Version: v1.0 (Public Probe Library)
Purpose: Provide ready-to-run probes that generate a D/L/T score and a dominant failure signature.

How to Use This Probe Set (Universal Rules)

1. Choose ONE target skill (narrow, not the whole subject).
2. Run the probes in order: Depth → Load → Transfer.
3. Do not coach during probes. Observe.
4. Score each axis 1–5.
5. Route to the correct repair loop (Depth / Load / Transfer).
6. After 7 days, retest using the same probes.

---

Part A — Primary Level Probe Set (Approx. ages 7–12)

Target Skill Examples (pick one)

• Vocabulary meaning in context
• Grammar correction (subject–verb agreement / tenses)
• Comprehension inference
• Fractions operations
• Ratio word problem
• Science explanation (process / concept)

---

PRIMARY Depth Probes (D)

PROBE PD-01: Teach-Back Explanation (3 minutes)

Input:

• Pick a concept the child “just learned” (e.g., inference, fraction addition).
  Prompt:
• “Teach me how this works like I’m new.”
  Pass:
• Clear steps + simple explanation in their own words.
  Fail:
• “I don’t know”, memorised lines, missing steps.

PROBE PD-02: One Example From Scratch (3 minutes)

Input:

• Give one question.
  Rule:
• No notes. Child must show steps.
  Pass:
• Correct method appears without prompts.
  Fail:
• Child waits, guesses, or cannot start.

PROBE PD-03: Why-Question (2 minutes)

Prompt:

• “Why did you choose that step?”
  Pass:
• Can justify method.
  Fail:
• “Because teacher said so.”

---

PRIMARY Load Probes (L)

PROBE PL-01: 5-in-5 Micro-Timed Set (5 minutes)

Input:

• 5 short questions of the same skill.
  Timing:
• 5 minutes.
  Pass:
• Accuracy holds (small drop only).
  Fail:
• Accuracy collapses; rushing errors spike.

PROBE PL-02: Attention Stability (2 minutes)

Input:

• One longer word problem or comprehension question.
  Observe:
• Does the child drift, reread endlessly, or panic?
  Pass:
• Stays on task and completes.
  Fail:
• Frequent distraction, emotional upset, meltdown.

---

PRIMARY Transfer Probes (T)

PROBE PT-01: Same Concept, New Wrapper (4 minutes)

Input:

• If they practiced computation, switch to a word problem using same concept.
  Pass:
• Recognises concept and adapts.
  Fail:
• “I don’t know” because it looks different.

PROBE PT-02: Mild Twist Variant (4 minutes)

Input:

• Add one new condition (extra step, different phrasing).
  Pass:
• Makes progress and explains what changed.
  Fail:
• Freezes or pattern-searches.

---

Part B — Secondary Level Probe Set (Approx. ages 13–18)

Target Skill Examples (pick one)

• Algebraic manipulation
• Functions / graphs interpretation
• Geometry reasoning
• English comprehension (tone, inference, summary)
• Essay paragraph logic / argument structure
• Science structured response explanation

---

SECONDARY Depth Probes (D)

PROBE SD-01: Method Reconstruction (3 minutes)

Prompt:

• “Explain the method and reconstruct the steps from scratch.”
  Pass:
• Steps are coherent + learner can justify each.
  Fail:
• Steps missing, unclear, or purely memorised.

PROBE SD-02: Error Diagnosis (4 minutes)

Input:

• Give a worked solution with a deliberate mistake.
  Prompt:
• “Find the mistake and explain why it’s wrong.”
  Pass:
• Identifies error and fixes reasoning.
  Fail:
• Can’t spot error or gives vague answers.

PROBE SD-03: Concept Boundary (2 minutes)

Prompt:

• “When does this method NOT apply?”
  Pass:
• Can state conditions/limits.
  Fail:
• Applies rules blindly everywhere.

---

SECONDARY Load Probes (L)

PROBE SL-01: Timed Accuracy Drop Test (5 minutes)

Input:

• 6 questions (short to medium), same topic.
  Timing:
• 6 minutes (or appropriate exam pace).
  Measure:
• Compare timed accuracy vs untimed.
  Pass:
• Accuracy remains stable.
  Fail:
• Large drop + rushing errors.

