The Evolving Culture of Large-Scale Assessments in Canadian Education.
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
In recent years, an increase in the number of large-scale assessment programs in Canada has been observed. However, due to the provincial/territorial control of education throughout Canada, the format and purposes of these assessment programs vary. The central purpose of this study was to document the format and explicit purposes of the current large-scale assessment programs in each of Canada’s ten provinces and three territories. Through document analysis of publicly accessible policy documents, examination of Ministry websites, and telephone interviews with Ministry of Education officials, specific and general characteristics and purposes of large-scale assessment practices in Canada were obtained and analyzed. This analysis provided an opportunity to examine the commonalities and variations in the frameworks guiding the current large-scale assessment culture that is evolving in Canada. Assessment programs were categorized by their explicit purposes as they related to the functions of accountability, gatekeeping, instructional diagnosis, and monitoring student achievement over time.
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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it