Use the guide’s separate rate, initial-value, representation and comparison criteria. Quote or describe what the learner did; probe unclear reasoning before choosing a route.
| Record | Teacher notes |
|---|---|
| Target and task used | |
| Actual explanation or work | |
| What is sound; what remains uncertain | |
| Help, calculator, response mode or answer exposure | |
| Neutral question and response | |
| Chosen teaching file and reason | |
| Different unused next task and timing | |
| New evidence and qualified next decision |
A correct number alone may not establish the requested reasoning. A correct explanation with a calculation slip is different evidence from a wrong model. Record those differences. Multiple questions in one model are not independent confirmations.