PROBE SL-02: Two-Task Load Test (6 minutes)

Input:

• One short question + one longer reasoning question.
  Rule:
• Must complete both within time.
  Pass:
• Stable performance across both.
  Fail:
• Starts strong then collapses on the second task.

---

SECONDARY Transfer Probes (T)

PROBE ST-01: Format Shift (6 minutes)

Input:

• Same concept, different format (e.g., algebra manipulation → word problem; science recall → application scenario).
  Pass:
• Learner maps concept correctly.
  Fail:
• Learner breaks because it looks unfamiliar.

PROBE ST-02: Mixed-Set Identification (6 minutes)

Input:

• 6 questions from 3 different subtypes.
  Rule:
• Learner must label each question type before solving.
  Pass:
• Correct type selection + correct method.
  Fail:
• Confuses types or uses wrong method repeatedly.

---

Part C — Adult / Professional Probe Set (Approx. ages 18+)

Target Skill Examples (pick one)

• Learning a new language
• Coding / technical skill
• Public speaking
• Data analysis
• Career pivot skill (product, design, writing)
• Professional exam prep
• Creative skill (music, photography)

---

ADULT Depth Probes (D)

PROBE AD-01: Explain the Model (5 minutes)

Prompt:

• “Explain the concept/tool as if teaching a beginner.”
  Pass:
• Clear mental model + correct structure.
  Fail:
• Vague understanding, jargon without clarity.

PROBE AD-02: Build a Minimal Version (10 minutes)

Input:

• “Produce a minimal working output.”
  Examples:
• Write a small script, draft a 1-minute speech, outline a concept, write a short paragraph.
  Pass:
• Can produce without copying templates blindly.
  Fail:
• Cannot start without examples; stuck unless shown.

PROBE AD-03: Error Debugging (5 minutes)

Input:

• Provide a broken example (wrong code, flawed paragraph, wrong reasoning).
  Prompt:
• “Diagnose and repair it.”
  Pass:
• Identifies failure point and fixes.
  Fail:
• Random guessing; cannot isolate the issue.

---

ADULT Load Probes (L)

PROBE AL-01: Time-Box Sprint (10 minutes)

Input:

• A short sprint task relevant to skill.
  Rule:
• Hard time box.
  Pass:
• Produces a coherent output under time.
  Fail:
• Freezes, overthinks, collapses, cannot complete.

PROBE AL-02: Consistency Test (3 days)

Input:

• Repeat same micro-task daily for 3 days.
  Pass:
• Performance stays stable or improves.
  Fail:
• Wild inconsistency; motivation collapses; output varies drastically.

(Adults often “decline” due to inconsistent loops. This probe detects that quickly.)

---

ADULT Transfer Probes (T)

PROBE AT-01: New Context Application (10 minutes)

Input:

• Take the same skill and apply it to a different context.
  Examples:
• Code with a new dataset, speech to a different audience, writing in a different tone, language conversation in a new scenario.
  Pass:
• Can adapt and still perform.
  Fail:
• Breaks when context changes.

PROBE AT-02: Constraint Change (10 minutes)

Input:

• Same task but add one constraint.
  Examples:
• shorter time, stricter format, new audience, fewer tools.
  Pass:
• Adjusts strategy and completes.
  Fail:
• Cannot adapt; performance collapses.

---

Scoring Guidance (Fast)

After running probes:

• If the learner fails explanation/rebuild → D is likely 1–3
• If timed performance drops sharply → L is likely 1–3
• If unfamiliar format breaks them → T is likely 1–3

Then route to:

• Depth Repair Loop
• Load Repair Loop
• Transfer Repair Loop

---

Output Template (for your site / for AI to reuse)

Use this exact output structure:

Target Skill:
Depth (D): /5
Load (L): /5 Transfer (T): /5
Dominant Failure Signature: D-FAIL / L-FAIL / T-FAIL / Mixed
Next Action: Run _ Repair Loop v1.0 for 7 days Retest Date: _

---

Notes (Canonical)

• Keep targets narrow. Broad targets produce noisy diagnostics.
• Always repair the lowest axis first.
• After Depth stabilizes, Load becomes trainable.
• After Load stabilizes, Transfer becomes reliable.
• This is a closed-loop system: diagnose, repair, retest, upgrade.

---