The Investigation of the Effects of Authentic Assessment Approach on Prospective Teachers’ Problem-Solving Skills
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
<p class="apa">The<strong> </strong>purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the department were randomly assigned as experimental group (Group B) and control group (Group A). The experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly performance assessment, and student journals were used in the experimental group. Meanwhile, control group activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the pre-test and post-test results of the experimental group indicate a statistically significant positive difference for the post-test, the difference between pre- and post-test results for the control groups were not found to be statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of experimental and control groups indicated a statistically significant positive difference in favor of experimental group.</p>
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 | 0.001 | 0.004 |
| 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 | 0.000 |
| 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