Paper Detail
Ilya Mikhelson
Traditional static assessments rely on a subtractive, deficit-based grading model that often penalizes ambition and obscures diagnostic feedback. Conversely, traditional face-to-face oral examinations introduce severe construct-irrelevant variance by exacerbating performative anxiety and the sociological power imbalances inherent to academic hierarchies. This paper presents the theoretical foundation for the "Socratic Test," an automated, computer-mediated conversational assessment. By integrating Dynamic Assessment principles, multimodal workspaces, Bloom's Taxonomy for real-time proctoring, and the SOLO Taxonomy for structural evaluation, the Socratic Test actively maps a student's cognitive boundaries. This paper formalizes the use of graduated scaffolding to quantify the Zone of Proximal Development (ZPD) and details a non-compensatory, additive grading architecture that prioritizes mastery over penalty and human-AI alignment to ensure unprecedented measurement reliability.
No structured notes yet. Add `summary_sections`, `why_relevant`, `claim_impact`, or `next_action` in `papers.jsonl` to enrich this view.
No ranking explanation is available yet.
No tags.
@article{mikhelson2026theoretical,
title = {The Theoretical Foundation of Socratic Tests: Dynamic, Multimodal, Conversational Examinations},
author = {Ilya Mikhelson},
year = {2026},
abstract = {Traditional static assessments rely on a subtractive, deficit-based grading model that often penalizes ambition and obscures diagnostic feedback. Conversely, traditional face-to-face oral examinations introduce severe construct-irrelevant variance by exacerbating performative anxiety and the sociological power imbalances inherent to academic hierarchies. This paper presents the theoretical foundation for the "Socratic Test," an automated, computer-mediated conversational assessment. By integrati},
url = {https://arxiv.org/abs/2607.29624},
keywords = {cs.CY, cs.AI, cs.HC},
eprint = {2607.29624},
archiveprefix = {arXiv},
}
{}