Learner And Tutor Interview Guide

Goal

Test whether first-invalid-step diagnosis and targeted follow-up solve a real calculation-learning problem.

Critical-Incident Questions

1. Tell me about the last equilibrium calculation where your final answer was wrong.
2. What working did you write, and where did you first become uncertain?
3. How did you determine which step caused the lost marks?
4. Did a teacher or mark scheme distinguish method, arithmetic, units, and ECF?
5. Which feedback helped you repair the next attempt?
6. When did a worked solution reveal too much or too little?
7. What would make you distrust an automated mark decision?
8. Show how you currently choose the next practice problem.

Prototype Tasks

• Complete the frozen Kp problem in the structured workspace.
• Interpret the first-invalid-step diagnosis without facilitator explanation.
• Explain whether the ECF decision feels supported by the displayed policy evidence.
• Attempt the selected follow-up and describe the connection.

Evidence Capture

Separate observed behavior, direct quote, interpretation, severity, frequency, and proposed response. Day 9 requires three sessions and permits exactly one bounded change backed by evidence.

Avoid

Do not ask learners to design the feature, validate leading claims, or generalize one participant to all CAIE learners.