HCD.13:11 - SoTA-Echoing

Working question: what can a delayed assessment show when practice and support can also change performance?

Selected line — adopt and adapt. Carpenter, Pan and Butler’s review supports spacing and retrieval as bounded learning approaches; the classroom-testing meta-analysis by Yang and colleagues reinforces that testing conditions can affect learning. HCD.13 therefore records intervening practice and probe reactivity in §4.1–§4.4 instead of treating a test as a passive reading.

Serious alternative: compare an earlier assisted score with one delayed unassisted score. It is inexpensive and can describe that combined condition, but it cannot distinguish delay from assistance withdrawal. The selected line keeps a reference-support comparison and adds only the support contrast needed for the decision. Its extra cost is explicit; an unaffordable contrast returns a narrower result rather than a false loss claim.

The Bastani and colleagues AI study motivates the support distinction with school-mathematics evidence, not adult occupational or long-retention evidence. The exact mutation is §4.3’s separate independent-core target and §5.1’s two reports. E.23.CAE supplies the reference-return discipline when an apparent-loss differential is actually needed.

No cited source supplies a universal interval, a local programme effect or the truth of this fictional case. Reopen the conclusion if task comparability, practice history, required access or teaching during the probe changes the inference.