Editorial: Practitioner Research in Higher Education, 10 (1)
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
This special edition of Practitioner Research in Higher Education emanates from papers presented at the 5th International Assessment in Higher Education Conference (https://aheconference.com/ahe-conference-2015) held in Birmingham, England, during June 2015. The biennial conference brought together practitioners and researchers to share their work and discuss current issues; aiding our understanding and the development of practice of assessment in higher education. The wide range of assessment areas explored at the conference included institutional change, diversity and inclusion, programme level assessment, students’ experiences of and responses to assessment and the assessment literacy of students and tutors. Master classes and keynote presentations by acknowledged experts in the field were complemented by papers and interactive posters from delegates. This provided a wealth of evidence that explored issues at national, institutional and grass-roots levels across many disciplines and phases. Presenters challenged current practices while offering developments to assessment policy and practice that would benefit higher education learners, leaders and teachers. International commonalities and variations in assessment were brought to the fore through the work of colleagues from Ireland, USA, Italy, Canada, Mexico, Australia, The Netherlands, Hong Kong, South Africa, Denmark, Vietnam, Spain, Sweden, Croatia, Norway, Scotland, Northern Ireland, Japan, Austria, New Zealand, Belgium and England. The range and diversity of the conference’s discussion continues within the 17 articles presented here.
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 | 0.000 | 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) | 0.309 | 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