MétaCan
Menu
Back to cohort

The Rise of Competency-Based Education: A Deconstructionist Analysis

2018· article· en· W231020210 on OpenAlexaff
Kris Magnusson, John W. Osborne

Bibliographic record

VenueJournal of educational thought. · 2018
Typearticle
Languageen
FieldSocial Sciences
TopicHigher Education Learning Practices
Canadian institutionsUniversity of AlbertaUniversity of Calgary
Fundersnot available
KeywordsPedagogySociologyPsychologyMathematics education

Abstract

fetched live from OpenAlex

In this paper, the authors present a deconstructionist perspective of Competency-Based Educational (CBE) technology. First, the historical context for CBE growth is traced with an emphasis on political and philosophical considerations. This context is then used as a focal point for identifying the mechanisms of power and knowledge that form the constituent elements of CBE technology. The authors conclude with a discussion of the impact of the implementation of CBE technology at the personal, institutional, and social levels.

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)0.008
metaresearch head score (Gemma)0.007
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.010
Threshold uncertainty score0.069

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0080.007
Meta-epidemiology (narrow)0.0010.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0040.002
Science and technology studies0.0040.049
Scholarly communication0.0100.011
Open science0.0010.006
Research integrity0.0020.006
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 head0.017
GPT teacher head0.395
Teacher spread0.378 · 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.

The models applied no category: nothing in the taxonomy fit this work.
Study designTheoretical or conceptual
Domainnot available
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

Citations21
Published2018
Admission routes1
Has abstractyes

Explore more

Same venueJournal of educational thought.Same topicHigher Education Learning PracticesFrench-language works237,207