Equity, Standardization, and Educators’ Perspectives on the Enactment of Large-Scale Standardized Testing: A Case Study of Urban Schools in Ontario, Canada
Bibliographic record
Abstract
This paper focuses on the perspectives and experiences of teachers in urban high schools in relation to performance-based accountability systems in Ontario, Canada. Drawing on policy enactment theory to capture how standardized testing policies are taken up by teachers, we seek to conceptualize teachers as front-line policy enactors who play a significant role in the policy process. We capture the complex and differentiated responses to testing policies that teachers in our study took by drawing on the typology of policy actors developed by Ball, Maguire and Braun (2012) that positions teachers as narrators, enthusiasts, critics, and receivers of policy. This typology is used as a heuristic device to structure the detailed description of policy actors’ work that emerged from our data. This paper provides significant insight into the implications of large-scale standardized testing policies for educators and equity-deserving students from the perspectives of urban educators.
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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 | 0.003 | 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 | 0.000 | 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 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".