The development of EFL examinations in Haiti: Collaboration and language assessment literacy development
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
Research was conducted during the delivery of a series of workshops on language assessment with Haitian teachers in the spring of 2013. The final products of these workshops were several revised national English examinations presented to the Haitian Ministry of Education and Professional Training (MENFP). The research goal was to examine the language assessment literacy (LAL) development of both teachers and language assessment specialists during this collaboration. Data included the compiled feedback from Haitian teachers on draft examinations during the workshops, as well as survey and interview responses immediately following the workshops. Results reveal the complementary expertise of teachers and specialists, which facilitated LAL development by both parties. Results also identified challenges in collaborative decision making and consensus building to be addressed in future projects.
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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 | 0.003 |
| 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