HCD-MATERIAL - Find what instructional material supports and what to repair

Situation: An explanation, worksheet or learning route is meant to support a reader’s task, but a correct reader answer may have depended on prior knowledge or help.

Question: What did the material supply, what remains missing, and which repair would change its intended use?

First useful result or blocker: A compatible evaluation specification, or a supported diagnosis of the material’s contribution, limiting defect and repair reach.

Start with: HCD.19 - Evaluate Instructional Material through Representative Reader Work and Diagnose Its Repair when a compatible specification exists. Otherwise use HCD.18 - Select or Construct a Characterization and Evaluation Specification for Instructional Material to connect the promised task, audience, permitted help, criteria and evidence to the intended decision.

Stop or return: Stop with the supported use or repair conclusion and any evidence gap that limits it. Repair the affected material through E.23; use human-performance methods only for a claim about the person’s contribution or learning.

1. Use the specification to decide what must be inspected. The instructional-material evaluation profile explains how HCD.18 and HCD.19 work together. Select properties that can change the use or repair decision; a local false relation does not require evaluating an entire course.
2. Distinguish material contribution from reader repair. In its Time-use S1 case, an uninterrupted example gives the same value for active effort and elapsed turnaround, so it cannot distinguish the two rules. A prepared reader separates them correctly using prior knowledge. HCD.19 preserves that fact rather than crediting the missing distinction to the material.
3. Repair the relation and inspect its affected use. The revised material distinguishes the quantities, changes the columns, adds interruption and population conditions, and supports a changed two-person comparison of three consumed person-hours with four available person-hours. This supports the bounded repair and use, not a novice-learning claim.
4. Return remaining requirements at their actual reach. The full specification still requires a concurrent-person example, an inspected task and key, and suitable explanatory and feedback evidence. Keep these gaps visible without withholding the narrower supported repair. Obtain additional reader work only when its result can change the decision enough to warrant its burden.