Revisioning the potential of Freire’s principles of assessment: Influences on the art of assessment in open and online learning through blogging
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
When the art of assessment in online and distributed learning is grounded in Freirean writings, instructors have the opportunity to craft a nuanced and layered learning environment where the potential for critical consciousness is enhanced through carefully codesigned assessment strategies. Patton (2017) summarized 10 pedagogical principles based on the writings of Freire, which he determined relevant as a result of their connection to critical pedagogy of evaluation. We explore a revisioning of those principles: using evaluative thinking to cultivate critical consciousness; learning resides in communities, not just individuals; critical pedagogy must be dialogical and interactive; assessment should integrate reflection, action, thinking, and emotion; and critical consciousness is co-intentional, focusing on process and product. We use them as a framework to describe what we call Freirean principles of assessment, through the application of student blogs within online and distributed assessment practices. Our intention is to share the potential of blogging, in connection with Freirean principles of assessment, when considering open assessment in higher education.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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