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
05–81 Aguado, Karin (U of Bielefeld, Germany). Evaluation fremdsprachlicher Wortschatz-kompetenz: Funktionen, Prinzipien, Charakteristika, Desiderate [Evolution of foreign vocabulary competence: functions, principles, characteristics and deficits]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 231–250. 05–82 Hansen, Eric, G. (ETS, Princeton, USA; ehansen@ets.org ), Mislevy, Robert, J., Steinberg, Linda, S., Lee, Moon, J. & Forer, Douglas, C. Accessibility of tests for individuals with disabilities within a validity framework . System (Oxford, UK) 33 .1 (2005), 107–133. 05–83 Ingram, David (Melbourne U Private, Australia; d.ingram@muprivate.edu.au ). Towards more authenticity in language testing . Babel-Journal of the AFMLTA (Queensland, Australia) 39 .2(2004), 16–24. 05–84 Latham, Dorothy (Independent Education Consultant, UK). Speaking, listening and learning: a rationale for the Speaking and Listening Profile . English in Education (Sheffield, UK) 39 .1 (2005)60–74. 05–85 Spratt, Mary (Cambridge, UK). Washback and the classroom: the implications for teaching and learning of studies of washback from exams . Language Teaching Research (London, UK) 9 .1 (2005), 5–29. 05–86 Suzuki, Manami & Daza, Carolina (OISE, Toronto, Canada; msusuki@oise.utoronto.ca ). A review of the reading section of the TOEIC . TESL Canada Journal (Burnaby, Canada) 22 .1 (2004), 16–24. 05–87 Weaver, Chris & Romanko. Rick (Tokyo U of Agriculture and Technology, Japan). Assessing oral communication competence in a university entrance examination . The Language Teacher (Kyoto, Japan) 29 .1 (2005), 3–9.
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 | 0.001 |
| 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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