Differential Bundle Functioning on Mathematics and Science Achievement Tests: A Small Step Toward Understanding Differential Performance
Bibliographic record
Abstract
Almost all of the provinces and territories in Canada have an educational assessment program. These assessment programs are used to evaluate student performance on well-defined learning objectives put forth by the educational departments or ministries in each province. Alberta Learning, for example, measures student achievement in Grade 3, 6, and 9 in the content areas of Language Arts, Mathematics, Science, and Social Studies. Teachers are encouraged to include these scores for grading students and school results are frequently reported in local newspapers. In some cases, these tests account for a substantial percentage of a student’s final course Grade. In British Columbia, the Grade 12 provincial examinations include over 19 subject areas (the highest found in Canada) with the exams being worth 40 % of the student’s final course grade. In Alberta, diploma examinations are administered in 11 subject areas at the Grade 12 level and account for 50 % of the student’s final course grade. The results of these tests are used to ensure that the province-wide standards are being met (Lafleur & Ireland, 1999). Universities also use these provincial exam scores for selection purposes. It is here where a single test score can have an important effect on a student since these scores contribute to the selection decisions at many universities. Consequently, test developers must ensure that their examinations are fair for all students.
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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 | 0.000 | 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 | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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".