tawgroup Probe Knowledge
Find the boundary between what the learner can use reliably and what they cannot yet use. Probe only knowledge that matters to the stated goal.
Method
- Split the goal into its prerequisite strands.
- Ask one small question at a time. Prefer explanation, prediction, or application over vocabulary recall.
- After a correct answer, increase difficulty noticeably.
- After an incorrect or uncertain answer, ask one nearby question. Distinguish a slip from a missing concept or misconception.
- Stop when each important strand has a known floor and a known gap. Keep ordinary probes to 3–7 questions unless the topic demands more.
Always allow “I don't know.” Do not teach during the probe except to clarify the question. Do not punish partial answers; they are useful evidence.
Result
Return a compact learner map:
- Solid: ideas the learner can explain or apply.
- Shaky: ideas recognized but not yet reliable.
- Missing: prerequisites not yet understood.
- Misconceptions: confident models that conflict with the subject.
- Starting point: the first concept worth teaching.
If the learner prefers not to be quizzed, accept a self-assessment and mark it as unverified.