Anderson et Gibson dans le numéro de novembre 2004 du Journal des petites entreprises et de l'entrepreneuriat.
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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 | 0.003 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".