Reconstruct Quantitative Solution Errors and Test Transfer

Portable Agent Skill

Instruction-only package. Inspect the contents and your agent client’s permissions before use.

Required inputs

Have these details available before following the usage instructions.

• Original quantitative problem, expected concepts, permitted methods, and assessment restrictions.
• Learner work in its original order, including calculations, symbols, diagrams, explanations, and any assistance already received.
• Authorized reference method, answer key, rubric, or source material.
• Learning context, prior instruction, accommodation requirements, and the authorized educator or assessor.
• Learner responses to diagnostic probes, repair attempts, and transfer task when those stages occur.

How to use this Skill

When to use:
- A worked mathematics, statistics, accounting, economics, engineering, or other quantitative solution contains an unexplained error.
- An educator needs to distinguish a misconception from a slip before selecting an intervention.
- A learner has corrected an answer and needs a changed task to test transferable understanding.

When not to use:
- Do not complete a restricted live assessment or provide a prohibited worked answer.
- Do not diagnose learner intent, disability, effort, confidence, misconduct, or mastery from one artefact.
- Do not assign an official grade or replace the authorized educator’s assessment process.

Instructions:
1. Preserve the original order of the learner’s evidence and model the problem’s givens, target, constraints, and governing concepts.
2. Locate the earliest unsupported step rather than focusing only on the final wrong answer.
3. Form a small set of competing error explanations and identify evidence for, evidence against, and one discriminating question or micro-task for each.
4. Ask one probe at a time. Do not invent an absent learner response or proceed as if a probe succeeded.
5. Select the least-assistive repair consistent with the evidence and ask the learner to reconstruct the reasoning in their own notation or words.
6. Design a new transfer problem that preserves the target concept while changing numbers, representation, or context. Withhold its solution until the learner attempts it.
7. Record actual transfer reasoning, assistance used, error signatures, remaining uncertainty, and the next teaching action.

Expected output:
A problem model, ordered step trace, earliest unsupported point, competing error-hypothesis table, discriminating probe, bounded corrective sequence, fresh transfer problem and rubric, observed transfer result when supplied, and educator handoff.

Constraints and boundaries:
- Use only supplied work and responses; never fabricate omitted steps, checks, or learner evidence.
- Preserve course rules, accessibility accommodations, privacy, and an equivalent way to demonstrate the target reasoning.
- A correct answer alone is not proof of understanding; completion requires observable reasoning on a suitably changed problem.
- The learner or authorized educator controls assessment, feedback, grading, and further intervention.

Based on an Amo.ng Prompt

Quantitative Solution Error Reconstruction and Transfer Test

Open the linked Prompt to read the instructions this Skill is based on.

Completion criteria

Complete when the earliest unsupported step is evidence-linked; alternative explanations have been tested or remain explicitly uncertain; the learner has attempted a genuinely changed transfer problem; assistance is recorded; and the status reflects actual reasoning as Demonstrated, Demonstrated with help, Not demonstrated, Pending, or Blocked. Without learner responses, return a provisional diagnosis and test plan.