Promoting Inclusive Education Practices Ii Elementary School Through Formative Assessment
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
Following the 2003 curricular reform, assessment in Quebec has been governed by three overarching values: justice, equality, and equity (MEQ, 2003). Those values find their origin in inclusive education, which promotes a competency-based assessment and the success of all students (Akkari and Barry, 2018). However, with the return to numerical results, research has shown that teachers still favoured a summative assessment approach thus failing to uphold the core values of the programme (Hadji, 2015; Issaieva and Crahay, 2010). Consequently, teachers' evaluation practices still classify students as "good" or "bad" depending on their results. How can this situation be modified? In order to find answers to this problem, collaborative research (Desgagné, 2001) with seven elementary school teachers was realized from 2016 to 2018. The results of the focus-groups identified avenues to develop a more inclusive form of assessment. This article offers a reflection on the importance of teachers’ understanding of disciplinary epistemology as the key to gaining greater freedom in assessment practices and thus promoting a more inclusive form of assessment.
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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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.002 | 0.015 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.019 | 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