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v4-HOT/socratic/pilot/20260524_110540.json

@@ -4,7 +4,7 @@
   "condition": "socratic",
   "run_mode": "pilot",
   "started_at": "2026-05-24T11:05:40.640237+10:00",
-  "ended_at": "2026-05-24T11:08:37.081653+10:00",
+  "ended_at": "2026-05-24T11:08:44.337655+10:00",
   "model": "gpt-5.4-nano-2026-03-17",
   "case_id": "ai-predictive-analytics",
   "perfect_answer": {
@@ -88,6 +88,14 @@
       "directive": "Stay on the “tips vs prediction” point and anchor on their line about unconscious bias. Push for one concrete example of how a teacher could infer the hidden prediction from context even when only tips are shown (e.g., timing, wording, which students get which tip) and then how that changes a student’s opportunities today. End with a single question that forces that specific scenario.",
       "reason": "They agreed that tips reduce prediction labeling but added that teachers could still unconsciously bias support via inferred predictions.",
       "latency_ms": 5677
+    },
+    {
+      "live_subprobe_id": 2,
+      "advanced_this_turn": false,
+      "turn_type": "engaging-default",
+      "directive": "Stay on this “tips vs teacher inference” thread and anchor on their phrase “assume those students are struggling.” Push for the single clearest behavior the teacher should follow in real time to avoid turning a tip into a judgment—e.g., a rule about how to respond even when they feel an instinct. End with one open question asking what concrete teacher rule would block that subconscious leap in the moment.",
+      "reason": "They expanded the scenario about tips leading teachers to assume students are struggling and change attention in real time, which is substantive engagement on the current tips-vs-inference split.",
+      "latency_ms": 3086
     }
   ],
   "turns": [
@@ -324,6 +332,32 @@
         "main_ms": 3601,
         "total_ms": 9284
       }
+    },
+    {
+      "n": 10,
+      "timestamp": "2026-05-24T11:08:44.337643+10:00",
+      "user_message": "If a teacher notices that certain students receive tips focused on foundational skills, they might unconsciously assume those students are struggling and offer more remedial help, while overlooking other students who may need support but aren't flagged. This could create an imbalance in attention and resources, reinforcing existing disparities instead of addressing the unique needs of all students. It's crucial to ensure that tips do not inadvertently signal perceived weaknesses.",
+      "manager_verdict": {
+        "live_subprobe_id": 2,
+        "advanced_this_turn": false,
+        "turn_type": "engaging-default",
+        "directive": "Stay on this “tips vs teacher inference” thread and anchor on their phrase “assume those students are struggling.” Push for the single clearest behavior the teacher should follow in real time to avoid turning a tip into a judgment—e.g., a rule about how to respond even when they feel an instinct. End with one open question asking what concrete teacher rule would block that subconscious leap in the moment.",
+        "reason": "They expanded the scenario about tips leading teachers to assume students are struggling and change attention in real time, which is substantive engagement on the current tips-vs-inference split.",
+        "latency_ms": 3086
+      },
+      "plan_control": "=== PLAN CONTROL (host-managed, authoritative) ===\nturn_type: engaging-default\nlive_subprobe_id: 2\nadvanced_this_turn: False\n\nLIVE SUB-PROBE (work this one this turn):\nid: 2\nfamily: Duty and rights (focus on consent and who gets shaped by the prediction)\nprobe: Tell apart “students receive tips” from “teachers see a prediction,” and ask which part changes how people treat each other\nrationale: The harms the draft worries about mostly come from teacher perception. Students can still be helped, but only the part that reaches teachers needs extra scrutiny and tighter limits.\nanchor: \"rules about who sees the scores\"\n\nDIRECTIVE for this turn:\nStay on this “tips vs teacher inference” thread and anchor on their phrase “assume those students are struggling.” Push for the single clearest behavior the teacher should follow in real time to avoid turning a tip into a judgment—e.g., a rule about how to respond even when they feel an instinct. End with one open question asking what concrete teacher rule would block that subconscious leap in the moment.\n=== END PLAN CONTROL ===",
+      "assistant_response": "That example captures the exact failure mode you’re worried about: when the tip arrives, the teacher may “assume those students are struggling” and then dial support up or down based on that instinct rather than on what is actually going on for the student.\n\nA single clear in-the-moment behavior could be: when a tip shows up, treat it as a prompt to offer an optional check-in and resources, but do a brief verification step first (ask, quick diagnostic, or review recent work) before changing your judgment about the student.\n\nWhat concrete teacher rule would block that subconscious leap in the moment?",
+      "scratch": {
+        "chosen_target": 2,
+        "response_summary": "Restated the “assume those students are struggling” risk, proposed a single real-time teacher behavior (verify before adjusting judgment), and ended with one concrete rule question.",
+        "directive_followed": "yes"
+      },
+      "latency_s": {
+        "manager_ms": 3086,
+        "ttft_ms": 2567,
+        "main_ms": 4157,
+        "total_ms": 7251
+      }
     }
   ],
   "feedback": [],
@@ -455,8 +489,8 @@
   },
   "upload_errors": [],
   "session_summary": {
-    "n_turns": 9,
-    "n_manager_verdicts": 9,
+    "n_turns": 10,
+    "n_manager_verdicts": 10,
     "n_transitions": 1,
     "n_plan_completes": 0,
     "subprobe_coverage": {
@@ -465,7 +499,7 @@
         "other": 3
       },
       "2": {
-        "engaging_default": 2,
+        "engaging_default": 3,
         "other": 1
       }
     },