Education OS — D/L/T Diagnostic Specification (Plain Text)

Version: v1.0 (Public Protocol)
Status: Canonical / Copy-Paste Ready for Webpage
Owner Concept: eduKate Education OS

Purpose

This page defines the Education OS diagnostic protocol using the D/L/T scoring model:

  • Depth (D) = real construction and understanding
  • Load (L) = stability under time/pressure/fatigue
  • Transfer (T) = adaptability to new formats/contexts

The goal is to convert vague labels (“lazy”, “careless”, “weak”, “can’t focus”) into a precise failure signature that can be repaired with targeted loops.

Education OS treats learning as a closed-loop system:

Scan → Diagnose → Repair → Retest → Upgrade → Repeat

What This Diagnostic Produces

At the end of this protocol, you will have:

  1. A D/L/T score (1–5 for each axis)
  2. A dominant failure signature, such as:
  • D-FAIL dominant
  • L-FAIL dominant
  • T-FAIL dominant
  • Mixed failure (D+L, L+T, D+T, or D+L+T)
  1. The correct repair loop to run next.

Definitions (Canonical)

Depth (D)

Depth is the ability to build the skill from first principles without copying.

Depth is present when a learner can:

  • explain the concept in their own words
  • recreate the method without notes
  • show why each step exists
  • catch and correct misconceptions

Depth failure means: the architecture is missing or unstable.

Load (L)

Load is the ability to perform under constraints: time, stress, fatigue, speed, and exam conditions.

Load is present when a learner can:

  • maintain accuracy when timed
  • stay stable across multiple questions
  • avoid panic, blanking, rushing, or collapse
  • reproduce performance consistently

Load failure means: the skill collapses under pressure.

Transfer (T)

Transfer is the ability to adapt the skill to new formats, unfamiliar contexts, and variations.

Transfer is present when a learner can:

  • solve unfamiliar question types
  • handle “twist” problems
  • apply the same concept in a new setting
  • generalize beyond memorized patterns

Transfer failure means: the skill is brittle and cannot generalize.

Scoring Scale (1–5)

Score each axis using this scale:

5 = Stable Mastery
Accurate, consistent, fast enough, adaptable, explainable.

4 = Functional Competence
Mostly correct, occasional gaps, can handle mild variations.

3 = Fragile Competence
Works only in familiar forms; errors spike under time or novelty.

2 = Weak Capability
Frequent errors, unstable method, cannot adapt, performance inconsistent.

1 = Collapse State
Cannot perform independently; panic/blanking; cannot explain; cannot transfer.

Required Inputs (Minimal)

You only need:

  • One topic/skill to test (e.g., fractions, comprehension inference, algebraic manipulation, essay writing)
  • 10–15 minutes
  • Any basic question set (worksheet, textbook, past paper, or even teacher-made questions)

This diagnostic works for:

  • primary students
  • secondary students
  • adults
  • any profession skill
    because it diagnoses learning mechanics, not content.

The Diagnostic Protocol (Core)

Step 1: Select One Skill Target (1 minute)

Pick one narrow target, not the whole subject.

Examples:

  • “Simplify algebraic expressions”
  • “Infer meaning in comprehension”
  • “Write a PEEL paragraph”
  • “Explain photosynthesis”
  • “Solve ratio word problems”

Step 2: Run Three Probes (10 minutes total)

Run Depth probe, Load probe, Transfer probe in that order.

Do not coach during the probe. Observe.

Probe Specifications

PROBE D-01 (Depth Probe): Explain + Rebuild

Time: 3 minutes
Input: Ask the learner to explain and rebuild the method without notes.

Prompt options (choose one):

  • “Teach me how to do this.”
  • “Explain the steps and why they work.”
  • “Show the method from scratch.”
  • “What is the rule and why?”

Pass conditions (Depth stable):

  • clear explanation, logical sequence
  • correct reasoning, not just memorised lines
  • can reconstruct steps independently
  • can spot obvious errors and explain why

Fail conditions (Depth weak):

  • cannot explain the idea
  • jumps steps without meaning
  • repeats memorised phrases without reasoning
  • cannot rebuild the method independently
  • confuses key concepts or definitions

Depth score guidance:

  • D=5: clear, accurate, self-correcting explanation
  • D=4: mostly clear, minor gaps
  • D=3: partial understanding; relies on memorised steps
  • D=2: confused; cannot rebuild reliably
  • D=1: cannot explain at all

PROBE L-01 (Load Probe): Timed Micro-Set

Time: 3 minutes
Input: Give a short timed set (5 questions or 1 small task) under a clear time limit.

