Assessment for learning in the teaching of traditional Newfoundland craft
Bibliographic record
Abstract
Educational institutions are striving to adapt to critical economic, environmental, and social challenges (CMEC, 2013; National Research Council, 2012; NL Department of Education, 2012). Yet, in this very dynamic context, classroom assessment practices remain entrenched in a traditional Eurocentric feedback loop contingent on standards, measurement, and reporting of fixed criteria (Reeves, 2011; Marzano, 2010). This work emerges from these tensions and continues an ongoing investigation into assessment practices through an exploration of alternative approaches to teaching and learning relationships; specifically, the role of assessment and feedback while learning traditional activities in holistic and authentic settings. As part of a larger study investigating feedback during teaching in learning in traditional contexts, this work specifically regards feedback during the teaching of a traditional skill, rug hooking, to primary aged children. Video recordings of authentic learning moments will be analyzed using socio-semiotics (analysis of verbal and non-verbal communication) paying particular attention to the principles outlined in the Nunavut Inuit Ilitaunnikuliriniq Assessment Framework (Government of Nunavut, 2008) and a conventional formative assessment model (Stiggins, 2017).
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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 | 0.002 | 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 | 0.001 | 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 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".