Teacher-targeted and publicly accessible by URL. Keep this page out of the learner handout until first responses are recorded. These are new cases relative to the lessons, not secure exams. If prior access matters, author a fresh parallel fiction. Pointing, speech/sign/AAC, drawing and adult-directed placement can be equivalent HASS evidence; record exact prompts and support. The author observed no real child/classroom outcome. Never score a child for declining a personal or local disclosure.
Day 55 · Reed Room
- Positions: Source 1 draws the picture board on the LOW TABLE at LEFT with tabletop and legs. Source 2 draws it on the STAND at RIGHT with splayed legs. Both sources are Jo's invented dated sketches; pointing to pictured shapes counts.
- Order and difference: Source 1 is Story Day 1, Source 2 Story Day 2. The board's drawn position differs. The learner may say “Jo's first sketch puts it left; Jo's later sketch puts it right.” No direct classroom observation is supplied.
- Physical-action limit: Neither map names who moved any physical object. A change between paper drawings alone does not establish that a real room changed or anyone used the board. If a child says Jo moved it, ask which words name Jo performing an action; none do.
- Open question: Accept “Who moved a board?”, “Did anybody use it?”, “Was there a physical room?” or a suitably specific question. A school-approved dated observation or attributed account would be needed for a real case. One later fictional note might strengthen the paper story but still not certify a real event.
Next move: Sort a new invented map/map/after-note trio and state what each contributes. If secure, ask why two maps by one maker may leave other users' views unknown. Keep real K03 source requirements separate.
Day 60 · Birch Room
- Map/type: Source 1 draws a deep open CARD TRAY LEFT and broad WORKTOP RIGHT. Source 2 is Kai's planned ASHA first, LEN next order. Source 3 is Len's later attributed report of using the tray after Asha. There is no direct class observation.
- Order and duration: Kai intends Asha then Len; Len says they used it after Asha. The note is one participant's statement, not a whole-group log. Neither source states how long either person had a turn. “First/next” cannot establish equal duration.
- Views and later location: Asha prefers tray at left; Len would prefer it at right. A wish is not an account of a move. No later map or note gives the tray's later location. If a learner says it was right because Len wants it there, return to “would prefer.”
- Conclusion/question: A is source-bound. B invents both a move and equal turns for everyone. Accept “Where was the tray later?”, “How long did each use it?”, “What did other participants say?” or “Did a real approved routine meet different users' needs?” as a missing-source question. Real implementation and effect require school-approved observation and voluntarily gathered views.
Next move: If types blur, put whole sections under MAP / PLAN / REPORT / VIEW / UNKNOWN. If secure, invite the learner to explain why an individual preference does not refute a report about turn order. K03/S01–S05 remain partial practice; K01/K02/K04 need authentic local sources and relevant cultural authority.
Private recording line
Keep day, exact first response/point, named source, route and adult help, one evidenced strength, one unresolved distinction and next move under school privacy rules. Never upload completed child records to this public pack.