Rules:

  • no pausing
  • no hints
  • mark immediately after

Pass conditions (Load stable):

  • accuracy holds under time
  • learner stays calm and consistent
  • minimal rushing errors
  • performance resembles untimed performance

Fail conditions (Load weak):

  • accuracy drops sharply when timed
  • panic, blanking, rushing
  • many “careless” errors
  • performance is inconsistent: good at home, collapses under pressure

Load score guidance:

  • L=5: stable accuracy under time
  • L=4: small drop, manageable
  • L=3: noticeable drop; fragile under time
  • L=2: major drop; collapses under constraints
  • L=1: panic/blanking, cannot complete

PROBE T-01 (Transfer Probe): New Format Variant

Time: 4 minutes
Input: Present a question that uses the same concept in a different format/context.

Examples:

  • if they practiced direct computation, switch to a word problem
  • if they practiced one question type, use a new structure
  • if they memorised a template, change the constraints

Pass conditions (Transfer stable):

  • learner recognises the underlying concept
  • adapts method to the new format
  • explains what changed and what stayed the same
  • solves or makes meaningful progress

Fail conditions (Transfer weak):

  • learner freezes because the question “looks different”
  • cannot identify the same concept
  • searches for a memorised pattern
  • gives up quickly or guesses randomly

Transfer score guidance:

  • T=5: adapts smoothly and explains adaptation
  • T=4: adapts with small hesitation
  • T=3: adapts only with heavy effort; fragile
  • T=2: cannot adapt reliably
  • T=1: total breakdown on novelty

Interpreting Results

Step 3: Identify the Dominant Failure Signature (1 minute)

Use these rules:

D-FAIL dominant

  • D is lowest score OR
  • learner cannot explain/rebuild method even if untimed work seems okay

Common symptoms:

  • “memorised but don’t understand”
  • “needs teacher beside them”
  • “forgets quickly”
  • “can’t start alone”

L-FAIL dominant

  • L is lowest score OR
  • performance collapses under time/stress

Common symptoms:

  • “careless mistakes”
  • “panics in exams”
  • “good in tuition, bad in tests”
  • “inconsistent performance”

T-FAIL dominant

  • T is lowest score OR
  • learner can do familiar forms but breaks on variation

Common symptoms:

  • “worksheet okay, exam fails”
  • “only can do if it looks the same”
  • “can’t handle new question types”

Mixed failure

If two axes are low, label it:

  • D+L failure: weak foundation + collapses under pressure
  • D+T failure: shallow understanding + brittle generalization
  • L+T failure: stable knowledge but collapses under pressure and novelty
  • D+L+T: full rebuild needed (use Reset Protocol)

Mapping Signature → Next Action (Repair Routing)

Once you identify the dominant failure, route to the correct loop:

  • D-FAIL → Depth Repair Loop
  • L-FAIL → Load Repair Loop
  • T-FAIL → Transfer Repair Loop
  • Mixed → run the lowest first, then retest and proceed

Important rule:
Always repair the lowest axis first.
Do not try to “train everything at once.”

Retest Rule (Closed Loop)

After any repair cycle, retest with the same probes:

  • D-01
  • L-01
  • T-01

If the score improves but still fragile (3), repeat another short repair cycle.
If it reaches stable (4), upgrade the difficulty.
If it collapses again, identify what changed (load increased, feedback removed, format shifted) and repair that axis.

This is how Education OS prevents long-term decline:

No guessing. No blame. Only diagnosis and repair.

Common Parent Translations (Optional Insert)

  • “Lazy” often means: D-FAIL or L-FAIL
  • “Careless” often means: L-FAIL
  • “Knows at home, fails in exam” often means: L-FAIL
  • “Can do practice but not new questions” often means: T-FAIL
  • “Studies a lot but no improvement” often means: exposure learning + weak feedback (usually D-FAIL dominant)

End Statement (Canonical)

Education OS does not label learners.
It diagnoses learning failure signatures and installs repair loops.

Depth builds capability. Load stabilizes performance. Transfer makes it portable.

That is the D/L/T diagnostic protocol.