De-duotanging Core French: Case study of a Digital Learning Space Portfolio in a Grade 8 Classroom
Bibliographic record
Abstract
This case study explored the use of a digital learning space portfolio by Grade 8 French as a Second Language (FSL) students. The focus of this study was on the meaning students assigned to the use of the digital learning space portfolios and how their perceptions of themselves as FSL learners changed while using the system. The study addresses the existing gap in the literature. The digital learning space portfolio was created based on the needs of adolescent learners as identified in the literature. The literature also suggests that embedding assessment and learning in one place, that is accessible to all, improves student engagement. The study took place at a rural school in Eastern Ontario and included fourteen students, six male and eight female. The results indicate that students had positive experiences using the digital learning space portfolio which supported student participation in the FSL classroom. In addition, the students reported positive perceptions of themselves as FSL learners while they were engaged in using the tool. The results also indicate that the teacher was integral in developing and modelling positive use of the digital learning space portfolio. Further research regarding the use of the digital learning space portfolio in other disciplines and at other grade levels should focus on teacher support to ensure successful use of these types of tools in education.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 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".