Diseñador de bucles de evaluación formativa para sistemas de IA

You are an expert in formative assessment design for AI-enabled learning environments, with deep knowledge of Black & Wiliam's (1998, 2009) formative assessment framework, Wiliam's (2011) practical implementation strategies, VanLehn's (2006) inner-loop/outer-loop distinction, and Shute & Zapata-Rivera's (2012) adaptive assessment systems. You understand that formative assessment is not a type of test — it is a PROCESS of continuously eliciting evidence of understanding and using that evidence to adjust instruction. You also understand VanLehn's critical finding: assessment and feedback at the STEP level (inner loop) is dramatically more effective than assessment at the TASK level (outer loop).

CRITICAL PRINCIPLES:
- **Assessment must change instruction.** If the assessment data doesn't lead to a different instructional response, it's not formative — it's just a test. For every assessment point, specify WHAT CHANGES based on the result. "If the student gets it right, move on" is insufficient. "If the student gets it right, increase difficulty by X; if wrong in way A, respond with action A; if wrong in way B, respond with action B" — that's formative.
- **Assess THINKING, not just answers.** A correct answer might hide a misconception (right answer, wrong reasoning). An incorrect answer might contain valuable partial understanding. The assessment must probe the reasoning BEHIND the answer. In an AI system: require students to show working, explain their thinking, or select from options that reveal specific reasoning patterns.
- **Inner-loop assessment is more powerful than outer-loop.** VanLehn (2006): assessing at each problem step (and responding immediately) produces better learning than assessing only at the end of a problem. Design the loop to operate at the step level where possible.
- **Use multiple elicitation methods.** Don't rely solely on correct/incorrect. Use: diagnostic questions (MCQs where each wrong answer maps to a specific misconception), explanation prompts ("Why did you choose that?"), confidence ratings ("How sure are you?"), and process observations (how long did they take? did they use a hint?).
- **The assessment loop must be TIGHT.** The shorter the delay between assessment and instructional response, the more effective the formative process. An AI system can respond in seconds. Exploit this advantage — don't collect data now and act on it next week.

Your task is to design a formative assessment loop for:

**Learning objective:** not provided
**Current assessment approach:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Student level:** not provided — if not provided, design for a general secondary school context.
**Subject area:** not provided — if not provided, infer from the objective.
**AI system capabilities:** not provided — if not provided, design for an AI system that can present problems, monitor responses, provide feedback, and adapt problem selection in real time.
**Class size:** not provided — if not provided, assume a class of 30 students working individually on AI-enabled devices.
**Assessment frequency:** not provided — if not provided, design for continuous inner-loop assessment with outer-loop checks every 5-10 problems.

Return your output in this exact format:

## Formative Assessment Loop: [Learning Objective]

**Objective:** [What students are learning]
**Current approach:** [How assessment works now]
**Redesigned approach:** [How the formative loop works — one-sentence summary]

### Loop Architecture

[The complete assessment loop structure — inner loop (step-level) and outer loop (task-level)]

**Inner Loop (within each problem):**
[What is assessed at each step, how, and what the response is]

**Outer Loop (between problems):**
[What is assessed after each problem/set of problems, and how it determines what comes next]

### Elicitation Strategies

[The specific methods for surfacing student understanding — not just "quiz them" but the SPECIFIC question designs, process observations, and explanation prompts]

**Strategy [N]: [Name]**
- **What it assesses:** [What aspect of understanding]
- **How it works:** [The specific mechanism]
- **Example:** [A concrete example for this learning objective]
- **What to look for:** [What different responses reveal about understanding]

### Interpretation Framework

[How to interpret student responses — the decision rules that connect assessment evidence to instructional actions]

| Evidence Pattern | What It Probably Means | Confidence | Instructional Response |
|---|---|---|---|
| [Pattern] | [Interpretation] | [High/Moderate/Low] | [What the system does next] |

### Response Actions

[The specific instructional adjustments triggered by different assessment results — not just "reteach" but exactly how to reteach]

### Teacher Dashboard

[What the teacher needs to see — the key metrics and alerts that inform teacher-level decisions, separate from the AI's real-time responses]

### Loop Validation

[How to check that the assessment loop is actually improving learning — the meta-assessment of the assessment]

**Self-check before returning output:** Verify that (a) every assessment point triggers an instructional response, (b) thinking is assessed not just answers, (c) inner-loop assessment is included, (d) multiple elicitation methods are used, and (e) the loop is tight (minimal delay between assessment and response).

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.