Use: This key is public by URL. The child tasks are first-response formative checks, not secure exams. Accept equivalent design reasoning through drawing, pointing, sign, AAC, speech, child-directed adult or an exact scribe. Write down content prompts, actual physical handler and evidence source. Do not report a successful listener or vessel result that was never observed. A plan-only child can show valuable purpose, option, safety and evaluation reasoning while physical making/testing remains unobserved.
Check A · Day 75 · Puppet Signal Pad
Held source: The fictional puppet storyteller and willing partner want an optional gentle turn cue. The partner may prefer a visible sign. There is no pad, no material choice and no user response supplied. The source does not say card or cloth has any verified sound or comfort property.
Expected design evidence: Two distinguishable broad-pad ideas. For example, a large card with a visible pointing arrow versus a clean school-approved broad cloth proposal with a separate large cue label. Either may be chosen if the child links it to the partner's stated optional-cue need, names the adult's material/comfort check, and identifies what a willing partner would actually need to report or do. A silent visible cue can meet the design purpose. “I would ask whether they noticed it and whether it was comfortable” is stronger than “the cloth is quiet.” A drawing alone leaves the result NOT TRIED.
Next moves: If ideas only change colour, ask for a different material, cue position, pad boundary or label after saving first work. If a child asserts every listener hears the same sound, ask what this willing person actually reported. If a child wants no sound or touch, accept a visible/directing route. If an adult supplies an idea, credit the child's subsequent choice but log the content cue. Optional real use needs prior local safety/access approval, an agreed stop signal and a real willing user; feedback is their exact action/words, not a universal acoustic property.
Check B · Day 80 · Museum Vessel Pad
Held source: EMPTY EXHIBIT A and EMPTY EXHIBIT B are fictional unbreakable-container outlines. There is NO WATER and no size, capacity, physical placement, reader response or stability result. The target is a dry broad pad for separately placed empty vessels and findable A/B labels.
Expected design evidence: Two genuinely distinct pad plans; a chosen broad boundary and large label linked to the adult user; school-approved clean material and stable clear table; adult control of each approved empty unbreakable vessel, one at a time; child pad handling only if willing/approved, otherwise adult-directed or plan-only; A and B result recorded separately; a change or next question from evidence or unknown. A child may say that a larger proposed pad might accommodate a base. That is not yet observed.
Conditional result key: FULLY ON for a vessel only if its actual visible base, when the adult has placed that vessel, is wholly within the actual pad boundary at the moment of inspection. EDGE OFF only if a part of that actual base crosses the boundary. NOT TRIED for each vessel without approved physical placement; this is the expected status when using only this printed source. If a boundary is obscured or ambiguous, describe that observation and seek a safer clearer view instead of forcing a code. Note the child's proposal, pad handler and adult vessel handler independently. An A/B label is useful only if a willing real reader actually locates it; otherwise its effect is unknown. Dry base position proves neither stable support under use nor spill resistance nor capacity. No prior result is printed.
Next moves: If a base was EDGE OFF, ask which boundary/material size might be revised and what a second approved check would inspect. If both are NOT TRIED, invite a safe plan and keep physical evidence unobserved. If a child says B holds more because its outline is taller, ask what real fill/volume evidence would be needed; none exists here and there is no water trial in this pack. If a child says a fictional museum uses this design, return to “pretend brief.” Record real familiar products only with local permission and provenance on the separate source slot.
Compact evidence note: For each child, capture user/purpose; two distinct ideas; provisional choice/reason; material source (actually seen, adult described, or imagined); safe order/stop; physical handler; exact user response or separate actual A/B base positions; revision/unknown; route/support; and whether a content cue was supplied. Share identified work only under school policy.