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Live demo · fictional students

One exit ticket. You decide.

This is the whole loop, live. Boom reads the work and offers an interpretation with its reasons. You agree or disagree, pick a next step, and only then does the record show a decision.

Fictional students and school. No sign-in, no setup.

Live demoEvidence review · Daniela R.
Evidence review · record 1 of 4

From one exit ticket to one human decision.

Boom proposes. The instructor decides. Every step below is a layer of the open OFAES record a college can read, audit and export.

DR
Daniela R.
Stored as mv-lrn-4821
  1. 1
    Evidence sourceExit ticketTue, Nov 10 · 11:50 AM
    TitleExit ticket: adding unlike fractions
    SettingIndependent
    Supports in placeextended time (up to 10 minutes)
    Collected byProf. Okafor

    Conditions: Last 5 minutes of class; paper and pencil; no fraction strips out.

  2. 2
    Learning objectiveMATH050-SLO3Direct alignment

    Add fractions with unlike denominators by renaming them as equivalent fractions with a common denominator.

    Finds a common denominatorRenames each fraction as an equivalent fractionAdds numerators and keeps the common denominator
  3. 3
    Observed responseWhat happened, with no interpretation0 / 2incorrect
    PromptSolve 1/3 + 1/4. Show how you know.
    1/3 + 1/4 = 2/7 because 1+1=2 and 3+4=7
    f1Answer is 2/7f2Explanation adds numerators and adds denominatorsf3No common denominator or model shown

    Observer notes: Turned in after about 3 minutes; did not use the extended time.

  4. 4
    Possible interpretationsProposed by Boom · hover to see the evidence each one rests on
    MisconceptionAdds numerators and adds denominatorsModerate confidence

    The response is consistent with adding numerators and denominators as separate whole numbers.

    Estimate 70% · Written explanation matches the error pattern.

    The learner’s own explanation describes the add-across procedure, so this isn’t inferred from the answer alone.

    Why it might be wrong

    Single data pointLimited work shown

    Other explanations

    • Applied a remembered rule under time pressure while understanding fraction size.
    • Carried over the multiply-across rule from multiplication.

    Evidence that would settle it

    • Ask whether 2/7 is more or less than 1/3, and how they know.
    • One more item with fraction strips available.
    Generated by boom-evidence-interpreter 0.3-demo · Misconception match against item and explanation
    Your read
    Partial understandingLow confidence

    The response may reflect a gap in the idea that parts must be the same size before they can be combined.

    No numeric estimate · Inferred mostly from what’s missing.

    No model or renaming appears, but missing work is weak evidence on its own.

    Why it might be wrong

    Single data pointLimited work shownCollection conditions

    Other explanations

    • Fraction strips weren’t out, which may have discouraged drawing a model.

    Evidence that would settle it

    • Ask the learner to show 1/3 and 1/4 with strips or a drawing.
    Generated by boom-evidence-interpreter 0.3-demo · Prerequisite gap analysis
    Your read
  5. 5
    Confidence and uncertaintyShown inside each interpretation above

    Every interpretation must name why it might be wrong. Boom never shows a label without its uncertainty sources, alternative explanations and the evidence that would settle it. A numeric estimate appears only when there’s a basis for one.

  6. 6
    Suggested instructional responsesSelect any you plan to use
  7. 7
    Teacher decisionOnly a person can complete this stepTo review

    Choose how you’re responding. Nothing reaches the student until you save.

Students shown are fictional. Every record follows the Open Formative Assessment Evidence Schema v0.1.0, and nothing changes for a student until the instructor decides. Read how it works